Newyorkstate Testingprogram

NewYorkState TestingProgram

En 1Th. Language Arts Book2

january29 —February212001

Name

40875 This test asksyou to write about what you have listened to or read. Yourwriting • will NOT be scored on your personal opinions. It WILLbe scored on: • how clearlyyou organize and expressyour ideas • how accurately and completely you answer the questions • how wellyou support your ideas with examples • how interesting and enjoyable your writing is how correctly you use grammar, spelling, punctuation, and paragraphs

Wheneveryou seethis symbol, besure toplan and checkyour writing.

Acknowledgments: CTB is indebted to the following for permission to use material in this book:

Excerpts and illustrations from Winter Whale,by Joanne Ryder, illustrations by Michael Rothman. Text copyright © 1991 by Joanne Ryder, illustrations copyright © 1991 by Michael Rothman. Reprinted by permission of Morrow Junior Books, a division of William Morrow & Company, Inc.

CTB tilfilMcGraw-Hill • Published by CTB/McGraw-HilI,a division cf The McGraw-HillCompanies,Inc.,20 RyanRanchRoad,Monterey,California 93940-5703. • Copyright © 2001 by CTB/McGraw-Hill.All rights reserved.No part of this publication may be reproduced or distributed in any form or by any means,downloaded, or stored in a databaseor retrieval system,without the prior written permissionof the publisher. Session 2.. 1: Listening

Directions In this part of the test, you are going to listen to a Japanese tale called.“Toshiyuki the Stonecutter?’ Then you will answer some questions about the story. Youwill listen to the story twice. The first time you hear the story listen carefully but do not take notes. As you listen to the story the second time, you may want to take notes. Use the space below and on the next page for your notes. Youmay use these notes to answer the questions that follow.Your notes on these pages will NOT count toward your final score. Here are some words you will need to know as you listen to the story: • chiseled: cut or carved • gaily: happily • chisel: a tool to cut or carve • courtiers: royal court attendants • mallet: wooden hammer • torrents: flood or downpour

Notes

GoOn a a a. a a a. .. a a . . . a a a a a a a a a. a a a a a a . a a a a. a a a a a a a a a a a a • a a a a a. a a a a.. a a a a. • SECUREMATERIAL U Copyright © 2001 C1B/McGraw-HiIl. Do not reproduce or discuss contents Session 2::Pirt 1 until end of designated makeup schedule. Page 1 Notes

STOP • SECUREMATERIAL • Copyright © 2001 c-rB/Mccraw-Hilt. Paae. Session 2: Part 1 Do not reproduce or discuss contents until end of designated makeup schedule. [ Do NOT turn this page until you are told to do so.

• • • U U UU U U U U S U U •U U U U S S • U U U U U U U USU U U S U U U U U U U U U SU U U U U U U U U U U UU US U U UU UU U U SECUREMATERIALS Copyright 2001 CTB/McGraw-HilI. Do not reproduce or discuss contents Session 2: Part 1 until end of designated makeup schedule. Page 3 Fill rn the boxes below by wntrng the thmgs Toshiyuki becomes rn the story

• SECUREMATERIAL R Sessidii 2: Part 1 Copyright © 2001 aB/Mccraw-HiIl. 4 - Do not reproduce or discuss contents Page until end of designated makeup schedule. Using details from the story, explain why TOshiyukiwants to change each time.

You may PLAN your writing for Number 31 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page.

a a a a a a. a a a a a a a a a a a a a a a a a • n a a a a a a a a. a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a I SECUREMATERIAL I Copyright © 2001 CTB/McGrawHiII. Session2 Part1 Do not reproduce or discuss contents Page 6 until end of designated makeup schedule. What lesson does Toshiyuld’learn? Use details from the story to write a full and complete answer.

In your answer, be sure to include • the lesson Toshiyuki learns • how he learns this lesson • why this lesson is important

Check your writing for correct spelling, grammar, capitalization, and punctuation.

GoOn • SECUREMATERAL• Copyright C 2001 CTB/McGraw-Hill. Do not reproduce or discuss contents Session 2: Part 1 until end of designated makeup schedule. Page 7 STOP a a a a a a N a a a a a a a a a a a a a a a a a a a a a N N N N N • N a a N N N a a a a a N N N N N a a a a a a a a a a a N N N .N NN Na U SECUREMATERIAL U Session 2 Part Copyright © 2001 CTB/McGraw.HiII. 8 1 Do not reproduce or discuss Contents Page until end of designated makeup schedule. Session2 ‘T’art 2: Writing irections JJ In this part of the test, you will write a story of your own. Do NOT include information from the story “Toshiyuki the Stonecutter” in your writing. Follow the directions on Pages 10 and 11 to write your story.

• GoOn a a . a a a a a a a a a a a a a a a . a a a a a -a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a aaa a a a a a a a a•a • SECUREMATERIAL Copyright © 2001 CTB/McGraw-HiIl. Do not reproduce or discuss contents Sessión2:Part2 ______Page until end of designated makeup schedule. • • Planning Page

You may PLAN your writing for Number 32 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page.

a a a -• a a U • a a a a aaa ...... a a a a a a a.. a a a a a.. a a a am a a a.. ..a a a a a a a a... a a a a. a a. • SECUREMATERIAL U Copyright © 2001 CTB/McGraw-HiIl. 10 Session 2: Part 2 Do not reproduce or discuss contents Page until end of designated makeup schedule. Write a story about helping an animal with a problem. You may make up a story or write about something that really happened.

In your writing, be sure to include • what the problem was • how a person solved the problem for the animal • what happened after the problem was solved • details to make your story interesting

Check your writing for correct spelling, grammar, capitalization, r—--i and ..\ punctuation. .

GoOn

• SECUREMATERIAL • ______Copyright C 2001 CTB/McGraw-HilI. Do not reproduce or discuss contents Session 2: Part 2 until and of designated makeup schedule. ______Page H

- STOP ••e .u ...... •• • •• •• • R SECUREMATERIAL R • Copyright C 2001 CTB/McGraw-HiII. 1.2 SessiOn2: .Part2 Do not reproduce or discuss contents Page until end of designated makeup schedule. Do NOT turn this page until you are told to do so.

. . ._ .._._.....u U. •URUaMURUmUu..aUU UUUU •UUUUUUUUUUUUUUU •• • SECURE MATERIAL U Copyright © 2001 CTB/McGraw.HilI. Do not reproduce or discuss contents SéssióA 2: Part 2 until end of designated makeup schedule. Page 13 Re ading irections D In this part of the test you are going to read “AWhale Tale:’an article written by a young girl about her experiences on a family fishing trip. Youwill also read a poem called “Winter Whale?’Youwifi do Numbers 33 through 36 and write about what you have read. You may look back at the article and the poem as often as you like.

GoOn a U U a a a a a a a a a a a a a . * a a a a a a a a. a a a a a a a . a a a a . a a . a a a a a a . a . a a a .... a a a a. a a a • SECUREMATERIAL ______Copyright © 2001 CTB/McGraw-HiIl. Do not reproduce or discuss contents 1 Session 3 until end of designated makeup schedule. ______Paae 15 0

ishing has alwayslured’ our family to Mexico.LastApril, my father took Fmy sister,Emma, and me fishing off the coast of San Josedel Cabo. The city is located at the tip of the Mexican peninsula of Baja California. My dad rented an 18-foot fishing boat. We planned to fish for marlin or rooster fish. At 6:00 A.M., our captain, Ramon, and his first mate, Carlos, steered us into the Pacific. Twohours later,we arrived at the Gordo Bank, southeast of San Jose del Cabo. Immediately,we sawwhales surfacing. They surrounded us, jumping like kindergartners on a playground. My dad asked us what a group of whales was called. I replied, “Apod!” We caught trigger fish, pompano and red snapper for an hour. Then Ramon decided to move to another spot. We reeled in the lines and sat down facing the rear of the boat. I reached for can of potato chips.

‘lured: pulled

...:.. ...

a a a a a a a a a a a a a a a a a a a a ... a a a a a a a a a a a a a a a a a a a a a a a ... a a a a . a a a a a a a a a a a a a a a • SECUREMATERIAL• Copyright © 2001 CTB/McGraw-HilI. Sessión3 Do not reproduce or discuss contents Page 16 until end of designated makeup schedule. ..

• ,‘ .<. , . •‘g

Lessthan three minutes later, the captain banked, or turned, the boat hard to the left. I flewoverboard so fast, I had no idea what was going on. I landed on something solid. At first, the thing had a smooth, soft texture. But as I felt around (my eyeswere closed from the stinging salt water), it became as rough as a brick wall. Thinking I was still in the boat— and that it was sinking—I slid off the “platform” into the water. Instantly, I realized the platform was really a graywhale. It had smashed into our boat! Still gripping the can of potato chips, I swam to the surface. I opened my eyes enough to seethat the boat was about 25 yards away.Then I felt a shadow over me. I looked up just in time to see the whale’staiL It was gray and spotted white with barnacles. And it was coming toward me! As I raised my hands to push away,the tail hit me in the head. I sank back under the water.Without any air in my lungs, I managed to slide out from under the tail and swim to the surface. From there, I made it back to what was left of the boat. I was still holding the potato chip can! As my sister stood shivering with fright, Carlos helped the captain, who had been knocked sillyin the collision.My dad tried to scoop out thewater coming into the boat with a small cooler.“Bail,bail, bail!”he yelled.Emma and I bailed with our hands. The boat was completely swamped with water, but it slowlyrose as Dad bailed. I flaggeddown another fishing boat by waving two plastic gas cans. Dad helped Emma and me on board and threw on all of our stuff. When we finally got back to our hotel, it was about 10hours later than we had promised myrnom. She gathered me in her arms and held me for a long time.. We met a lotof considerate, giving and nide people that day.If it weren’t for all of them, I would have been fish bait! by CaseyChapman

• .• a a a a a . a a a. a a a a a a • a a.. a ...... a a a a ... a .... a . a a a a. a a a a . a a a a... a a. a a • SECUREMATERIAL Copyright © 2001 CTB/McGraw-lIiII. Do not reproduce or discuss contents ‘ Session 3 17 until end of designated makeup schedule. Page This chart tells what happens in the article “AWhale Tale”after Casey falls into the water. Fill in the empty boxes with what happens next in the article.

[ 1 Casey falls overboard.

. .‘

3 She slides into the water, and then swims to the surface. She sees the boat far away.

5 She sinks back into the Water, and then swims to the surface.

• SECUREMATERIAL Copyright . 2001 CTB/McGraw-H Session 3 Do not reproduce or discuss conte Page 1.8 until end of designated makeup scheth How does Casey most likelyfeel about whales at the beginning and the end of the article? What things happen in the article that probably cause her to see whales differently? Use information from the article in your answer.

GoOn • a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a • SECUREMATERIAL• Copyright c 2001 CTB/McGraw-HiIl. Do not reproduce or discuss contents Session 3 until end of designated makeup schedule. Page 19 a a a. a a. a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a i • ______• SECUREMATERIAL I Copyright C 2001 CTB/McGraw-Hill Session 3 Do not reproduce or discuss content: 20 ______Page until end of designated makeup schedule From what you have read in the poem, how is a whale like a bird? In the web below, use examples from the poem to show how a whale is like a bird.

Whales are as graceful as birds.

GoOn S S ••.usSa.aa...... Ssa..R...... am.. •5U ..SS 5.555 U SECUREMATERIAL • ______Copyright © 2001 CTB/McGraw.HilI. Do not reproduce or discuss contents Session3 until end of designated makeup schedule. Pane Planning Page

Youmay PLANyour writing for Number 36 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page.

• •a g.m •.r • •aaR* •a mu

______• SECUREMATERIAL. • Copyright © 2001 CTB/McGraw-Hill. I Do not repràduce or discuss•Contents Page 22 until end of designated makeup schedule. Do you think that fishing boats should be allowed in waters where whales swim? Why or why not? Use details from BOTH the article and the poem to support your answer. In your answer, be sure to • state your opinion • explain your reasons for this opinion • support your opinion using information from BOTH the article and the poem

:4j Check your writing for correct spelling, grammar, capitalization,

____ and punctuation.

GoOn • mu a • a a a U a • a a a a a a a a a a a a a a.. • a a a a a a a a • a a .aa a a a a a a a a a a a a a a. a a a a a a a a • SECUREMATERIAL ______Copyright e 2001 CTB/McGraw•HilI. Do not reproduce or discuss contents Session 3 until end o designated makeup schedule. ______Page 2 3 STOP •a a a *. • U U U a U U U U a a U U a a a a U U U a U U U U* U U a U a U UU U a a U U U U a U U a a a a U * U U UU a a.. • SECUREMATERIAL • Copyright 0 2001 CTB/McGraw-HilI. SessioA3I Do not reproduce or discuss contents Page 24 until end of designated’ makeup schedule. CTB/McGraw-Hill A DivisionofTheMcGrawHill Companies

PLACESTUDENTLABELHERE

Book2 EnglishLanguageArts Grade4 New YorkState TestingProgram

:English LanguageArts ListenIng.Selection

January29 February2, 2001

40876 This listening selection is to be used in administering Session 2, Part 1 of the English LanguageArts Test.The selection is to be read ‘aloudtwice to the students. For complete directiohs, please f6llow the instructions in the Teacher’sDirections.

Remember: This is a secure test. Youärenot’to discuss this test, show it to anyone, or photocopy these materials, as the security of the test could be breached.

Acknowledgment: CTB is indebted to the following for permission to use material in this book:

CTB [1 McGraw-Hill Publishedby CTB/McGraw-HiIl, a division of The McGraw-HillCompanies.Inc.. 20 RyanRanchRoad,Monterey. California 93940-5703. Copyright © 2001 by çTB/McGraw-HiII.All rights reserved.No part of this publication may be reproduced or distributed in ny form o? byany means,downloaded, or stored in’ a databaseor retrieval system,without the p’rior’written permissionof the publisher. Session 2. Listening Selectiona Toshiyuki the Stonecutter

AJapaneseTale• RetoldbyBonnieHighsmithTaylor

beside his hut and he muttered. “Is the than Toshiyuki sat sun more powerful a chiseled away at a huge stone. He was great emperor? If so, then I wish to be the sun.” making a birdbath for a rich merchant’s Instantly Toshiyuki became: the sun. He sent garden. As Toshiyuki chiseled at the stone, his strong rays out over the land. “How the hot sun beat down on him. His arms ached magnificent I am,” he cried. from holding the chisel and swinging tightly But all at once a dark cloud blocked his rays. mallet. the heavy “What!” he exclaimed. “Acloud is more powerful Nearby, on a mulberry bush, a small bird than the sun? Then the only thing for me is to sang gaily. be a cloud.” “Why do you sing so?” grumbled the As a cloud, Toshiyuki could hide the sun and stone cutter. cause torrents of rain to fall on the earth. How “Because I’m happy,” said the bird. powerful he was! “Hah!” sneered Toshiyuki. “Foolish is more But then the wind decided to blow. It blew like it Why should you be hppy? You are not down trees and dashed water over the banks of grand like the peacock. You are not mighty like rivers. And it blew the cloud all over the sky. the eagle. You are only a small, brown bird. “That’s for me!” shouted Toshiyuki. “I must be You.have no greatness.” the wind! I must!” But the small bird continued to sing on the loved the wind. He / Toshiyuki being whipped mulberry bush. the kites about the sky. He blew hats off people Suddenly the emperor himself surrounded walking down the road. He roared through by soldiers and courtiers, came riding down canyons. the road on a magnificent white horse. The Far, far below he spied a huge boulder. “I shall people bowed as he passed. carry that stone across the sea,” he boasted. Toshiyuki wiped his brow. “Oh,” he sighed. He took a deep breath and blew hard. The “If only I were an emperor instead of a lowly stone did not move. stonecutter.” “I do not understand,” he said. “As Toshiyuki I The bird cocked its eye at Toshiyuki and could turn the stone into anything I wished. Is said, “It shall be so.” it possible that a stonecutter is as great as the Aiid, wonder of wonders, Toshiyuki was an wind, the clouds, the sun, and the emperor emperor. People bowed before him. He was himself? I am the one who has been foolish. I surrounded by soldiers and courtiers. He rode wish to be Toshiyuki again.” along proudly, thinking, “How very great I am.” And he was. Once more he sat beside his hut But after a while the sun shining down on and chiseled at the stone birdbath, while the Toshiyuki made him feel faint. “What is this?” small bird sang gaily in the mulberry bUsh.

• SECUREMATERIAL• Copyright C 2001 CTB/McGraw-HiII. Do not reproduce or discuss contents Until end of designated makeup schedule. CTB/McGràw-Hill ADivisionofTheMcGraw•HiIICompanies

ListeningSelection EnglishLanguageArts Grade4. BAYPORT-BLUEPOINTUNIONFREESCHOOLDISTRICT BAYPORT,NEWYORK

Boardof Education NancyLetsch President VicePresident RosemaryMartin LisaM.Belz VirginiaE.Briefs CarolA.Cinelli LauraJankowski JamesS.March AndreaM.O’Neill Andrew1.Wittman,Jr. Superintendentof Schools RichardW.Curtis AssistantSuperintendentfor Curriculum.Instruction, and GeneralAdministration JoanE.Grazda AssistantSuperintendentfor Business DorleeseJ.Stewart

EnglishLanguageArts K-5 Fourth Grade Writers NancyArthur DianeBirkeland EllenGafarian RosemaryPearce Jill Schneck MargaretWa’sh 2000-2001 2JLjL) 4 EIFMENTARY LEVEl.

ELA Standard I Languagefor Information (andUndersianding

A. I.i.cienm,gand Readinj,. in acquire inlimiaIion and understandinginvolves collecting data, facts, and ideas; discovering retationships.concepts.and gcncrali7.atiofls: and using knowlcdc (toni oral, written, and electronic sources.

Content/CurrIculum - ClicsroomAdlvItIe - flow do pou Assessment - How doyou acsesstluaf do uddres hut In addressthlcIn studentiha’e u,’chleved In this : Hliere you your your teachIng? compelency Elementary Indicators leaching? creel? — • Gather and interpret inlomiation from Math Library Charts Bookreports Researchaper children’s rcfercncc books, magazines. Science Graphs useof encyclopedias ClassroomPerf. textbooks, eleclronic bulletin hoards, audio SocialStudies discussion atlas,almanac (Maps.Charts.etc.) and media, presentations, oral interviews. ResearchReports research intennediateperiodicals Observation oral reports and from such fonns as charts, graphs, . maps, and diagrams • select information appropriate in the Sciencc library t3ookreports comparecncychtict researchpaper purpose of their investigation and relate lang. Arts biographies assessresources writtenandoratwork ideas from one text to another reading gatheringinfo, for info. observation Soc.St. narrowinginfo.

• select and use strategies they have been Soc.St. Listening Recordinginfo. Researchpaper taught for note-taking, organizing, and Science Notecards Ability to outline categorizing information Reading Organizinginfo. Ability tocategorize • Writing Listeningact. • Modeling note-taking ask All • specilic qulcstinulsto clarify an(l cxtcitd areas , Testing Grade meaning library Writing Identificationof imp. material Idetilifying issuesto beadded Paraphrasing Discussion to anatyre info — niakc;ipinpi alt aini ci IecIIs ip.t iii Ucaluiir (all o,lr couIr,,I arta Worklwnk 1el . slraIcpIc Ii, consiruci •tft:IuiuI. (roll, prilit. I S1111!V listening acliviliec Attivity htets Ability such as prior knoss ledge about suibj&tt Ncw Vocabulary to rccognile possible meaning . hcerv.tiuin stnictuuaI and cintcxt Phonics Contextcluc understanding of lcltcr—soiuuulfl (atunicltips . to decode diflictilt words . suppiuil iuifcrcnccs about iuifuirmatioii and Reading(alt othercontestareas) Workbook lESt ideas with rcfcrcncc lu exl fcaturcs, such library Analyzeworkproblems Activity sheets as vocabulary and orjahiialiouial patterns Character,plotanalysis,connotations Group/individualproiects Observation

1/98 £,,2]’) FLA Standard 1 4 Languagefor informalion and understanding

IL .Speuhint,. anti H’,iiin to acqitile and lransmit infonnation rcquircs asking probing and clarifying questions. intcrprcling infonnation in one’s own words, applying information 10)11 4)11C context (4) atlOthCr. and prcscnhing the infonnation and interpretationclearly, concisely,anti comprehensibly. -

Conlent/Curriculum - Whrt doyou ClassroomActivities - ffg doyou Assessment- How do p’ouassessthat addressthis in your teaching? addressthis In your teaching? studentshaveachievedcompetencyin Indicators this area? clearly in a varicly of Writing Science Library Act,in Basal StudentPresentation such as summaries. Laiig. Ails Reports Stud.Presentation Eval.of Presentation Observation reports, stories, posters, Math Spelling Oral Reports Soc. St. BookReports Createbiographicalsketchusingnotes Readenddiscussintermediateperiodicals

organu,atuonand point of lang. Ails Newspapers Letter t)isciissioiis %vriltcnprcscultat ions Reading LetterWriting . library Book Reports Observation PersuasiveWriting

structures for Rcadinv Library ScienceKits Testing suchas I aug.Artc Observations Written-handson causeand clièct. and Comparisons Observation Math StimulusResponses Lab Reports

(‘lass Piesentations anecdotes. or language Biorapluy . to ltcud Nuin-lucliurn I)hscrvai,im esplain or clari1 - Vi ii ilig i t ,r1 I ihi .uu t )piniiuui l’icces Ilisuiii it-uI I ut) lull Si.iuiucc I id

‘ I itt t;ulu’

4-3 Ptiil, I ‘hi.,,’, Math lest lutoiuii Icst. .‘i ilulIg Uluuitlsuok l’ers,iautu.’ I.leniil it•k-suiuI i,uI,. Sot SI. (iaphs Math l’r,uh,, I )usuep.iuulI sliauiLouis Into I uuguuage ( hi;uls l’uupttts

pret%riIing. tIralji,ti. All subjcct All Areas Well-written auiiclc heading (Ilic “writing Keporis Writing process Wiitiuug process well-ctu,,stri,eied library lunal COPICS

•

conventions, such as All Areas tettcrs Writing process Writini’ a hook letUaIion, and I ihrary Spelling II W . as scnhcncc anti Stories apputipriate In ssrilten Paragraphiuuug l’unclujl iou

1/98 • ElEMENTARY lEVEL

EIA Standard 2 Languagefor LiteraryResponseandExpression

A. Lisicningand Rt’(f(Jiflgfor literary response involves comprehending. interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to undcrstand the text, and recognizing the social, historical andcultural features of the text.

. Conienl./Currlculsgn,.Whertdoyou Cjass,ooriiActlvides- Assessment- How doyou assessthat addressthisInyour teaching? doyou addressthisin your studentshaveachievedcompetencyin this ElementaryIndiciors frmchh,g? area? • Reada variety of literature of different Reading Library Reading list bibliographies Identify various forms - genres; picture books; poems; articles and tang. Arts reading to class reading logs stories from children’s magazines; fables, Science story extension classnovels myths and legends: songs. plays and media Ciirreuit Events radio picture hook(storv analysis) productions; and works of fiction and lion- plays ncwspaperdisc. fiction intended for young readers skits story-time • recognize sonic features that distinguish the Reading Science Textbook lests genres and use those features to aid Lang. Arts Library Workbook Oral discussions comprehension Stories/Genre Comparisons Fic/Non Fic • Analysis News Reading list bibliographies

• understand the literary elements ol’sclling. Writing Reading Story Elements Story Map character, plot, theme, and point of view Writers workshop and compare those features to other works Writers process . ‘ and to their owimlives Library • •

• use inference and deduction to undcrslaiid All Areas Workbook Jests the lest Reading l)iscussion with regard to literary elements Oral l)iscuissio, I.ihrary . Melacoguition Written Reports /F-5 • rcatl aiI auctiraic lv a,i,l lluciii ly. Ilsilig Readiiig newsarticles Readaloud phnnics intl ci‘iiJei cues I,, ilcierm iiie ( lassnovels Student writing rrt1IIlullc,at,,i anti l1lealIiIt Student writing Book sharing among students. - . library

• cvaluaie literary merit Book reporis Book discussions Ability to Comparc/cmtrast good/bad lii. Reading Comparisons Library Pictures vs. Poetry Story elements . . Weaknessesin writing Reading list bibliographies Discusswhat make a hook “goo(I reading” 1/98

4-’, I tIt I V EtA Standard 2 Languagefor LiteraryResponseandExpression

B. .Speak:ngand Writingbr literary responseinvolves presentinginterpretations,analyses,andreactionsto the contentandlanguageof a text. Speakingand Writingfor literary expressioninvolves producing imaginative texts that uselanguageand text structuresthat areinventive andoften multi-layered.

Content/Curykulum- Wheredoyou ClassroomACtivities- doyou Assessment- flow doyou assessthai this : addressthisin your teaching? addressthisIn your teaching? studentshaveachievedcompetencyIn ElementaryIndicators area? • Presentpersonal responsesto literaturethat Reading,Writing bookreports,activities, Bookreviews Quality work makereferenceto theplot, characters, novels,newspapers Scholastic Identify literature ideas,vocabulary,andtextstructure Library analyzeelements Wntienresponseswith elaboration Observation . Instantbook - Discussfiction

• explainthemeaningof literaryworkswith L.A., Reading Discussion someattentionto meaningsbeyondthe Newspaperarticles references literal level Library point of view backgroundinfo. double connotationsRelatepast . • to literature experience . • createtheirown stories,poems,andsongs L.A., all areas fictional characters usingtheelementsof theliteraturethey Writer’s wksp. poetry havereadand appropriatevocabulary Writing process creativewriting • Library useof dialogue

• observetheconventionsof grammarand All writing Writing stories demonstrationof editing usage,spelling,andpunctuation spelling,math,science letters,poems proof reading Library spelling,notebooks, finishedproducts self-editing editorialreferences . FLEMENTARY.LEVI,

EIA Stund.rd 3 Languagefor CritkalAnalysis andEvaluation

A. Listeningand Readingto analyzeand evaluateexperiences,ideas,information and issuesrequiresusing evaluative criteria from a variety of perspectives andrecognizing ihc difference in evaluations basedon different setsof criteria.

Conteni,VurrlcuIum - Oa.ti roomActh’lzies- ff doyou Assessment- Kos doyou assessthat J1,etr doyouaddres.sthisin your addres.sthit Inyour teoching? studentchaveachkvedcompetencyIn Indicators leaching? thisarea? abouta varietyof Currentevents,reading.science,L.A. Story works writing/performing textsand Library Newaday ownads. aspersuasivetexts analyzepros/cons point of view commercials,and political writing Observation . Introcopyright Locate and distinguish li/ni fiction & fiction thequality and L.A.. Writing.Science. Marketingtechniques, developingadcampaigns andexperiencesbased currentevents promotions,truthin ad. astheattractivenessof Library appealoItlie characters the logic and claimsmadein an .

criteria thatoneusesto All Subjectareas Newsday/ptof view hdentifying

anything(kpend on - audience . differences of opinion andpurpose for the developingcriteriafor pointof view persuadinganaudience - eviliu;itt iIitii I II%VI cI II(’I ,elnr i&aiPitipiiiiI I A.. I94IuIIp. Newspapers. I V. aIls An uLIetliccs,ssinii IIstI.IIiuIg Cr ii ica Ply I siiiIi I I CC(IIIi/iI)J IIp:Ic CIII ICIII CVCIIIS. Rending hooks eilii ing amPpircccntalionktiPs or Ialsc claims, and iiuidcrcianiliiig ihe newspapcr P:actJopjnhI ( )hscrvaiion diffcrcrwc hIwcci lad aitil •pilli n and library Reading logs adp,ucliI,occ slralcgicc in IlI,(krcianli ilic - espcruc’Ilce Inure liii

IIQR

4J19 IIIMENTARV EEVFL

F.LA Standard 3 Languagefor CrilkalAnalysis andEvaluation

H. Speaking and fl’riii:g for critical analysis and evaluation requirespresentingopinions andjudgments on experiences,ideas,information. and issuesclearly, logically, and persuasivelywith referenceto specific criteria on which the opinion or judgment is based.

. Con/en£Vurrlculum - Whertdoyou C7sn,om Activities- ff doyou Assessment- Howdoyou assessthat addressthisIn yourfa’achbtg? ddrets thisInyour frocking. stude.,tshaveachievedcompetencyIn this ElementaryIndicators area? • Expressopinions (in such finns asoraland Writing Newsday NewsArlicle written reviews,lettersto theeditor,essays. Lang.Ails flrainstormandOrg.thoughts Observation or persuasivespeeches)aboutevents. BookReports Main Idea books, issues,andexperiences,supporting Current Events Instantbookreports theiropinionswith some evidence Library Analysisof magazines

• presentargumentsfor certainviewsor l.ang.Arts Teams-Pointof view Ift’ectivenessof Argument actionswith referenceto specific criteria Library Discuss logical sequence of info in Judgedby Writer thatsupport theargument(e.g..anargument presentation to purchasea particularpieceof playground equipmentmight hebasedon thecriteriaof safety. appealto children,durability,and tow - cnst’t .

• monitorandadjusttheir ownoral and All areas WrittenandOral Reports EditingandPies.Skills writtenpresentationsto meetcriteriafor MathProjects Explanationof ScienceProj. Rishricsfor Writing competentperformance(e.g.,in writing, the ScienceProcessReports Sumnarizing ClassDevelopedChecklist criteriamight includedevelopmentof lab Reports MathProjects position. nrgalli7ation. appropriate Honk Reports PlanandParty vocahimlars,mechanics, and neatness. In BaseballStad, speaking, the criteria might include good . content, clleci ivc (liii very, tit1 1011,posture. poise, antIC%C contact) • usc cflècivc viicahularv .iinl f(,II)w Ike hxk reports. wriIin written ssignmcnIs demonstration 01 rules of grammar. ucagc. spelling and letter writing letters to businesses editing skills puunetiualumin pcrsiicivc writing opinion pieces letters to editors Iinishcd form letters to parent, siblings

4-u L4’LILJ7 -r

FLEMINTARY LIVFL

FLA Standard 4 Languagefor Social interaction

A. Listeningand Spenkisg: Oral communication in formal and informal settings requires the ability to talk with people of different ages,genders.and cultures. to adapt presentationsto different audicnccs,and to reflect on how talk variesin different situations.

Conieisliflirricuium - Whtredoyou ClassroomActivities- ffuii doyou Assessment- Howdoyou assessthai addMssthis Inyour teaching? addressthisInyour teaching? studentshaveachievedcompetencyIn this Indicators area? recognizewhenit is All subjectareas Listeningskills Observation to speak Library oral/newspresentations slorytime . Librarycitiiensliip

andrespondto others’ Library Openclassdiscussions on familiar topics debates Librarycitizenship

ol in*craclion Libra largegroupdiscussionrules : circumstances, appropriateinteractionsona daily basis groupdiscussions,and Librarycitizenship

1/9K t I 1.151t.P I A IC V I V 1.1

ElA Standard 4 Language for Social Interaction

8. Rdlding and If,liinr,’ WtiItn communication for social interaction requires using wtitten messages to establish, maintain,andenhancepersonalrclaiionships with others.

that Conteni/Curriculum - Wheredo you Classroom Activities - Zti do you address Assessment- How do you assess address ihis in your leaching? this In your leaching? students hove achieved competency In Indicators this area? notes, cards, and letters Writing Rook buddies and pen pals to keep pen pals coinmenlorate special letteis to various audiences teacher-student journals thank you notes cross-grade level writing

and style to take Writing Rook buddies of the relationship pen pals and interests of the letters to various audicnccs message teacher-studentjournals thank you notes . cross-grade level writing

published letters, diaries, IA, writing journals daily journals the conventions of Soc. Stud.. storytime analyze style of writing writing a story in the form ofajournal bookdiscussion diaries . (iinn reading Sharing “flear America” hooks library l)iscuss autobiographies Bayport-BluePointUFSD Bayport,NewYork

English/LanguageArts Grade4 Checklist

STANDARD1—Languagefor Informationand Understanding

A. Listeningand Readingto acquireinformationand understanding Involvescollectingdata,facts,and ideas;discovering relationships,concepts,andgeneralizations;and using knowledgefrom oral,writtenandelectronicsources. •° Thefollowingmaterialscanbeusedassourcesof information: -referencebooks -magazines -textbooks -electronicda bases -audioandmediapresentations -oralinterviews -charts -graphs -maps -texts -diagrams -non-fiction

•. Gatherandinterpretinformation •:• Selectappropriateinformationforthepurposeoftheinvestigation andrelateideasfromonesourceto another. + Usestrategiesfornote-taking,organizingandcategorizing information. •• Askspecificquestionstoclarifyandextendmeaning. •. Makeappropriateuseofstrategiestoextractmeaningfromprint. •‘ Supportinferencesaboutinformationandideaswithreferenceto textfeatures.

B. Speakingandwriting to acquireandtransmitinformationrequires askingprobingandclarifyingquestions,interpretinginformation in one’sownwords,applyinginformationfrom onecontextto another,and presentingthe informationand interpretationclearly, concisely,andcomprehensibly. + Presentinformationina varietyoforalandwrittenforms: -summaries -paraphrases -briefreports -stories -posters -charts

+ Selecta focus,organizationandpointofviewfororalandwritten presentations. •• Conveyinformationusingtraditionalstructures:

-chronologicalorder -causeandeffect -similarityanddifference + Clarifyinformationusing: -details -examples -anecdotes -personalexperience •• Includerelevantinformationandexcludeextraneousmaterial.

+ Usethewritingprocess: -pre-writing -drafting -revising -proofreading -finalpresentation + Observebasicwritingconventions: -spelling -punctuation -capitalization -sentencestructure -paragraphstructure

4-2 STANDARD2—Languagefor LiteraryResponseand Expression

A. Listeningand Readingfor literaryresponseinvolves comprehending,interpreting,andcritiquing imaginativetexts in everymedium,drawingon personalexperiencesand knowledge to understandthe text,and recognizingthe social, historical,and cultural featuresof the text

•. Thefollowingmaterialscanbeusedasa sourceofgenre: -mystery -biography -autobiography -historicalfiction -sciencefiction/fantasy -myth/legend -poetry -fairytales -fables -newspaper -realisticfiction -drama -essays,journals,personalaccounts -historicaldocuments,speeches -electronicbasedcommunication -epicliterature

+ Readawiderangeofauthors,subjects,andgenre. •:• Understandandidentifysomeofthedistinguishingfeaturesof thegenre. + Understandliteraryelements: -setting -character -plot -theme -pointofview

+ Beableto comparethosefeaturesto personalexperience. + Useinferenceanddeductionto understandthetext. + Readaloudaccuratelyandfluently. •:• Evaluateliterarymerit.

4-3 B. SpeakingandWritingfor literaryresponseinvolvespresenting interpretations,analyses,and reactionsto the contentand languageof a text. SpeakingandWritingfor literaryexpression involvesproducingimaginativetexts that uselanguageandtext structuresthat areinventiveandoftenmulti-layered.

+ Respondto literatureandmakereferenceto literaryelements:

-plot -characters -ideas -vocabulary -textstructure

•:• Explainthemeaningof literaryworksandidentifythedifferent levelsof meaning. + Writevariedgenreusingtheliteraryelements. + Observetheconventionsofgrammar,usage,spellingand punctuation.

STANDARD3—Languagefor CriticalAnalysisandEvaluation A. Listeningand Readingto analyzeandevaluateexperiences, ideas,informationandissuesrequiresusingevaluativecriteria from a varietyof perspectivesand recognizingthe differencein evaluationsbasedon differentsets of criteria. + Readandobservea varietyof literature,informationaltextsand persuasivetextsandpresentations. •• Makedecisionsaboutthequalityoftextsbasedonsomecriteria: -attractivenessof illustrations -characters -believabilityofanadvertisement + Recognizethatone’spointofviewcanbevsedto analyzeand evaluateliterature.

B. SpeakingandWritingfor critical analysisandevaluationrequires presentingopinionsandjudgementson experiences,ideas, information,and issuesclearly,logically,and persuasivelywith referenceto specificcriteriaon which the opinion or judgementis based. + Expressopinionsaboutevents,books,issuesandpersonal experiencessuppoitingtheiropinions. -oralandwrittenreviews -letterstotheeditor -persuasivespeeches

•. Presentargumentsforcertainviewsoractionswithreferenceto specificcriteriathatsupporttheargument. + Monitorandadjustoralandwrittenpresentationsto meetcriteriafor competentperformance:

- Writingcriteria- -developmentof position -organization -appropriatevocabulary -mechanics -neatness

-Speakingcriteria- -goodcontent -effectivedelivery -diction -posture -poise -eyecontact -Evaluatestrategiesfor readingandlisteningcritically- -recognizingbias -falseclaims -understandingfactandopiniondifferences -Useeffectivevocabularyandtheotherconventionsof English in persuasivewriting.

STANDARD4—LanguageforSocialInteraction A. ListeningandSpeaking:oralcommunicationinformaland informalsettingsrequirestheabilitytotalkwithpeopleof differentages,genders,andcultures,toadaptpresentationsto differentaudiences,andto reflectonhowtalkvariesindifferent situations. 4L5 •. Listenattentivelyandspeakwhenappropriate. •. Taketurnsspeakingandrespondingto others. + Recognizethekindof interactionappropriatefordifferentsocial circumstances.

B. ReadingandWriting: written communicationfor social interactionrequiresusingwritten messagesto establish, maintain,andenhancepersonalrelationshipswith others.

+ Exchangewrittencommunication. + Useappropriatelanguageandstyleforthesituationand audience. + Readanddiscusspublishedletters;diaries,andjournalsto learntheconventionsofsocialwriting.

4—L DearTeacher,

Thefollowingwastakenasa samplefromGoals2000New AssessmentsProject1996.Itcanbeusedasa practiceassignmentin thefirstsemesterofthisschoolyear. Thereisanotherpracticeexam enclosedforthesecondsemesterwhichyoucanadministerpriorto theStateexaminJanuary. LANGUAGEARTSASSESSMENT

TeacherBookletCoverSheet

Exemplar—Grade4 LANGUAGEARTSASSESSMENT

TeacherBooklet Cover Sheet

Exemplar—Grade4 TaskI DayI of the.Exam

ReadingandRespondingto ThreeWorksofLiterature PURPOSE:

•. Toassessstudents’abilityto interpretandanalyzethecontentand literarytechniqueinthreestories. TASKOVERVIEW:

•:• Inthistaskthestudentreadsthreeshortstories.Followingthe reading,thestudentswillanswerquestionsaboutwhattheyhaveread. Theymaylookbackatthestoriesasoftenastheylike. TIMENEEDED: •:. 45 minutes TEXTS:

•. “Robby:A TrueStory”byCatherineB.RobertspublishedinCricket MagazineSeptember1992issue. •. “OneLittleCan”byDavidLaRochellefromCricketMagazine’sApril 1997issue,Vol.24,No.8. •• “SenorCoyoteandtheCheese,”a MexicanfolktaleretoldbyMarci StillermanfromJackandJill’sJuly/August1995issue. •. “HarrietTubman”byEloiseGreenfieldfromSeato ShiningSea,A TreasuryofAmericanFolkloreandFolkSongs(Scholastic1993), p. 142,143.

BEFOREYOUBEGIN:

+ Say: “Thistestasksyouto writeaboutwhatyouhavelistenedtoor read. YourwritingwillNOTbescoredonyourpersonalopinions.It •WILLbescoredon:”

• Howclearlyyouorganizeandexpressyourideas • Howaccuratelyandcompletelyyouanswerthequestions • Howwellyousupportyourideaswithexamples • Howinterestingandenjoyableyourwritingis • Howcorrectlyyouusegrammar,spelling,punctuation,and paragraphs

4-i: TIPSFORTAKINGTHETEST:

•. Say: “Herearesomesuggestionstohelpyoudoyourbest:” • Listencarefullytothedirections.Besureto readallofthe directionsintheSampleTestBook.Askyourteacherto explain anydirectionsyoudonotunderstand. • Reador listentoeachselectioncarefully.Readeachquestion carefully.Asyouanswerthequestions,youmaylookbackatthe readingselectionsoryournotesasoftenasyoulike. • Planyourtime. Youmaywanttoglancequicklythroughtheentire sessionbeforeyoubeginansweringquestionsinorderto budget yourtime. • Whenyouanswertheopenendedquestions,besureto include detailsfromthereadingor listeningselectionto supportorexplain youranswercarefullyandcompletely. •:• Say: “Thisfirstsessionof thetestis a multiplechoicetest. Readeach selectioncarefully,includinganydefinitionsyouseeatthebottomof thepage. Thenanswerthequestionsabouttheselection.Circlethe letternexttotheansweryouchooseforeachquestion.Whenyousee thewordSTOPat thebottomofthepage,youhavefinishedthefirst session.Whenyoufinish,pleasecloseyourbooks,sitquietly,anddo notdisturbotherstudents.Youwillhave45minutestocompletethis partof thetest.”

•:• Say: “YoumayopenyourStudentTestBooklettopage and begin.

•:• PleasefillouttheStudentBookletCoverSheetwiththenecessary information.ThenputdownyourpencilandwaituntilI tellyouto begin.

4-2 Session

irections D In this part of the test, you are going to read three stories: “Robby, A True Story’ “One Little can:’and “Señor Coyote and the Cheese?’After you read each story, you will answer questions about what you have read. You may look back at the stories as often as you like

Now turn the page and begin.

i7L3 GoOn

— irections JJ“1obby, A TrueStory”is a storyfromCricketmagazine about a small horsewho helps a new horseon thefarm. Readthestory.Thendo Numbers1through 12.

RobbyATRUESTORY byCatherineRoberts Art byBarbArrnata

horses on the farm were no exception. There was the boss, then the •1• ,b - 1 second in command, and so on down the line. They observed this S-i. ‘‘:. ranking at the water tank and everywherc else, and woe2 to the ‘a horse who went ahead of turn. Robby,of course, was alwayslast in line.

‘disposition: one’s way of acting 2woe: great sorrow Sesicn.t The horses were trained to come at the sound of a whistle. This saved the farmer long treks to the pasture, especially on cold days. Late every afternoon when the whistle blew, the horses would come galloping in for the oats and corn they knew were waiting • for them. One day a new horse joined the herd. He grazed at a discreet3 distance from the rest, waiting to learn his proper place. Beau had come from a farm with very poor pasture and was enjoying the long grass. • That first day when the whistle blew, the others came running as usual. But Beau, who didn’t know what the whistle meant, kept right on grazing. When the herd got to the top of the hill, Robby looked back and saw Beau still eating. A certain amount of reasoning must have gone on in his little head. He knew Beau didn’t understand about the whistle, so turning away from the good supper he knew was waiting, Robby went backdown the hill. He nipped at Beau, getting him to run, and then herded him in after the others. Beau got his share of the oats and corn that night. And from that day on, he came with the rest at the sound of the whistle. Robby,the little horse at the end of the line, the one who was pestered and pushed around and knew what it meant to be left out, had taken the trouble to help a newcomer learn the ways of his new home.

3discreet: showing good judgment; careful

n-fl

1 What is this story mostly about? A a farmer finding a lonely horse B one horse treating another horse kindly C a new horse learning to get his supper D a farmer making friends with his horses

5_I- GoOn ...... —....————..u...... —.....—...... —...... —..——..... 2 Which word would best fit in Box 1? Box F helpful 1 G playful H. young J fast

3 Why is Robby always last in line? 4 The farmer avoids going to the pasture by teaching the horses to A He likesbeinglast. B He is not as smart as the other F stay in a herd horses. C follow Robby home C The other horses are better able to H line up at the water tank hear the whistle. J return when a whistle blows D The other horses are above him in the pecking order.

I f I

a a a • • a a a . a a a • a a a a a a • a — — — 5 Why does Beau graze at a distance from the other horses?

A He is waiting to learn his place in the herd. B There is more grass away from.the other horses. C He wants to stay close to the farm. D The other horses in the herd had pushed him away.

6 What happens right after Robby and the rest of the herd start to return to the farm? F A new horse joins the herd. G Robby sees that Beau is still grazing. H Beau follows the herd to get his supper. J The farmer blows the whistle.

7 Beau stays in the pasture when the 8 Why does Robby nip at Beau? whistle blows because he F to tell Beau who is boss A cannot hear the whistle G to guide Beau toward supper B dislikesfollowing the other horses H to show Beau how the other horses C does not know what the whistle play is for J to make Beau leave the herd D likes grass better than oats and corn

4-’r Si GoOn —._....._..._.....••.. 9 Robby helps Beau because Robby 11 The farmer does not like the long treks to the pasture. What does treks mean? A understands what it is like to be left out A gallops B does not want the farmer to get B trails angry at Beau c visits C thinks Beau might starve without D walks oats and corn D knows what it is like to be homesick

IL?

10 The next time a new horse joins the 12 In the story, Robby is always pestered herd, Robby will most likely by the other horses. What does pestered mean? F ignore the new horse G let the new horse eat first F bothered H help the new horse the way he G harmed helped Beau H herded J nip at the new horse the way the J tripped other horses nip at him

4-s Si- irections D ‘One LittleCan” is a story from Cricket magazine aboutagirl who makes a difference in herneighborhood.Readthe story.Thendo Numbers13through 20.

One ittk Can by DavidLaRochelle

‘ ACHEL SCOWLED IN DISGUST as she walked to

(4 the school bus stop. Her neighborhood looked like a The sidewalk littered with — I junkyard. was newspapers and candy wrappers. The front door to Lee’sGrocery was covered with ugly graffiti.’ It was spring, but instead of green grass and flowers, the yards seemed to be sprouting broken branches and trash. “Yuck!”Rachel said as she brought her foot back to kick a soda can off the curb. Then she changed her mind, picked Illustrationby the and tossed it into litter basket the AnnetteLeBlancCute can up, a on corner. She hurried to meet her friends at the bus stop.

Lee scowled as he looked out his grocery store window. “Hmph,” he said as the girl passed by. She’sprobably another troublemaker, he thought. One of those kids who spray-painted graffiti all over my door. Kids today are just no good. To confirm2 his suspicion, the girl stepped back to kick a piece of garbage into the Street.What she did next, though, surprised him. She bent down, picked up the old can, and dropped it into a trash can. That’s a switch, thought Mr. Lee. All morning as he unboxed soup cans and cereal boxes, he kept picturing that girl. At noon, when he walked to the corner to mail a letter, he noticed the litter that had piled up in front of his store. He thought of that girl again, then got a broom and started sweeping the walk.

‘graffiti: unwanted writing or pictures on a wall or other public surface 2confirm: provetrue St rnrs. Polansky peered out from between the window blinds in her living room. A crumpled sheet of newspaper blew into her yard and got snagged on a rosebush. She hated living across the Street from Lee’sGrocery. Customers were always dropping their trash in front of the store, and invariably3 it would blow into her yard. Maybe I should write a letter to the city council, she thought, or call the mayor. If Mr. Lee is going to let his store be such an eyesore,4 maybe it should be shut down. Just then Mr. Leewalked out his door. Mrs. Polansky quickly shut the blinds, but when she peeked out again, he was sweeping up the trash on his sidewalk. That’s a change, thought Mrs. Polansky. A few minutes later, when she went to let her cat out, she noticed that the stray newspaper had unsnagged itself from her rosebush and was tumbling into the next yard. She caught a glimpse of Ms. Sinclaire,her neighbor, frowning at her from the porch. Mrs. Polanskv looked around at her own unkempt5 yard. “Well,Fluffy,”she said to her cat, “Mr. Lee isn’t the only one who can do a bit of outdoor spring cleaning.” She went inside and got her work gloves and a trash bag. iMhen Rachel got off the school bus that afternoon, the first thing she noticed was the woman planting geraniums around the edges of her front walk. A fat gray cat was swatting at a butterfly that flitted among the bright red blossoms. Hadn’t that yard been strewn with dead branches and soggy newspapers this morning? Severalother yards looked tidier, too. She even spotted a pair of crocuses peeking up from a freshly raked garden. When she passed Lee’sGrocery, Mr. Lee was out front painting his door the color of a spring sky. He smiled at her as she walked by.. Maybe my neighborhood doesn’t look so bad after all, Rachel thought. She knelt down and picked up a lone candy bar wrapper, slam-dunked it into the litter basket, and sang out loud the rest of the way home.

3invariably: constantly; always 4eyesore: something unpleasant to look at 5unkempt: not neat; not tidy

4-ia S.L GoOn •4_; t

_____ - i ST r.•

.,.

1 3 Whatis this story mostly about?

A how a group of people learn to be

friends - — B a neighborhood that learns to recyclecans C how one person’s actions can lead to change 15 What happens right after Rachel D to do neighbors working together sees the litter and graffiti in front their cleaning spring of Mr. Lee’sGrocery? A Mr. Lee paints the door. B Rachel kicks a can off the curb. C Mr. Lee sweeps the sidewalk. D Rachel drops a can into the trash. 14 Why is “One Little Can” a good title for this story? F One can is the only thing Rachel picks up. G Rachel proves that small cans 16 Why does Mrs. Polansky dislike living should be cleaned up first. where she does? H Rachel shows that cleaning up one can could make a difference. F Dead branches fall into her yard. J One little can on the Street makes G The school kids are noisy at the bus the whole neighborhood look stop. messy. H Trash from Mr. Lee’scustomers litters her yard. J Her neighbors are unfriendly. a----

_-_ — -

.S 19 The story says that Mr. Lee scowled when he looked out the window. What does.scowl mean?

A cry B frown C shout 17 What makes Mrs. Polansky decide to D shiver clean up her yard? A Customers from Mr. Lee’sstore drop their trash in her yard. B The new blossoms show her that it is time for spring cleaning. C She sees Mr. Leesweeping the sidewalk in front of his store. 20 The story says that Mrs. Polansky D Ms. Sinclaire frowns her because at caught a glimpse of Ms. Sinclaire, her her is yard messy. neighbor, frowning at her from the porch. What does glimpse mean? 18 Rachel sings at the end of the story because she F brief look G clear vision F is happy to see Mr. Lee H complete view G had a good day at school J fuzzy picture H is glad that spring has arrived J is proud of her neighborhood

4-iz

a a — a a a a • a — — — — a S a • a a • -‘ .i •a_j. • • U U U S • — — ii. S U U U U U U U U S U U U U U irections D “SeñorCoyote and the Cheese”is a Mexican folktale from Jack and Jill magazine about a coyote and a rabbit. Readthe folktale.Then do Numbers 21 through 28.

“Swim out then and get it,” Conejo said. “I’d Ce6e go myself,but I can’t swim. While ydu get the cheese, I’ll get some tortillas,3 and we’ll have a Cl1eeve fiesta.”4 A MexicanFolktale “How do I know you’llbe here when I come retoldbyMarciStBlerrnan out o. the pond?” Coyote asked. Art JoeBoddy by “I’vebeen watching this cheese for hours:’

. Conejo said. “Do think I’d leave it all for - you 1 ; I’m I . you? Hurry, hungry.” •\\c-. - ••‘. • - - Señor Coyote jumped into the pond and • -• swam toward the cheese. But the cheese stayed alwaysahead of him. Every time he lunged for it and snapped his jaws to catch it, pond water rushed into his mouth, and he coughed and spluttered. Señor Coyote’seyes filled with water, and he had to blink them many times to see the cheese. His heart pounded from the effort of swimming. Finally,disgusted, he gave up and swam to shore and shook the water from his fur. Conejo was gone. He had tricked Señor Coyote. ne night, when a full moon was shining Señor Coyote lifted his head to the big, brightly in the sky,Señor’ Coyote crept O up round, yellow moon in the sky and howled in to Conejo (kone-A-hoh), the rabbit. Conejo was anger and humiliation. sitting at the edge of a pond. He went hungry that night. Señor Coyote said, “Conejo, I have you, and I’m going to eat you, pronto!”2 3tortilas: thin, round bread “Wait’ said Conejo. “Do you see this fine 4fiesta: party cheese in the pond?” There, gleaming in the black pond, was something that looked like a big, round, delicious, yellow cheese. “Do you like cheese?”asked Conejo. “Oh, I love cheese,”said Coyote as his mouth watered.

Señor: Spanish word for mister 2pronto: Spanish word for fast or quickly 61 21 What lesson canSeñor Coyote learn from Conejo? A to work hard for what he wants B that being too greedy can cost • everything • C to keep his mouth closed while swimming D that cheese makes a better meal than rabbits do

22 How does Señor Coyote change in the folktale? F He changes from being afraid to being brave. C First he feels powerful; then he feelsweak. H First heis hungry; then he is satisfied. J He changes from feeling pleased to feeling ashamed.

23 Whydoes the rabbit tell Señor Coyote about the cheese?

A He wants Coyote to have the cheese. B He wants to save himself from Coyote. C He wants to share the cheese with • Coyote. D He wants Coyote to cool himself in the • pond.

• • CoOi 24 Why doesSeñorCoyotebelievewhat 27 In the story, somethingwas gleaming Conejotellshim about thecheese? in thepond.

F He would rather eat cheese Which word means the same as than rabbit. gleaming? C He knows that would Conejo A fading not lie. B rising H He something in the water that sees C looks likecheese. shining D swimming J He thinks that Cone)o cannot swim well enough to get the cheese.

28 In the story, every time the coyote lunged for thecheesehe got water in his mouth. 25 What does Señor Coyote really see in the water? What does lunge mean? F A a round, yellow cheese hope G reach B the reflection of the moon H ask C a rabbit in disguise D a stack of tortillas cry

26 If Señor Coyote catches a rabbit again, he will most likely F make sure the rabbit does not fool him let the rabbit go free H believe what the rabbit tells him J invite the rabbit to eat a meal with him i7L-15

STOP Task2 Day2 of the Exam

ListeningandInterpretinga Folktale

PURPOSE:

•:• Toassessstudents’abilityto interpreta pieceof literature TASKOVERVIEW:

+ Inthistasktheteacherwillreadthefolktale“TeachingBabyCrabto Walk”twotimes.Thestudentswillbeableto takenotesduringthe secondreadingonly.After thereading,thestudentswillusetheir notesto answerthequestionsthatfollow. TIMENEEDED: •• 50minutes TEXTS:

•:• “TeachingBabyCrabtoWalk”fromtheMagicDrum:Talesfrom CentralAfricabyW.F.P.Burton. BEFOREYOUBEGIN:

•‘ Readthestorytwotimes. + Havethestudentstakenotesduringthesecondreading. •:• Remindthestudentsthatafter40minutestheywillhave10minutes remaining.

4-iL Session2 Listening Selection:S.

-coAcuit4& 6AX CgA

WALk

Father Crab was delighted that he had a baby, and hoped that his son would be the most correct and proper crab. Later, however, he was grieved to see Baby Crab sidling along instead of walking straight. “My son,” he said, “always remember that you should walk straight forward.” But despite all the lessons and talk of his father, Baby Crab persisted in walking sideways. For many, many days the two might be seen at the bottom of the stream, and each day Father Crab put more and more energy into teaching his son to walk straight. At last the little fellowbecame discouraged and saddened and said, “Father, just walk straight yourself, and show me how it is done.” The father crab started proudly along the sand at the bottom of the stream, but though he tried hard to walk straight, he had been so accustomed to walking at a slant that nature was too strong for him, and he still went sideways. The little crab cried out with glee, “Ifthat is all that you want, I can walk like that too, Father,” and ever since, the baby crab •has grown up walking sideways, which shows how much stronger were his father’s actions than his words.

-I7

______5.MPLER DRAFT 6 GRADE 4 ENGLSNL,G’JAGE ARTS TEST irections In this part of the test, you are going to listen to an African folktale called “Teaching Baby Crab to Walk:’Then you will answer some questions about this story. Youwill listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story the second time, you may use the space below for your notes. Youmay use these notes to answer the questions that follow.Your notes on this page will NOT count toward your final score.

Here is a word you will need to know as you listen to the folktale: • sidling: moving sideways Notes 29: Explainwhatthesetwo quotationsfromthe folktalemean.

Quotation Meaning

“Though he tried hard to walk

straight,.. . nature was too strong for him...

“The baby crab has grown up walking sideways, which shows how much stronger were his father’s actions than his words.”

52- 4jq 30 Explain why the baby crab says to his father, “Father, just walk straight yourself, and show me how it is done?’ Use details from the folluale in your answer.

•7,

GoOn Planning Page

Youmay PLANyour writing for Number 31 here if you wish, but do NOTwrite your final answer on this page.Yourwriting on this Planning Pagewill NOTcount toward your final score.Write your final answer on the next page.

-2I 31 Which lesson does the folktale teach best? Cirde one: • Actions speak louder than words.

• Don’t try to be something you are not. Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.

Check your writing for correct spelling, grammar, capitalization, and punctuation.

GoOn Planning Page

Youmay PLANyour writing for Number 32here if you wish, but do NOTwrite ‘yourfinal answer on this page.Yourwriting on this Planning PagewillNOT count toward your final score.Write your final answerbeginning on the next page.

32- 32 Write about a time when someone taught you how to do something, or a time when you. taught someone else. In your story, be sure to include • what lesson was taught • who taught the lesson • what happened • specific details and examples

Check your writing for correct spelling, grammar, capitalization, and punctuation. ____

-2q 32- GàOn

Task3 Day3 of the Exam

ReadingandRespondingto Literature

PURPOSE:

+ Toassessstudents’abilityto interpretandcomparetwoworksof literature.

TASKOVERVIEW:

•:• Inthistaskthestudentwillreadtwoselections.Theywillreadthefirst selectionandthenanwer thequestions.Then,theywillreadthe secondselectionandnswer thosequestions.Theymustwrite completeandthoroughresponsesandincludedetailsandexamples fromtheselection.

TIMENEEDED: + 50minutes TEXTS: + ToadOverload:A TrueTaleof NatureKnockedOffBalancein AustraliabyPatriciaSeibertand“MoreAboutAustralia’sCaneToads.” BEFOREYOUBEGIN:

Say:“TodayyouaregoingtotakeSession3 ofthetest:” • Youwillreadtwoselectionsinthispartofthetest. Readthe firstselectionandanswerthequestions,thenreadthesecond selectionandanswerthequestions.Remembertowrite completeandthoroughresponsesandincludedetailsand examplesfromtheselection.

• WhenyouseethewordsGOONatthebottomofa page,keep going.WhenyoucometothewordSTOP,youareattheendof thetest. Youmaygobackandchecktoday’sworkonly. Donot gobackto theprevioussessions.Youhave50minutesto completethispartofthetest. Arethereanyquestions? • Directions:Inthispartofthetest,youaregoingto readan articlecalled“ToadOverload”andanotherarticlecalled“More AboutAustralia’sCaneToads.”Youwillanswerquestionsand writeaboutwhatyouhaveread.Youmaytookbackatthe articlesasoftenasyoulike.

• Youmaybegin. • Remindstudentsafter40minutesthattheyhave10minutes remaining. . TODDOVERLORD Firsttherewere101.Nowtherearemillions.Theywere supposedto be a solutionto a problem.Nowtheyareaproblem. Whatarethey?Verybig toads.Whathappened?Hereis the strangestory. Backin the early1900sin Australia,farmerswho grew sugarcanewerefacingsomebig problems.Beetleslovedeating the leavesof sugarcaneplants.Beetlebabies,calledgrubs,loved eatingthe roots. 3 TheAustraliansugarcane growerswereangry.Theywanted to stop the beetlesandnothing they tried wasworking. In someotherplacesaroundthe world, sugarcanegrowershad beenfightingoff beetlesandgrubs, too.Scientistsand growershad found a weaponthat theythought mightwork—big,fat, hungrytoads that lovedto eat insects. Howbig werethe toads?As big as dinnerplates.Infact, this kind of toad is oneof the biggest toads on earth. toads livedin Originally,the only The for the CentralandSouth where planwas toadsto America, eatlots of it Warm, • and lots beetles. is wet andwarm. wet In weatheris the kindthe toadslike 1935,102toadswerepacked into best. cratesandshippedto Australia.Onedied Somescientistsand on the trip, but growers the 101survivorswere into decidedto thesegianttoads put a put pondin northeastAustralia. with the giantappetitesintothe Beforetoo long,the femaleslaid Australiansugarcanefields. long,necklace-likestringsof eggs. Eachstringcontainedthousands of tiny eggs. Theeggshatched.Thepond wasfilled with squirming,wriggling tadpoles. Thetadpolesgrewinto toadlets—babytoads.Thenthe toadletsweretakento canefields andturnedloose. Wouldthesenewcomerseatthe sugarcanepests,astheywere broughtto Australiato do?Yes andno.Someof the toadsdid eat someof the beetlesand beetle grubs.But it wasworkfor the toadsto try andcatchthe beetles, whichcouldfly away. • 33ICn 3 GoOn U U U U U • • U U U • U U — • — U • U U — U Also,thetoads liketo rest Soon,thetoadsfoundtheir duringthe dayandeatall night. wayfromfield to town.The TheAustraliancanefieldsweretoo townspeople’slush1 gardensand sunnyanddry.Thetoads liketo wateredlawnswereveryinviting.’ snoozewhereit is shadyandwet. Thetoadsweremuchhappier,in town,whereit waseasyto find a satisfyingmeal.At night,in the circlesof light shedby the lampposts,toads gathered.With almostno effortat all,theycould gulp downthe bugsthat dropped to the groundaftercomingtoo closeto the light. Dazed2 bugswerenot the only easymealsthat thetoadsfound. Theyalsoenjoyedeatingfrom bowlsof food left outsidefor pet dogsandcats. It wasa disappointment,of course,that the toads did not bothermuchwith the grubsand beetles.Butthe realproblemwith the toads wassomethingelse—as time passed,moreandmoretoads wereappearing. InQueensland,the statein Australiawherethetoadswerefirst released,they couldbefound EVERYWHERE.Theywereall over the lawnsandall throughthe gardens. Theyslept underflowerpotsand insideboots left on back porches.

... --... . ‘:. Sometimesthe roads covered - were —---. 4: with toads—whichwasa very - ‘: dangeroussituationfor the toads. 1lush: growingthick andgreen 2dazed: confused Australiaseemsto be an ideal homefor the toads.Theyarenot killedoff by anydiseases.They find plentyto eat.Whenit comes to layingeggs,a mudpuddlewill do. Millionsandmillionsof toads arelivingwhereoncetherewere none. Arethe toadscausingbad problemsin Australia?Scientists aretryingto find out. As this strangestoryshows, whena plantor ananimalis moved to a newhabitat,3 no onecan knowfor surewhatmighthappen. Thepeoplewho broughtthe toads to Australiahopedthat aftera whilemostof the beetleswouldbe gone.Instead,beforetoo many yearshadpassed,thereweregiant toadseverywhere. Oncethosebig toadscame, theyconquered!4

Well. . . almost.

3habitat: a placewherea certaintypeof plantor animalnormallylives 4conquered: took over

GoOn Use details from the article to showthe differencefor a toad betweenlife in the fieldsand lifein the town.

••_•••.••••••....•_..•.._...... •...••u.•••...... 34 Readthis sentence from the artide. Whena plant or an animal is moved to a new habitat, no one can knowfor sure WI-IATmight happen.

Howdoes the story of the cane toad showthat this statement is true?

GoOn

— -r 1 p

•

• t*L.

- I 1k) MOREABOUT AUSTRALIA’SCANETOADS

WHATHAPPENEDTOTHEJJGARCANECROPSWHENTHETOADSDID NOTEATTHE BEETLESAND GRUBSTHATWEREDESTROYINGTHECROPS? A chemical was developed that killed the beetles. Sugarcaneis still a major crop in Australia.

HOWMUCHOFAUSTRALIAHAVETHETOADSMOVEDINTO?

c S Thismapshowsthelocationwherethe Thismapshowsallthe placeswherecanetoads toadswerefirstreleasedinthecountryof werelivingin Australiabythe 1990s,justa little Australia. morethan50yearsafterthefirst101toadswere putintothepondin northeastAustralia.

‘trilling sound:repeatedmusicalnoise 35 Look at the two maps on Page T-32. What facts can you tell about the cane toad population by looking at these maps?

GoOn Planning Page

You may PLAN your writing for Number 36 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on the next page.

5?’ 36 How has life in Australia changed since the cane toads were brought to that country? Use information from BOTH articles in your answer.

Check your writing for correct spelling, grammar, capitalization, and punctuation.

S Task4 Day4

Respondingto QuestionsAbout theActivities YouHaveJust Completed

PURPOSE:

+ Toshareinformationandgivepersonalopinionsaboutassignments completed. TASKOVERVIEW:

+ Inthistask,studentswillanswerspecificquestionsonalltheactivities theyhavejustcompleted. TIMENEEDED: •:• 10-15minutes

MATERIALS:

•:• Studentsurvey

4-38 New York State EducationDepartment, Room671 EBA,Albany, NY 12234

SampleTest CommentSheet Grade4 English LanguageArts

1. Content Arethe questionsgenerallyappropriatein content? YES YES . exeeptionsLO Comments:

2. Difficulty Arethe questionsgenerallyappropriatein difficulty? YESJ I [sexceotons LO Comments:

3 Directions Arethe directionsin the SampleTestBookdear YES YiiI Nó1 and for students follow? excons1 easy to ______Comments:

4. Format Isthe format of the SampleTestBooksatisfactory YES YES NO of of exc7tions in terms type size,space,arrangement ______J questions,etc.? Comments:

5. Time Weremostof the studentsableto complete YES1YEè1 NO the sampletestwithin the time allotted? rij J - Comments:

6. AdditionalComments:

PleasefaxCommentSheetsto (518)486-1385ormailthisformto theNewYorkStateEducation Departmentattheaboveaddress.

Iqn byCTB/McGriw.HIlL TASK 5 STUDENT SURVEY

Please let us knowwhatyou think about this exam so that we can continueto improveit!

I. Did you like takingthis test? Please explain in detail.

2. Did you think this was a fair test? Why or Why not?

3. Is this work similarto the work that you do in class? How?

4. Was your work on this test a good example of your Lang. Arts skills? 5. Howwill the skills you used in this test help you in your life?

6. If one of your friends in anotherschoolwanted to know what it takes to prepare and do well on a test like this, whatwould you tell him or her?

7. Did you have an opportunityto: listen,discuss,read and write on this test? New York state Elementary Englith Language ArLc Ascesmeii±

Teacher Guide

Spring 1996 Teacher version. Spnng 1o 2

Dear Teacher,

Thank you for agreeing to help New York State try out a new way to evaluate student progress in the language arts. Your work, as well as that of your students, is crucial to the success of these efforts.

Prior to administration of this exam,please read over all the directions - in both the teacher guide and student booklet, so that you will be familiaj with all aspects of what is involved.

Over the next few weeks, many teachers from all over New York State wjfl be piloting this set of activities. We will use students’ responses and the reviews of teachers, students, and parents to help us refine this into a better assessment.

This assessment contains tasks to evaluate the standards articulated in th New York State’s Learning Standards for English Language Arts:

I)Language for Information and Understanding; 2)Language foi Literary Response and Expression; 3)Language for Critical Analysis and Evaluation 4)Language for Social Interaction

The English Language Arts assessment consists of two parts: this “sj down” examination your students are taking (consisting of three tas which take place over the course of four days) and a small collection students’ “best” work (being collected this year by a small group teachers) selected from classroom activities that have taken place over course of the year. It is our belief that these two components will toge provide a more accurate description of student achievement than. the te we have given, in the past. We hope that you find this exam useful as means to informing you about your students and as a support to teachi more demanding, complex skills and knowledge.

We encourage you to inform your students of this shift in bow learni will be assessed in our State and to let them know they will be playing important role in the State’s assessment development process. Tb should know that this is a research project that is trying to ibok at reading and writing in new ways. - NYS Elementary English Language Arts Assessment Teacher version, Spring 1996 3

For the next few days, your class will be reading, listening, talking, and writing about animal disguises.

On the first day, your students will be asked to listen to a folktale and then respond to a question about the story.

On the second day, your students will be asked to reflect upon two poems and compare them in writing. (The format for this second task is new this year. We are especially interested in hearing your thoughts about its feasibility as well as about how its addition to the exam affects the overall length of the exam.)

On the third day, your students will read an informational text about animal disguises. The students will be asked to use the information to write a draft of a letter describing animals they think should be in a new zoo exhibit.

On the fourth day, students will share their rough drafts of their letters with several other students to give and get ideas about how to improve their writing. Then they will complete final drafts of the letter.

This exam is to be administered under conditions that most closely replicate the natural learning environment of your classroom. While working independently to complete the tasks, students should be able to use whatever resources they are accustomed to. Testing modifications can be provided as needed to all students, but must be provided to- students with disabilities as indicated on their individualized education program (IEP). Please record any testing modifcations that are provided to a student On that’s student’s exam booklet.

Each day’s activities should take between one and two hours. You may find that some of your students need more or less time. Please allow them whatever time they need and keep a record of just how long these tasks actually do take. You can give us this information on the teacher response form at the back of your packet. -

Please have all students in your class take this assessment In the event that students are absent, please allow them sufficient make-up time in school to complete the tasks. Teacher version. Spring i 4

Scoring of these assessments will be based on the guidelines in the “Reminder” boxes provided in the student booklets. These guidelines are reminders to students of the important dimensions in reading and writing. We are making this information available to students out of the belief that when students know the criteria for assessment in advance, they have fairer and better opportunities to develop richer, more thoughtful responses.

Please introduce your students to these activities by taking the time to read and discuss the introductory student letter at the front of the Student Response Booklet. Let them know that their work will span several days and that what they do on any given day builds on the work of the previous days. Please make it clear to your students that their work is vtry important and that it wilL help us as we develop new assessments in the State.

The very last activity in both the student and teacher exam booklet is questionnaire to find out what you and your students think about thu exam. We need your answers to these questions to help us figure out how to make the exam useful and manageable for you and your students. We are especially interested to find out what you think about the length of the exam and the nature of the tasks. So, please give us your comments and suggestions. Your responses will help us to shape how student learning across New York State is assessed in the future.

Thank you for your assistance in this important project.

I NYS Elementary English Language Arts Assessment Teacher version. Spring 1996 5

OVERVIEW Please read the Student Letter and Overview on pages 1 and’ 2 of the Student Booklet with your students. Student Letter Dear Students,

Over the next several days, you and your class will be listening to and reading about ways that animals disguise themselves. You will also be thinking. talking, and writing about what you have heard and what you have read.

We are asking you to do all this to help New York State try out a new way to look at student progress in the language arts. Your responses to the tasks in this booklet will give us ideas about how we can develop better and fairer ways to measure how students in New York State learn. So - it is important to do your very best on this work. We also. want to know how you feel about these activities so that we can continue to improve them. The student response form at the end of this booklet is your chance to give us your comments and suggestions.

Thank you for being part of this project.. We hope you find the activities interesting and challenging. We appreciate your hard work and your good ideas.

OVERVIEW What you will be doing:

Over the next several days, you will be reading, listening, talking, and writing about animal disguises. Today you will listen to a folktale about a race and then answer questions or’ write a response to the story.

Tomorrow you will listen to a poem and then read another about things that appear as animals. You will be asked to think about the two poems and to compare them in writing.

On the third day, you will read a booklet about real animals that disguise themselves, then write a letter to the zoo telling which animals you think should be in a new exhibit. You will have to organize the information and write a draft of the letter.

On the fourth day, you will share your draft letter with several other students so that you can get ideas about how you can each improve your writing. Then you will complete your final draft. The last thing you will do is answer some questions about what you think of these activities and how you think they might be improved.

- TASK 1 - DAY 1 OF EXAM Listening and Responding to a Story Standards assessed: ‘Listening and Writing for Information and Understanding ‘Listening and Writing for Critical Analysis and Evaluation

~~Purpose: To assess, through writing, students’ abilities to uflderstand, analyze, and evaluate the events in a fictional story that they have heard.~~

~~Task Overview: The teacher reads a fictional text to the class. Students respond in writing to a set of questions or •a prompt eliciting thee understanding of the story.~~

~~Time Needed: One sitting, approximately one hour.~~

~~Text: “Rabbit’s Last Race - A Tale from Mexico” (from Thirtv-Thjç Multicultural Tales to Tell, by Pleasant DeSpain (Little Rock: August House Publishers, 1993, pp. 21-23).~~

~~Before You Begin: 1. Please read the story prior to the exam so that you will feel coinfoitjble reading it aloud to the class.~~

~~2. Allow students as much time as needed to complete the activities.~~

~~3. Additional paper and drawing materials, such as pencils, crayons, markers, etc. may be made available in your. classroom for these activities.~~

~~4. Students should do the task in a first draft form.~~

~~Steps for Administering the Task: 1. Explain the purpose of this task to the students: This task asks you to show, through your writing, how well you understandj story you have heard. J~~

~~2. Give students an overview of what they will do: in this task you will listen to a story that I will read. Then you will wnce responsethat shows how well you understandthe story. .~~

~~3. Offer students the option of jotting down notes while listening to the story. .NYS Elementary English Language Arts Assessment Teacher version, Spring 1996 7~~

~~4. Read the story to the class two times. During the reading, show students the accompanying illustration. Please do not change the illustration in any way.~~

5. After reading the story, read the explanation and directions to Task 1 with your. students. Before they begin working on the task, review the guidelines in the Reminder Box. with them. You have just heard the story ‘Rabbit’sLast Race.’ Now write a response that describes the race and how it was won. Write your response in paragraph form. Include a description of the characters, why one challenged the other to a race, who won the race, how it happened, and why the story ends by saying ‘It was a long time before anyone heard Rabbit boast of his ability to run again.’

You may begin by drawing a picture or pictures, story map, chart, or diagram to help you think about your writing. Be sure to include examples from the in story your response. — REMINDER: ‘Be sure to include important information from the story. ‘Be sure to use examples from the story In your writing. •Organize your writing so that the reader will be able to follow your ideas. •Choose words carefully to express what you want to say. •Pay attention to correct spelling, punctuation, and grammar.

~~8. At the end of these activities, collect all materials and store them for later use.~~

~~TASK2-DAY2OFEXAM Listening. Reading and Responding to Poetry Standards assessed: •Listening, Reading and Writing for Literary Response~~

~~Purpose: To assess students’ ability to interpret and analyze the content and literary technique in two poems.~~

Task Overview: In this task the teacher reads the poem “Fog” to the class. Following the reading, the teacher leads a brief group discussion about how the poem uses words to create images. The students are then instructed to independently read the poem “Smoke Animals.” They are asked to answer questions aimed at eliciting their ability to analyze the content and literary techniques of the two poems. -‘ £ ..) csc CAJ cnglLi’ ..d4lu4C 4tA ‘ CaLGt Teacher version, Spring 1996 8

~~Time Needed: One sitting, approximately one hour.~~

Texts: “Fog” by Carl Sandburg from The Random House Book of Poetry Children, selected by Jack Prelutsky (New York: Random House, 1983), p. 96. “Smoke Animals” by Rowena Bastin Bennett from. Celebrating America: Collection of Poems and Images of the American Spirit, selected by Laura Whipple (New York: Philomel Books, 1994), p. 42.

~~Before You Begin: 1. Please review the poem “Fog” prior to the exam so that you will feel comfortable reading it aloud to the class.~~

~~2. Allow students as much time as needed (within the suggested period) to complete the activities.~~

~~3. Students should do the task in a first draft form.~~

Steps for Administering the Task: 1. Explain the purpose of the task to your students: This task asks you to explain,throughyour writing, how poems use words to] create and describe pictures in your mind. j 2. Provide an overview of the task to the students: in this task you will listen to and read two poems. You will be asked to think about the two poems, to explain what each poem is describing, and to compare them in writing. I will read the first poem aloud while you read along silently. We will discuss it together. Then on your own you will read the second poem and complete the response.

~~3. Invite the students to read the poem “Fog” along with you silently whileI you read it aloud to the class: lOG by Carl Sandburg~~

~~The fog comes on little cat feet.~~

~~It sits looking . over harbor and city on silent haunches and then moves on. HYS Elementary English Language Arts Assessment Teachet versio3, Spring 1996 9~~

4. When you have finished reading the poem, engage the students in brief group discussion (10-15 minutes) about how the poem uses tht following words to create a picture of fog: “little cat feet,” “sits,”. “silen L..IQZ haunches.” Write these words on the board or on chart paper so tha 3), p. students can refer to them later. 5. Following this discussion, instruct students to independently readYth _____ Laura poem “Smoke Animals” and to respond to the questions. Before they begin students should be reminded to use the guidelines in the Reminder Box oi page 7 in the student booklet as they respond to the two questions Question #2 will be tho.one that is scored. I feel Now, read the poem below by yourself. 1. Explain what each poem is describing, using examples from each in your writing of words that create pictuesin your mind. )d) to 2. Comparethe two poems Fog and Smoke Animals. How are they alike? How are they different? Use examples from the poems to explainyour answers. REMINDER: ‘Explain what each poem is describing. •Explaln. how the two poems are alike and different. •Use examples from each poem ‘Organize your writing so that the reader will be able to follow your ideas. •Choose words carefully to express what you want to say. •Pay attention to correct spelling, punctuation, and grammar.

~~TASK 3 mJ Reading and Responding to an Informational Text I Standards assessed: ‘Reading and Writing for Information and Understandin •Reading and Writing for Critical Analysis and Evaluation~~

~~Purpose: To assess, through writing, students’ abilities to understaw analyze, and evaluate an informational text that they have independenti read.~~

Task Overview: In this task students will be given an informational te: about animal disguises. The students will be asked to use the informatic to write a draft of a letter describing animals they think should be in new zoo exhibit. On the fourth day, students will share their rough drafts .- —‘_....—...—.J —..o.-.-. Teacher version, Spring 1996 10

~~with several others to give and get ideas about how to improve their writing. Then they will complete final drafts of the letter.~~

~~Time Needed: Two sittings of approximately 1-2 hours each sitting.~~

~~Text: Excerpts from Amazing Animal Disguises by Sandie Sowler, (Alfred A. Knopf, New York.~~

~~DAY 3 OF THt EXAM Before You Begin: 1. Students should be given as much time as needed (within the suggested guidelines) to complete the activities.~~

~~2. Students should read the text and answer the questions independently. Teachers may not read the text to the students.~~

Steps for Administering the Task: 1. Pass out the student test booklets and the informational booklet Explain the purpose of the task to your students: This task asks you to show, through your writing, how well you understaii] and can explain informational material you have read on your own. I 2. Provide an overview of this task to the students: This task will take place over a two day period. Today you will read through some informational material and write a rough draft response in letter form. Tomorrow you will review your writing with a few of your classmates and then revise and edit a final draft of your letter.

3. Prior to beginning work on the task, hold a brief (10-15 minute) group discussion in which students offer their definitions of the word “disguise.’ Write students’ responses on the board or on chart paper, pointing out the responses that correspond most closely to the definition of the word.

3. After the discussion, review the activities for the task with yoi students. Remind them to use the guidelines in the Reminder Box as they work. • NYS Elementary English Language Arts Assessment Teacher version, Spring 1996 11

The zoo is planning a new exhibit called Animal Surprises and Disguises. It will be organized into three sections called Land Animals, Sea Animals, and Sky Animals. The Zoo Director wants fourth grade students to choose the animals that will be in the exhibit.

Using information from the booklet, Amazing Animal Disguises, choose QL animal that you thInk should be• in each section of the exhibit. Write a letter to the Zoo Director that tells the Zoo Director which animals you have chosen for the exhibit. Describe how and why each animal you have chosen disguises itself.

1. You may use the chart on the next page, or any notes or diagrams, to help you sort out which animals belong in each section of the exhibit You might find it helpful to write down the name of the animal and the page in the booklet where you can find information about the animal. There is also room to jot down some comments about each animal1 if you want to. REMINDER: •Be sure to use information from the booklet to make your list. .Mak. sure your list includes animals you might expect to see In each section of the zoo exhibit.

~~Land Animal Sea Animal Sky Animal~~

Nayuse the space on the next page to write a first draft of a letter to the Zoo Director recommending animals for the exhibit. Refer to the chart or your notes to choose one animal for each section of the exhibit (Land. Sea, and Sky). Explain how and why each animal disguises itself and why you have chosen each. Make sure to use information from the booklet. You may include drawings or diagrams to help explain your writing.

~~L/...,/ Teacher version. Spnng 996 12~~

REMINDER: •Be sure to recommend one animal for each of the three sections of the exhibit, explaining why you have chosen each. •Be sure that you use information and examples from the booklet to describe how and why each animal disguises Itself. •Make sure that the Information and examples you use are accurate. ‘Organize your writing In letter form in a way that is easy for the Zoo Director to understand and follow. ‘Choose words carefully to express what you want to say.

~~3. Collect the booklets at the end of the time period you have allotted f( the task.~~

DAY 4 OF TH EXAM Peer Review Before You Begin: 1. Students should be assigned to small groups of three or four student& each containing students who represent the range of achievement in class. These groups will review each other’s work.

~~2. As the review process proceeds, you may encourage reluctant or stafl groups.~~

3. The review process should take approximately 20 - 30 minutetj (Within this time, you may use your judgment about when to bring thd activity to a close and start the students on the individual work of revis and editing.)

Steps for Administering the Task: 1. Pass out the student booklets. Review the, purpose of the Peer. Revi session and provide an overview of the day’s activity: . Today you will work with a small group of your classmates to review the first drafts of your letters. After you complete the review session, you will work independently to use the ideas you get from your classmates to improve the final ‘draft of your letter. When you are in your small group, each of you should take a turn reading your letter aloud to the others. Ask the members ol ar group the following questions about your work: What part of this letter do you think is best?

~~What part do you have a question about or do you nor understand?~~

~~What can I do to improve this letter? •NYS Elementary English Language Arts Assessment Teacher version, Spring 1996 13~~

~~Use the space below to jot down suggestions from your classmates that migi1 improve, your letter.~~

2. Advise students of the following guidelines to use during the review process: -Take turns so that everyone has a chance to speak; -Take notes to help remember important points that are raised (space is provided in the exam booklet below the discussion questions.); -Try to offer comments and suggestions that are helpful; -Use the feedback to revise final drafts.

~~Revising and Editing Before You Begin: 1. Students should work independently to complete their final drafts.~~

~~2. Students should be given as much time as needed, within the suggested guidelines.~~

~~3. While working independently, students may use, as needed, whatever. resources they are accustomed to.~~

Steps for Administering the Task: 1. Review the task and the guidelines in the Reminder Box on page 14 in the student booklet. Revising and Editing Now, use the ideas you get from your classmates to improve your letter.J j_omplete the final draft. REMiNDER: •Be sure to recommend one animal for each of the three sections of the exhibit, explaining why you have chosen each. •Be sure that you use information and examples from the booklet to describe how and why each animal disguises itself. •Make sure that the information and examples you use are accurate. •Organize your writing in letter form in a way that is easy for the Zoo Director to understand and follow. •Cboose words carefully to express what you want to say. •Use correct spelling, punctuation, and capitalization to make your meaning clear. teacher version. pnng 1Y90 14

Student Response Sheet: The final activity is for students to complete the Student Response Form ai the end of the test booklet. Please remind the students that, as the’ answer these questions, they should think about all the tasks in thi assessment. Please also remind the students about how important. thei feedback will be to the development of new assessments in New Yor] State.

Collect all materials when everything Is completed. These wlfl be brought to the Summer Scoring Session in Albany. Your Teacher Response Form and the Master Class List should also be included with the materials. NYSElementaryEnglishLanmiageArtsAssessment Spñng1996 4

~~TASK1~~

~~You have just heard the story “Rabbit’s Last Race.” Now answer •the questions about the story below:~~

REMINDER: •Be sure to include important information from the story. •Be sure to use examples from the story in your answers. •Organize your answer so that the reader will be able to followyour ideas. •Choose. words carefully to express what you want to say.

~~1. Who are the characters in the story?~~

~~2. Why did onechallenge the otherto a race? NYS Elementary English Language Arts Assessment Spnng (996 5~~

~~3. Who won the race?~~

~~. — 4. How did it happen?.~~

~~5. Why did the story end by saying “It was a long time be anyone heard Rabbit boastof his abilityto run again?” NYSElementaryEnglishLanguageArtsAssessment Spnng 1996 2 Dear Students,~~

Over the next several days, you and your class will be listening to• and reading about ways that animals disguise themselves You will also be thinking, talking, and writing about what you have heard and what you have read.

We are asking you to do all of this to help New York State try out a new way to look at student progress in the language arts. Your responses to the tasks in this booklet will give us ideas about how we can develop better and fairer ways to measure how students in New York State learn. So - it is important to do your very best on this work.

We also. want to know how you feel about these activities so that we can continue to mprove them. The student response form at the end of this booklet is your chance to give us your comments and suggestions.

Thank you for being part of this project. We hope you find the activities interesting and challenging. We appreciate your hard work and your good ideas. NYS Elementary English Language AresAssessment Spñng 1996 3

~~OVERVIEW~~

~~Whatyou will be doing: —~~

~~Over the next several days, you will be reading, listening, talking, — and writing about animal disguises. Today you will listen to a •folktale about a race andthen writea responseto the story.~~

Tomorrow you will listen to and read two poems about things will be asked that appear as animals. You to think about the two — poems and to comparethem in writing. On the third day, you will read a booklet about real animals that disguise themselves, then write a letter to the zoo telling which animals you think should be in a new exhibit. You will have to organizethe informationand writea draftof the letter.

~~On the fourth day, you will share your draft letter with several other students so that you can get ideas about how you can each improveyour writing. Then you will completeyour final draft.~~

~~The last thing you will do is answer some questions about what you think of these activities and how you think they might be improved.~~

~~4LI NYSElementazyEnglishLanguageArtsAssessment Spring1996 4~~

~~TASK 1~~

You have just heard the story “Rabbit’s Last Race.” Now write a response that describes the race and how it was won; Write your response in paragraph form. Include a description of the characters, why one challenged the other to a race, who won the race, how it happened, and why the story ends by saying “It was a long time before anyone heard Rabbit boast of his ability to run again.”

You may begin by drawing a picture or pictures, story map, chart, or diagram to help you think about your writing. Be sure to include examplesfrom the story in your response. REMINDER ‘Be sure to include important information from the story.

~~•Besuretouse examples from the story in yourwriting.~~

~~‘Organize your writing so that the reader will be able to followyourideas.~~

~~‘Choose words carefully to express what you want to say. ‘Pay attention to correct spelling, punctuation, and grammar. • NYSElementaryEnglishLanguageArts Assessment Spring1996 5~~

~~I NYSElementary English LanguageArts Assessment Spring1996 6~~

~~TASK2~~

~~Read along silently with your teacher while s/he reads the followingpoem:~~

~~byCarlSandburg~~

~~The fog comes on little cat feet.~~

~~Itsitslooking overharborand city on silenthaunches 1 andthenmoveson.~~

~~I Now, readthepoem belowbyyourself: SMOKEANIMALS byRowenaBastinBennett~~

Out of thefactorychimneytall Great black2nimah like to crawl. Theypusheach otherand shoveandcrowd. Theynosethewindand theyclawa cloud, And theywalk rightoutontheemptysky Withtheirtailsallcurledand their heads heldhigh;... Spring1996 7

~~1. Explain what each poem is describing, using examples fro each poem in your writing of words that create pictures in yo mind.~~

~~H NYS Elementary engLishLanguage Arts Assessment Spring 1996 8~~

~~2. Compare the two poems Fog and Smoke Animals. How are they alike? How are they different? Use examples from the poems to explainyour answers.~~

~~REMINDER ‘Explainwhateach poem is describing.~~

~~‘Explainhow the two poems are alike and different,~~

~~•Use e,m pies from each poem.~~

~~•Organize your writing so that the reader will be able to followyour ideas.~~

~~•Choose words carefully to express what you want to say.~~

~~‘Pay attention to correct spelling, punctuation, and grammar. — cernem..r7 cngzn — SpnngI99 9~~

~~.,1 —~~

______- ______NYS ElementaiyEnglish LanguageArts Msessment Spring 1996 Jo Task 3 The zoo is planning a new exhibit called Animal Surprises and Disguises. It will be organized into three sections: Land Animals, Sea Animals, and Sky Animals. The Zoo Director wants fourth grade students to choosethe animalsthat will be in the exhibit. ___ Using information from the booklet, Amazing Animal Disguises, choose one animal that you think should be in each section of the exhibit. Write a letter to the Zoo Director that tells the Zoo Director which animals you have chosen for the exhibit. Descnbe how and why each animalyou havechosendisguisesitself.

1. You may use the chart on the next page, or any notes or diagrams, to help you sort out which animals belong in each section of the exhibit. You might find it helpful to write down the name of the animal and the page in the booklet where you can find information about the animal. There is also room to jot down some comments about each animalif you want to.

~~REMINDER: •Be sure to use information from the b.ooklet to make your list.~~

~~•Make sure your list includes animals you might expect to see in each section of the zoo exhibit. Spring1996 11~~

~~Land Animal Sea Animal Sky Animal NYS ElementazyEnglishLagtage Arts Assessment Spring 1996 12~~

2. Now use the space on the next page to write a first draft of a letter to the Zoo Director recommending animals for the exhibit. Refer to the chart or your notes to choose one animal for àach section of the exhibit (Land, Sea, and Sky). Explain how and why each animal disguises itself and why you have chosen each. Make sure to use information from the booklet. You. may include drawings or diagramsto help explainyourwriting. REMINDER: •Be sure to recommend one animal for each of the three sections of the exhibit, explaining why you have chosen each.

~~•Be sure that you use information and examples from the booklet to describe how and why each animal disguisesitself. a~~

~~•Make sure that the information and examples you use are accurate.~~

~~•Organize your writing in letter form in a way that is easy for the ZooDirectorto understand and follow.~~

~~•Choose words carefully to express what you want to say.~~

~~47i .)prLngiY’o 13~~

~~, NYS ElemenwyEnglishLanguageArtsAssessment Spnng 1996 ‘4 NYS ElementaryEnglish LanguageArts Assessment Spñng 996 15~~

~~Peer Review Each member of your group should take turns, asking each ot the following questions:~~

~~What part of this letter do you thinkis best?~~

~~What part do you have a question about or do you not understand?~~

~~What can I do to improvethis letter?~~

Use the space below to jot down suggestions that might impr your letter. NYSElementary‘EnglishLanguageArtsAssessment Spring1996 16 Revisingand Editing 0th Now, use the ideas you get from your classmates to improve your letter. Complete the finaldraft REMINDER •Be sure to recommend’ one animal for each of the •three sections of the• exhibit, explaining Why you have chosen each

~~‘Be sure that you use information and examples from the, booklet to describe how and why each animal disguisesitself.~~

~~‘Make sure that the information and examples you use are accurate~~

~~Organize your writing in letter form in a way that is easy for the Zoo Directorto understand and follow.~~

‘Choose words carefully to express what you want to say. ‘Use correct spelling, punctuation, and capitalization to make your meaning clear. 17 NYSElemefltaryEnglishLanguageArtsAssessment Spring1996 18 -4 Colorful • creatures Some animalshavecolorcellsin theirskinthat allow themtochangetheirskincolor.Theydothistoblendwiththeir background,toshowemotion,and to cooldownorheatup. Skzns changing S: to looklike .3

~~•15~~

lday Dryday cit .4 Two-colortoad ye Thecommontoadlivesontheforestfloor.On skin brown matchthe a thyday,its is light to &y Jet set leavesand soil.Butwhenrainfallsanddarkens The canchangethe the thetoads skindarkenstoo. octopus ground, color,and even the texture, of skin.When Check mate its itmoves onto rockto Adab isa flatfishthat lives a rest,notonly does its skin colormatchthe onthe seabed.Asit moves rock’s but skin acrosstheseabed,its skin coloring, its color to n’atch getsbumpytoo,Just likethe canchange rock’ssurface. thebackground.If it were placedona chessboard, theflshwouldeven becomecheckered!

Quick change Thecuttlefish Matching dress - changescolor The crab spider quicidy,whichis canchangeits color / usefulwhenit is to matchthe flower hunting.Wavesof it is sittingon. Itsperfect colorand changing camouflagehidesit from insectswhen patternspassoverits body. theysettle on the flower to feed.Then Thisdistractsor confusesits prey. the spidercatchesthem fordinner. ‘1,_a — A

~~\<,j Imitation Manyanimals don’t look like animals• atall.Instead,theymimic,or imitate, something theirenemieswouldoverlookor never eat.~~

s— Thepotoohuntsbynight Clever caterpillar and restsduringthe day. Whowouldwant toeat a Tosleepsafelythisbird bird dropping? That’swhat findsatreestumpand Fishystory the caterpillar of the king sitsboltuprightonthe TheleaI’ sea dragon is a page butterflyis disguised endofit, asifit were strange kindofseahorse. as.If it keepsstill,it’snot partofthe stump.An it avoidsbeingnoticed by likelyto appear on any enemy hastolookextra camouflagingitselfasa piece animal’smenu! hard to find it! ofseaweed.Tocompletethe disguise,itoftenclingsto ‘. ,Jnsect’s skin realseaweed. .1 lookslike the skin of a realleaf

~~Leaf with legs TheJavaneseleaf insectis anamazing imitationofarealleaL Ithas markingswhich looklikethemidriband veinsofarealleaf andL markingslikea leafthatis c Snow white~~

In the snow,animalswith darkcoatswouldbe. seen easily.Manycreaturesgrowawhitecoatto helpthemhidefromenemies.Somearewhite orpale-coloredallyearround.Otherschange first the colorof their coatto suitthe season. In spring,ptarmigañs: to growtheir speckled brownsummercoat.I Winter woollies themalewillkeep his The snow leopard liveshigh up in wintercoat longerthai theHimalaya Mount2inc in Asia, female.Thismeanshu where its beautiful coat hides it see himbefore the we: well in the snow.But the camouflagedfemale, snow leopard is now veiy sittingon hereggs. rare because some people killleopaids to sell theirfur.

Big feet The snowshoehare has Out for dinner snow-white fur and has Inwinter,thevaiying to move through deep lemminglivesunder- snowto findfood.To ground,whereit is help it do this,it has warmer.Itcomesout wide,padded feetthat onlyto find food.Its arejust likesnowshoes! whitewintercoat hides it fromother animalswhoare hunting— for Turncoat lemmings! Inwinter, thestoats coatchangesfrom brown to white, but the tip of its tail staysblack.its name changestoo — to ermine.

~~w -: _ Play-acting~~

Toprotectthemselvesandtheiryoung,or togetabetterchanceofgrabbing a meal, animalscanbethe mostamaing actors. Adeanbite Cleanerfishremoveinsectsthat liveon other fishes’bodies.The saber-toothedblennymimicsthe cleanerfishandadvertisesitself bydoingthecleanerfish’sspecial zigzagdance.Butwhena fish goesup to be cleaned,the blenny Putting on an act ___a bite offleshinstead! rc iingedploversittingonits nestofes iaiclcsspotsa bunter;it actsquickly. s wake Itpretendsto havea brokenwing Theyoung‘cottonmouthsnakeiscompletely andleadsthe hunter;whothinks camouflagedexceptfora brightyellowtip theinjuredploveris an easy at theend ofitstaiL neal, farawayfrom the Itwigglestbistip nest.Theploverthen to attractfxogs suddenlyfliesoffto safety. whothink it is somethingsmall andtastyfor themtoeat Whatamistake! - Fainthearted Everytimethefainthi goatis threatened,it SLretchand sway faints!Thefaintlasts When the bittern forlessthan a minute, it stretches sensesdanger; thenthegoatgetsup. its neckand pointsits head to. Peoplein the UnitedStates makes almost the sky.This it keepthegoatasapet but impossibleto see amongthe it couldnot survivein the reedy marshland.Andif the wild.Andtheadvantageit reeds are swayingin a breeze, getsfrom faintinghasnever thebird willswaytoo. been discovered. Breakingupthe shape Bold stripesandspotsare not onlyprettyto us but also useful’to theanimalsthathavethem.The markingsdisguisethe animaFs shapebybreakingit upintoblocksof color.Watchful.hunters canbe veiyconfusedbywhattheyare lookingat! Wrapped up Ring-tailedlemursrest inthetreesduringthe day,wrapping theirthick, black-and-whitebanded Just like Mom tailaroundthem.The Youngzebrasare tailactslikea cloakto stripedfrombirth. hidethelemurinthe Theycanhidewith patchesoflightand Momin theherd,where thestripes.of shadeinthetree. allthe zebras blendtogether.

~~Anyone for leapfrog? Thisstripedfroglivesin longgrass. if itsstripes don’thideit. it can jump outof dangerwithleaps of upto 15feet.~~

Dotty runner Aprickly bed Guinea fowlslivein The stripedpattern ofthe flocks.Theypreferto Adams’urchincrab run ratherthanfly.but camouflagesit onthesea if they are attacked urchinsonwhichit lives.The theyfly upintothe crab clingstothe urchin’sspines trees,wheretheir witha specialhookontheend spottedfeathersmake ofitsspinylegs. themdifficulttosee.

L. ‘ r . Mimicry Hunterslearn toavoidanimalsthatare unpleasantorpoisonous.Manyharnless animals mimic,orlooklike,harmfulanimals as a formofprotection. Ant mimic Rosycheeks Ants bite, and The mountain dusky can sting, squirt salamanderis acid, so most insect eaters usually leave them alone. a dullbrowncolorall Manyinsects mimicants.This over.Butin areaswhere amazing insectis I of the horrible-tastingred treehopper. Part cheekedsalamanderlives, its bodyisshapedexactlylike and the of blends the duskysalamanderhasred an ant, rest it in with the leafit cheekstoo. issitting on. Jumpingant Thisjumpingspider is an antmimic.It has a slim, antlikebody,and because spidershaveeight legs and antsonlysixlegs,this spider holdsitstwofront legs forwardandwavesthem sotheylooklikeant feelers. Not so loving False alarm •Whena fireflywants Anyanimal that has been to mate,it flashes light stung bya realwaspis signals.Everyspeciesof unlikelyto messwithone fireflyhasitsownspecial again.The clearwingmoth signal.The femaleof one is a waspmimic. It addsto typeof fireflyatacts males its disguisebymakinga of a differentspeciesbymimicking wasplikebung noise. theirsignal.Whena malesettlesnext to the femaleto mate— sheeatshim!

4LO. .. I Undercover One way.ofhiding fromenemies— or fromprey— is to weara fancydress.Some animalsuse sticks,stones,plants,and even otherpnimalsto disguisethemselvesand protecttheir bodyfrom attack.

Say cheese! Gardener wanted! The onlything that could In the mistyforests giveawaythe presence of of New Guinea, several a stargazer fish as it lies typesofweevilsgrow buried beneaththe sand gardens of smallplants on is its toothy grin.Should their backsforcamouflage. a fishpass by too close, And likeall gardens, their it is quicklysnapped up. gardens haveinsects!

A stitch in time Shell suit Crickets are acbve by Seaurchins night and rest by day. are well protected Each day,this wingless bytheirspines,butthey’ cncket makesa new canstillbe eaten.Someurchinst houseto hide in. It does . bitsof shells,pebbles,andsea thisbycutting a piece of and arrangethemovertheirboJ leaf,rolling it arounditseLflike a blanket, Thisdisguisehidesurchinsfrom andthen stitching the edges together enemies and alsoprotectsthem with silkthreadmadeby glands in its lip. fromthe suninshallowwatei. i NEW YORK STATE ELEMENTARY ENGLISH LANGUAGE ARTS ASSESSMENT

~~Student Booklet~~

~~NAME: STUDENT’S ______~~

~~SCHOOL: ______~~

~~SCHOOLDISTRICT: ______~~

~~TEACHER’SNAME: ______STUDENT’SAGE STIJDENT’S GRADE —~~

~~GENDER: MALE: FEMALE: New York th±e E1inentary Eng1ich Language ArL. Aessinent~~

~~gtudant Booldet Form A øaaa a~~

1) irections In this part of the test, you are going to read three stories: “Robby,A True Story,”“One Little Can,”and “Señor Coyoteand the Cheese.”Afteryou read each story,you will answer questions about what you have read. Youmay look back at the stories as often as you like.

~~Nowturn the page and begin.~~

~~GoOn~~

~~‘it-i .wry is a story from Cricket magazine about a sivall horse who I a new horse on the farm. Read the story. Then do Numbers 1 through 12.~~

~~RobbyA TRUESTORY byCatherineRoberts ArtbyBarbArmata~~

HE LITTLEHORSE had a sweet disposition,’ and everyone Tlikedhim. But Robby was blind in one eye, and the other horses took advantage of him by coming up on his blind side and nipping him. All groups of animals establish a “pecking order’ and the horses on the farm were no exception. There was the boss, then the second in command, and so on down the line. They observed this ranking at the water tank and everywhere else, and woe2 to the horse who went ahead of turn. Robby,of course, was alwayslast in line.

‘disposition: one’s way of acting 2woe: great sorrow .._ . L_LL iiCL iong treks to the pasture, especially on cold days. Late every afternoon when the whistle blew)the horses would come galloping in for the oats and corn they knew were waiting for them. One day a new horse joined the herd. He grazed at a discreet3 distance from the rest, waiting to learn his proper place. Beau had come from a farm with very poor pasture and was enjoying the long grass. That first day when the whistle blew, the others came running as usual. But Beau, who didn’t knowwhat the whistle meant, kept right on grazing. When the herd got to the top of the hill, Robby looked back and saw Beau still eating. A certain amount of reasoning must have gone on in his little head. He knew Beau didn’tunderstand about the whistle, so turning away from the good supper he knew was waiting, Robby went back down the hill. He nipped at Beau, getting him to run, and then herded him in after the others. Beau got his share of the oats and corn that night. And from that day on, he came with the rest at the sound of the whistle. Robby,the little horse at the end of the line, the one who was pestered and pushed around and knew what it meant to be left out, had taken the trouble to help a newcomer learn the ways of his new home.

~~3&screet showing good judgment; careftil~~

~~1j)~~

~~------~~

1 What is this story mostly about? A a farmer finding a lonely horse B one horse treating another horse kindly I C a new horse learning to get his supper L D a farmer making friends with his j horses 2 Which word would best fit in Box 1? F helpful Box 1 C playful H young J fast

3 Whyis Robby always last in line? 4 The farmer avoids going to the pastu A He likes being last. by teaching the horses to B He is not as smart as the other F stay in a herd horses. C follow Robby home C The other horses ae better able to H line up at the water tank hear the whistle. J return when a whistle blows D The other horses are above him in the pecking order.

* I 5 Why does Beaugraze at a distance from the other horses?

~~A He is waiting to learn his place in the herd. B There is more grass away from the • other horses. C He wants to stay close to the farm. D The other horses in the herd had pushed him away.~~

6 What happens right after Robby and the rest of the herd start to return to the farm? F A new horse joins the herd. G Robby sees that Beau i still grazing. H Beau followsthe herd to get his supper. J The farmer blows the whistle.

7 Beau staysin the pasture when the 8 Why does Robbynip atBeau? whistle blowsbecausehe F to tell Beau who is boss cannot.hear the whistle A G to guide Beau toward supper B dislikes following thç other horses H to show Beau how the other horses C does not know what the whistle play is for J to make Beau leavethe herd D likes grass better than oats and corn

“4

;,. - . - 9 Robby helps Beau because Robby 11 The farmer does not like the long t. to the pasture. What does treks me A understands what it is like to be left out A gallops B does not want the farmer to get. B trails angry at Beau c visits C thinks Beau might starve without o walks oats and corn D knows what it is like to be homesick

~~fl_i).~~

10 The next time a new horse joins the . 12 . In the story, Robby is always pester herd, Robby will most likely by the other horses. What does pes mean? F ignore the new horse C let the new horse eat first F bothered H help the new horse the way he C harmed helped Beau H herded

~~J nip at the new horse the way the . J tripped other horses nip at him magazine about a girl who makes a diffe her neighborhood. Read the story. Then do Numbers 13 through 20.~~

~~Onelittle Can by DavidLaRochelle~~

ACHEL SCOWLED IN DISGUST as she walked to the school bus stop. Her neighborhood looked like a junkyard. The sidewalk was littered with newspapers and candy wrappers. The front door to Lee’sGrocery was covered with ugly graffiti.’ It was spring,.but instead of green grass and flowers, the yards seemed to be sprouting broken branches and trash. “Yuck!”Rachel said as she brought her foot back to kick a soda can off the curb. Then she changed her mind, picked illustrationby the and, tossed it into litter basket the AnnetteLeBlancCate can up, a on corner. She hurried to meet her friends at the bus stop.

Mr. Lee scowled as he looked out his grocery store window. “Hmph’ he said as the girl passed by. She’sprobably another troublemaker, he thought. One of those kids who spray-painted graffiti all over my door. Kids today are just no good. To confirm2 his suspicion, the girl stepped back to kick a piece of garbage into the street. What she did next, though, surprised him. She bent down, picked up,the old can, and dropped it into a trash can. That’s a switch, thought Mr. Lee. All morning as he unboxed soup cans and cereal boxes, he kept picturing that girl. At noon, when he walked to the corner to mail a letter, he noticed the litter that had piled up in front of his store. He thought of that girl again, then got a broom and started sweeping the walk.

‘graffiti: unwanted writing. pictures on a wall or other public surface 2conflrm: prove true crumpled sheet of newspaper blew into her yard and got snagged on a rosebush. She hated living across the Street from Lee’sGrocery. Customers were alwaysdropping their trash in front of the store, and invariably3 it would blow into her yard. Maybe I should write a letter to the city council, she thought, or call the mayor. If Mr. Lee is going to let his store be such an eyesore,4 maybe it should be shut down. Just then Mr. Leewalked out his door. Mrs. Polansky quickly shut the blinds, but when she peeked out again, he was sweeping up the trash on his sidewalk. That’s a change, thought Mrs. Polansky. A few minutes later, when she went to let her cat out, she noticed that the stray newspaper had unsnagged itself from her rosebush and was tumbling into the next yard. She caught a glimpse of Ms. Sinclaire, her neighbor, frowning at her from the porch. Mrs. Polansky looked around at her own unkempt5 yard. “Well, Fluffy,”she said to her cat, “Mr. Lee isn’t the only one who can do a bit of outdoor spring cleaning?’ She went inside and got her work gloves and a trash bag.

WhenRachel got off the school bus that afternoon, the first thing she noticed was the woman planting geraniums around the edges of her front walk. A fat gray cat was swatting at a butterfly that flitted among the bright red blossoms. Hadn’t that yard been strewn with dead branches and soggy newspapers this morning? Severalother yards looked tidier, too. She even spotted a pair of crocuses peeking up from a freshly raked garden. When she passed Lee’sGrocery, Mr. Lee was out front painting his door the color of a spring sky.He smiled at her as she walked by. Maybe my neighborhood doesn’t look so bad after all, Rachel thought. She knelt down and picked up a lone candy bar wrapper, slam-dunked it into the litter basket, and sang out loud the rest of the way home..

~~3invariably constantly; always 4 somethingunpleasantto look at 5unkempt not neat;not tidy~~

~~GoOn~~

~~C 4c : ‘nr~~

~~13 Whatis this story mostly about?~~

~~A how a group of people learn to be~~

friends — B a neighborhood that learns to recyclecans C how one person’s actions can lead to change 15 What happens right after Rachel 0 neighbors working together to do sees the litter and graffiti in front their spring cleaning of Mr.Lee’sGrocery? A Mr. Lee paints the door. B Rachel kicks a can off the curl C Mr. Lee sweeps the sidewalk. D Rachel drops a can into the tr; 14 Why is “One Little tan” a good title for this story? F One can is the only thing Rachel picks up. C Rachel proves that small cans 16 Why does Mrs. Polansky dislikeli\ should be cleaned up first. where she does? H Rachel shows that cleaning up one can could make a difference. F Dead branches fall into her yai J One little can on the Street makes G The school kids are noisy at th the whole neighborhood look stop. messy. H Trash from Mr. Lee’scustomer litters her yard. J Her neighbors are unfriendly. I

~~LEES CROCERY 19 The story says that Mr. Lee scowled when he looked out the window. What does scowlmean?~~

A cry B frown C shout 17 What makes Mrs. Polansicy decide to D shiver clean up her yard? A Customers from Mr. Lee’sstore drop their trash in her yard. B The new blossoms show her that it is time for spring cleaning9 C She sees Mr. Lee sweeping the sidewalkin front of his store. 20 The story says that Mrs. Polansky D Ms. Sinclairefrowns at her because caught a glimpse of Ms. Sinclaire, her her is yard messy. neighbor, frowning at her from the porch. What does glimpse mean? 18 Rachel sings at the end of the story because she. F brief look C clear vision F is happy to see Mr. Le.e H complete view C had a good day at school J fuzzypicture H is glad that spring has arrived J is proud of her neighborhood 4? I..—.’ iiiagaZIne 4 i..uyoteand a rabbit. Read the’folktale. Then do Numbers 21 through 28.

“Swim out then and get it,”Conejo said. Coe go myself,but I can’t swim. While you get th cheese, I’ll get some tortillas,3 and we’llhave biC1zàsQ fiesta’4 A MexicanFolktale “How do I know you’llbe here when I CQ: retoldbyM8ttfle,man out of the pond?” Coyote asked. byJoeBodd “I’vebeen watching this cheese for hours: Conejo said. “Do you think I’d leave it all for you? Hurry, I’m hungry.” Señor Coyote jumped into the pond and swam toward the cheese. But the cheese staye always ahead of him. Everytime he lunged f it and snapped his jaws to catch it, pond wate rushed into his mouth, and he coughed and spluttered. Señor Coyote’seyes filled with wa and he had to blink them many times to see’ the cheese. His heart pounded from the effort of swimming. Finally,disgusted, he gave up and swam to shore and shook the water from his fur. Conejo was gone. He had tricked Señor Coyote. ne night, when a full moon was shining Señor Coyote lifted his head to the big, O brightly in the sky, Señor’ Coyote crept up round, yellow moon in the sky and howled in to Conejo (kone-A-hoh), the rabbit. Conejo was anger and humiliation. sitting at the edge of a pond. He went hungry that night. Señor Coyote said, “Conejo, I have you, and I’m going to eat you, pronto!”2 3tortillas: thin, round bread “Wait:’ said Conejo. “Do see this fine you 4fiesta: cheese in the pond?” party There, gleaming in the black pond, was something that looked like a big, round, delicious, yellow cheese. “Do you like cheese?”asked Conejo. “Oh, I love cheese:’said Coyote as his mouth watered.

~~‘Señor: Spanish word for mister 2pronto: Spanish word for fast or qu. Uy _s..a...... s...... af_~~

~~—II. from Conejo? A to work hard for what he wants B that being too greedy can cost everything C to keep his mouth closed while swimming D that cheese makes a better meal than rabbits do~~

22 How does Señor coyote change in the folktale? F He changes from being afraid to being brave. C First he feels powerful; then he feelsweak. H First he is hungry; then he is satisfied. J He changes from feeling pleased to feeling ashamed.

~~Why does the rabbit tell Señor Coyote about the cheese?~~

~~A He wants Coyote to have the cheese. B He wants to save himself from Coyote. C He wants to share the cheese with Coyote. D He wants Coyote to cool himself in the pond.~~

r ‘ Conejo tells him about the cheese? in the pond. F He would rather eat cheese Which word means the same as than rabbit. gleaming? C He knows that Conejo would A fading not lie. B rising H He sees something in the water that looks like cheese. shining D J He thinks that Conejo cannot swim swimming well enough to get the cheese.

28 In the story, every time the coyote lunged for the cheese he got water in his mouth. ‘25 What does Señor Coyote really see.in the water? What does lunge mean? F A a round, yellow cheese hope G B the reflection of the moon reach H ask C a rabbit in disguise D a stack of tortillas J cry

if Señor Coyote catches a rabbit again, he will most likely F make sure the rabbit does not fool him C let the rabbit go free H believe what the rabbit tells him J invitethe rabbit to eat a meal With him 4’

~~irections J)In this part of the test, you are going to listen to an African folktale called “Teaching Baby Crab to Walk.”Then you will answer some questions about this story.~~

Youwill listen to the story twice. The first time you hear the story; listen carefully but do not take notes. As.you listen to the story the second time, you may use the space below for your notes. You may use these notes to answer the questions that follow.Your notes on this page will NOT count toward your final score.

~~Here is a word you will need to know as you listen to the folktale: sidling moving sideways Notes Quotation Meaning~~

~~“Though he tried hard to walk straight, . . . nature was too strong for him....”~~

“The baby crab has grown up walking sideways, which shows how much stronger were”his father’s actions than his words.” .S0 Explain why the baby crab says to his father, “Father, just walk straight yourself and show me how it is done?’ Use details from the folktale. in your answer.

~~• •.• - -~~

,-I i&• Youmay PLANyour writing for Number 31 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on the next page.

~~4-n Circleone: • Actionsspeak louder than words. • Don’ttry to be something you are not. Then explain how the folktaleteachesthat lesson. Useexamplesfrom the folktalein your answer.~~

~~Checkyour writing for correct spelling,grammar, capitalization,and punctuation. ___~~

~~- _—.. GQOM~~

4.Jc:2 Youmay PLAN your writing for Number 32 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer beginning on the next page. - - . witen someone taught you how to do something, or a time when you taught someone else. In your story, be sure to include • what lesson was taught • who taught the lesson • what happened • specific details and examples

~~Checkyour writing for correct spelling, grammar, capitalization, and punctuation. ___~~

Lc2O . irections D In this part of the test, you are going to read an article called“ToadOverload” and another article called“MoreAboutAustralia’sCane Toads” Youwill answer questions and write about what you have read.Youmay look back at the articles as often as you like.

Nowbegin. JUDDOVERLORD Firsttherewere101.Nowtherearemillions.Theywere supposedto bea solutionto a problem.Nowtheyare aproblem. Whatarethey?Verybig toads.Whathappened?Hereis the strangestory. Backin the eaily1900sin Australia,farmerswhogrew sugarcanewerefacingsomebig problems.Beetleslovedeating the leavesof sugarcaneplants.Beetlebabies,calledgrubs,loved eatingthe roots. uwetrs wereangry.I neywanted to stop the beetlesandnothing they triedwasworking. In someotherplacesaroundthe world,sugarcanegrowershad beenfightingoff beetlesand grubs, too. Scientistsandgrowershad found a weaponthattheythought mightwork—big,fat, hungrytoads that lovedto eatinsects. Howbig werethetoads?As big asdinnerplates.Infact, this kind of toad is oneof the biggest toads onearth. Originally,thetoadsonly lived in The for the toadsto CentralandSouthAmerica,where planwas it is wetand wet eatlots andlots of beetles. warm.Warm, In weather.isthe kindthetoads like 1935,102toads werepacked best. into cratesandshippedto Somescientistsand Australia.Onedied on the trip, but growers the 101survivors into decidedto put thesegianttoads wereput a pondin northeastAustralia. with thegiantappetitesinto the Beforetoo long,the femaleslaid Australiansugarcanefields. long,necklace-likestringsof eggs. Eachstringcontainedthousands of tiny eggs. Theeggshatched.Thepond wasfilled with squirming,wriggling tadpoles. Thetadpolesgrewinto toadlets—babytoads.Thenthe toadletsweretakento canefields andturnedloose. Wouldthesenewcomerseatthe sugarcanepests,asthey were broughtto Australiato do? Yes andno.Someof the toads did eat someof the beetlesand beetle grubs.But it waswork for the toadsto try andcatchthe beetles, whichcouldfly away. GoOn •••...... _._..

cQ Gy I$U edL aunignt. wayfrom fieldto town.The TheAustraliancanefieldsweretoo townspeople’slush1 gardens sunnyand dry.Thetoads liketo wateredlawnswereveryinviti snoozewhereit is shadyandwet. Thetoadsweremuchhapp town, whereit waseasyto finu satisfyingmeal.At night,in thE circles of lightshedbythe lampposts,toadsgathered.W almost no effort,at all,theycot gulp down the bugsthat drop to the groundaftercomingtoo closeto the light. Dazed2 bugswerenotthe o easymealsthat the toadsfoun Theyalso enjoyedeatingfrom bowls of food left outsidefor p dogs and cats. It was a disappointment,of course,that thetoadsdid not bothermuchwith the grubsan beetles.Butthe realproblemwi the toads wassomethingelse— time passed,moreandmoreto wereappearing. In Queensland,the statein AustraliawherethetoadswereI released,theycouldbefound EVERYWHERE.Theywereall ov the lawnsandallthroughthe gardens. Theyslept underflowerpotsa insideboots lefton backporche Sometimesthe roadswerecovet with toads—whichwasa very dangeroussituationfor thetoath

~~‘lush: growingthickandgreen 2dazed: confused~~

. nomefor the toads.Theyarenot killedoff by anydiseases.They find plentyto eat.Whenit comes to layingeggs,amudpuddlewill do. Millionsandmillionsof toads arelivingwhereoncetherewere none. Arethetoadscausingbad problemsin Australia?Scientists aretryingto find out. Asthis strangestoryshows, whena plantor an animalis moved to a newhabitat,3 no onecan knowfor surewhatmighthappen. Thepeoplewho broughtthe toads to Australiahopedthat aftera whilemostof the beetleswouldbe gone.Instead,beforetoo many yearshadpassed,thereweregiant toadseverywhere. Oncethosebig toads came, theyconquered!4

~~Well . . . almost.~~

~~3habltat: a placewherea certaintypeof plantor animalnormallylives 4conquered: took over~~

~~“1$.~~

~~— - —- .- 1L — riekis and life in the town.~~

~~LifeintheFields~~

~~LifeinTown~~

~~- When a plant or an animal is moved to a new habitat, no one can know for sure WI-JATmight happen. Howdoes the storyof the cane toadshowthatthis statementis true?~~

~~GoOn~~

~~— MOREABOUT AUSTRALIA’SCANE TOADS~~

DOTHETOADSMAKEANYSOUND? Yes,theymakea low,trilling sound.1 Somepeoplesaythe soundis liketheengineof a carortractoroff inthedistance.Becausethereareso manytoadsin Australia,sometimes the soundcanbequiteloud. WHATHAPPENEDTOTHESUGARCANECROPSWHENTHETOADSDIDNOTEATTHE BEETLESANDGRUBSTHATWEREDESTROYINGTHECROPS? A chemicalwasdevelopedthat killedthe beetles.Sugarcaneis still a majorcropin Australia.

~~HOWMUCHOFAUSTR!JA HAVETHETOADSMOVEDINTO?~~

c/-J U U Thismapshowsthe locationwherethe Thismapshowsalltheplaceswherecanetoa toadswerefirstreleasedinthecountryof werelivinginAustraliabythe1990s,justa little Australia. morethan50yearsafterthefirst101toadswen putintothepondin northeastAustralia.

~~1trilling sound:repeatedmusicalnoise~~

~~4-q. 35 Lookat the two maps on PageT-32.What facts can you tell about the cane toad population by looking at these maps?~~

~~GoOn~~

— . _ . U Youmay PLAN your writing for Number 36 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on the next page. country? Use information from BOTH articles in your answer.

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. ____~~

~~0•• • STOP DearTeacher,~~

~~Onthenextfewpagesyouwillfindthescoringinformationneededforthis practiceexam.~~

Intheoperationaltest,themultiplechoicequestionswillbescoredusing ananswerkey. Theopen-endeditemswillbeclusteredtogetherandscored usingfourrubrics: •:• Listening/Writing •:• IndependentWriting + Reading/Writing •:• WritingMechanics

~~440 ReviewingStudentResponses~~

~~Reading—SessionI~~

~~Usingtheanswerkey,determinethenumberofcorrectresponsestothemultiple choicequestions. SCONGGui~~

~~ANSWERKEy FORMULTIPLECHOE QUESTIONS~~

~~1. B 2. F 3. D 4. J 5. A 6. G 7. C 8. G 9. A 10. H 11. D 12. F 13. C 14. H 15. D 16. H 17. C 18. J 19. B 20. F 21. B 22. J 23. B .24. H 25. B 26. F 27. C 28. G SCORINGGUIDE~~

~~Listening!Writing—Session 2 Usingthe Listening/Writing rubric, review Numbers 29, 30, and 31 (the graphic Organizer,the short response question, and the extended response question) together.~~

~~IndependentWriting—Session 2 Usingthe Independent Writing rubric, review Number 32 (the independent writing extended response) alone.~~

~~Reading/Writing—Session 3 Usingthe Reading/Writing rubric, review Numbers 33, 34, 35, and 36 (the graphic organizer, the two short response questions, and the extended response question) together.~~

WritingMechanics—Sessions 2 and 3 Using the Writing Mechanics rubric, review Numbers 31, 32, and 36 (all three extended responses, including the independent writing extended response) together. SCORING GUIDE

Aaoui THERUBRICSANDSAMPLERESPONSES Listening/Writing and Reading/WritingRubrics The top part of the Listening/Writing and the Reading/Writing rubrics is a general rubric that can be used to assessany written response to literature. The boxed text is a specific rubric about the individual passage or set of passagesto which the student is responding.

IndependentWriting Rubric The general rubric for independent writing is used to assessthe independent writing extended response for vriting styleand content. WritingMechanics Rubric The general rubric for writing mechanics is used to assessall three extended response questions for writing mechanics only.

~~Sample Responses Sample student responses followeach rubric. The sample responses are annotated and illustrate the top score levelof performance for each rubric.~~

~~Session1: Reading~~

~~Usethe AnswerKeyto determinethe numberof correctresponses to the multiplechoicequestions.~~

~~Session2: Listening/Writing;IndependentWriting~~

~~Usethe Listening/Writingrubricto reviewNumbers29,30, and31together. Usethe IndependentWriting rubricto reviewNumber32alone.~~

~~Session3: Reading/Writing~~

~~Usethe Reading/Writingrubricto reviewNumbers33,34,35, and36together. .~~

~~Sessions2 and3: Writing Mechanics~~

~~Usethe Writing Mechanicsrubricto reviewNumbers31,32, and36together. SCORINGGUIDE~~

~~RUBRS AND SAMPLETor SCORERESPONSES~~

~~LISTENING/WRITINGRUBRICFORNUMBERS29, 30, 31 4~~

Taken as a whole, the responses. • fulfillmost of the requirements of the tasks • address the theme or key elements of the text • show an insightful interpretation of the text • make connections beyond the text and demonstrate reflection

~~• make effectiveuse of relevant and accurate examples from the text • develop ideas fully with thorough elaboration~~

~~In addition, the extended response • establishes and maintains a clear focus • shows a logical,coherent sequence of ideas through the use of appropriate transitions or other devices~~

~~• is fluent and easy to read, with vivid language and a sense of engagement or voice • is stylisticallysophisticated, using varied sentence structure and challenging vocabulary~~

The 4-point responses demonstrate a thorough understanding of the folktale,as well as an insightful interpretation of the message,supporting the understanding with details from the folktale;the student understands that “actions speak louder than words,”that the father crab was trying to force the baby crab to “do as he said, not as he did’ or that the father crab found it impossible to be something he was not (an animal that could walk straight). The graphic organizer is complete and accurate, with specific details to show the meaning of the two quotations. The short response reinforces the messageby emphasizing that the baby crab was not capable of following his father’sdirections but wanted his father to show him how to walk straight. In the extended response, the student’s choice of the lesson the folktale teaches best is clear,with elaboration and text-based support explaining the choice.

~~• may be brief, with little elaboration, but are sufficientlydeveloped to answer the questions i • provide some examples and details from the text SCORINGGUIDE~~

~~In addition, the extended response • is generally focused, though may contain some irrelevant details or minor inaccuracies • shows a clear attempt at organization~~

~~• is readable, with some sense of engagement or voice 0 • primarily uses simple sentences and basic vocabulary~~

The 3-point responses demonstrate a clear understanding of the folktale,and will mention or otherwise address the message,but stop short of providing supporting details or a thorough explanation. For example, a student may write that the father crab wanted the baby crab to do something that he, the father, could not do, without providing further elaboration. The graphic organizer may be brief but shows that the student understands the meaning of the quotations. The short response may simply and accurately retell what happens, without explicitlymaking the connection between the events of the folktale and the message.In the extended response, the student’s choice of the lesson the folktale teaches best is clear,but theiesponse contains less elaboration or text-based support than the 4-point response.

Taken as a whole, the responses • fulfillsome of the requirements of the tasks • address basic elements of the text, but the connections may be weak • show some misunderstanding of the text or contain gaps in the student’s understanding of the text as a whole

~~• may begin to-answer the questions but are not sufficientlydeveloped • may provide some relevant text-based examples and details~~

~~In addition, the extended response may attempt to establish a focus • may contain some irrelevant or inaccurate details, along with correct information~~

~~• is mostly readable, with little sense of engagement or voice • uses only simple sentences and basic vocabulary~~

The 2-point responses show partial understanding, with responses that remain on a superficial and solelyliteral level.The responses may attempt to retell the folktale,but with some inaccuracies. The graphic organizer may be incomplete and may show that the student did not fully understand the meaning of the quotations, nor recognize the connection of the quotations to the message. In the short response and the extended response, the student may, provide related details from the folktale without synthesizing the details or explaining how ‘t the details fit together to support the message. SCORING_GUIDE

1•

Taken as a whole, the responses • fulfillfewof the requirements of the tasks • miss basic elements of the text • show evidence that the student understood only parts of the text • makefew,if any, relevant connections

~~• may contain a few accurate details~~

~~In addition, the extended response • may focus on minor details or does not establish a focus • shows little or no organization~~

~~• is often repetitive, with little or no sense of engagement or voice uses minimal vocabulary • may indicate fragmented thoughts di~~

The 1-point responses are often quite brief or repetitive, indicating that the student has runderstood only of the folktale.The graphic organizer is inaccurate or incomplete. The parts short responses show some confusion, and the extended response is unfocused or focuses Lsolelyon minor details. 0

~~The responses are incorrect, irrelevant, or incoherent. SCORINGGUIDE~~

~~SAMPLETo SCORERESPONSES~~

~~29 Explainwhatthesetwo quotationsfromthefolktalemean.~~

~~Quon Meaning~~

~~“Though hetried hardto walk straight... naturewastoo strong for him •_ , A~~

~~44 “The babycrabhas walking grown up -_ ‘.g_._ sideways,which showshow much , strongerwerehis father’sactionsthan his words.’ k . -1’,~~

~~30 Explainwhy the babycrabsaysto his father,“Father,just walk straight yourself,and showmehow it is done.”Usedetailsfrom the fotkiale in your answer, rL~~

~~L L £- hLjw k) im krX, SCORING_GUIDE~~

~~3 Which lesson do the Iolktale teachbest Circleon Actionsspeak louder than words.~~

~~Thenexplain howI tktaie teachesthat esson. Use examplesfrom the folktale in your answer.~~

~~Checkyourwritingfor correctspelling, grammar,capitalization, and sunctuation. t~~

~~vaQ ‘k.. ,~~

~~‘ iL LA or Z4, /tA4L~~

~~L 9 kJ A P(45.I/tL’ £tOr L.~~

The responses demonstrate a thorough understanding of the folktale,as well as an insightful interpretation of the message,supporting the understanding with details from the folktale.The graphic organizer is complete and accurate and makes connections beyond the text: “Then baby crab followed in his footsteps and learned like his dad.”The short response contains a relevant example and demonstrates insight beyond the text by suggestingthe baby crab’smotivation: “So he could understand.” In the extended response, the student’s choice of the lesson the folktale teaches best is clear,with elaboration and text-based support explaining the choice. The response makes connections beyond the text: “Everyone isn’tperfect.”Taken as a whole, the responses maintain a clear focus and show continuity of thought and logical sequence of ideas.

~~NOTE: This set of responses represents a high-level score for the Listening/Writing rubric only, and might not be selected as top responses for either writing or writing mechanics. SCORINGGUIDE~~

~~INDEPENDENTWRITINGRUBRICFORNUMBER32 3~~

~~The response • fulfillsthe requirements of the task • demonstrates insight and makesconnections~~

~~• makes effectiveuse of relevant and accurate examples to support ideas • develops ideas fullywith thorough elaboration~~

~~• establishesand maintains a clear focus • shows a logical,coherent sequence of ideas through the use of appropriate transitions or other devices~~

~~• is fluent and easyto read, with vivid language and a sense of engagement or voice • is stylisticallysophisticated, using varied sentence structure and challenging ocabu1ary~~

~~The response • fulfillssome of the requirements of the task • makes some connections~~

~~• may be brief, with little elaboration, but is sufficientlydeveloped • provides some examples and details, but may have diffIcultyin demonstrating how the examples relate to or support the ideas~~

~~• isgenerally focused, though may contain some irrelevant details • shows a clear attempt at organization~~

~~• is readable, with some sense of engagement or voice • primarily uses simple sentences and basic vocabulary~~

~~The response • fulfillsfew of the requirements of the task • makes fewconnections~~

~~• may contain a few examples or details~~

~~• may focus on minor details, or does not establish a focus if • shows little or no organization SCORING_GUIDE~~

~~• isoftenrepetitive,withlittleor no senseof engagementor voice • usesminimalvocabulary • mayindicatefragmentedthoughts~~

~~The responseis irrelevantor incoherent.~~

~~SAMPLETo SCORERESPONSE~~

32 Went about a isme when someone taught you howto do something,or a time whenyou taughtsomeoneelse.In your stor)c be sure to include • whatlessonwastaught • who taughtthe lesson • whathappened • specificdetsilsand examples

~~E. Osek yourwritingfor correctspelling.grammu capitalization, and punctuation.~~

~~1t fQA~~

~~& ),q~~

~~II44fl1fl .AJIt& i4.n.qiy.,~~

~~ALt. ,4a. t&L LIL~~

~~“! “h- i’ii#., &#;111fm9~~

~~r /T)1 Alt~~

~~gs- tLs 41L r,’~~

~~JM . il~~

~~Responsecontinuesonnextpage. SCORINGGUIDE~~

~~Continuedfrompreviouspage. r JL _ 0 a j±d irv i $tij I~~

~~Jthk. -4’LDfJ .Jl4)iJ,A_ 11q’ ,Ai-j, J. & iAg I 1jra. kt J A. 4A)1d LI)1V) J -~~

~~tth~~

The response clearly focuses on a time when this student was taught how to do something. The student demonstrates insight by connecting the experience of learning to ride a bicyclewith the relationship with her mother: “That bike I’llgiveto my daughter and teach her to ride just like my mom taught me!”Throughout the response, the student makes effectiveuse of specific,relevant details:“So she said,‘It willbe fun. I’llbe right behind you.” The student develops the response fully,progressing smoothly through a chronological sequence of events. Throughout the response, the student demonstrates an effortless control of the story elements. The student’s use of vivid language engages the reader and establishes a strong sense of voice:“Feet on the pedals, hands on the bars. She gave me a push and off! went!”“Mysmile a mile wide, I could ride!”

~~NOTE: This represents a high-level response for the Independent Writing rubric, and might not be selected as a top response for writing mechanics. SCORING_GUIDE~~

~~READINGIWRmNGRUBRICFORNUMBERS33,34,35,36 4~~

Taken as a whole, the responses • fulfillmost of the requirements of the tasks • address the theme or key elements of the text • show an insightful interpretation of the text • make connections beyond the text and demonstrate reflection

~~• make effectiveuse of relevant and accurate examples from the text • develop ideas fully withthorough elaboration~~

~~In addition, the extended response • establishesand maintains a clear focus • shows a logical,coherent sequence of ideas through the use of appropriate transitions or other devices~~

~~• is fluent and easy to read, with vivid language and a sense of engagement or voice • is stylisticallysophisticated, using varied sentence structure and challenging vocabulary~~

The 4-point responses demonstrate a thorough understanding of both articles; the student’s focus is on comparing and contrasting different elements of the texts, and especiallyshows an understanding that life in Australia underwent a great deal of change after the arrival of the toads. The understanding is supported with details from the articles. The graphic organizer (Number 33) is complete and accurate, identifying major differencesbetween the toads’life in the fields and life in town. The respcnse to Number 34 reinforces the student’s interpretation of the problem by identifying specific problems that occurred after the toads were brought to Australia and connecting these problems to the quotation. Inthe response to Number 35, the student understands that the toad population underwent tremendous growth. In the extended response, the student uses the facts from both articles to compare and contrast life in Australia before and after the arrival of the toads, providing specific examples from the text.

Takenas a whole, the responses • fulfillsome of the requirements of the tasks • address some of the key elements of the text • show a predominantly literal interpretation of the text • make few connections 1/.. • may be brief, with little elaboration, but are sufficiently developed to answer the questions 5 • provide some examples and details from the text ScONG GUIDE

~~In addition, the extended response • is generally focused, though may contain some irrelevant details or minor inaccuracies • shows a clear attempt at organization~~

~~• is readable, with some sense of engagement or voice • primarily uses simple sentences and basic vocabulary~~

The 3-point responses demonstrate a clear understanding ofboth articles. The student understands that life in Australia underwent a great deal of change after the arrival of the toads. The graphic organizer is accurate but may be brief; for example, a student may write only a descriptive word or phrase from the article under each heading to show a difference, such as “sunny and dry’and “watered lawns.”The response to Number 34 may identify problems that occurred’after the toads were brought to Australia,without relating the problems to the quotation. The response to Number 35 will correctly identify at least one change in the toad population. In the extended response, the student may identify information from the articles but may not fully compare and contrast life in Australia before and after the arrival of the toads. There will be lesselaboration and text-based support than appears in a 4-point response.

~~may begin toanswer the questions but are not sufficiently developed • may provide some relevant text-based examples and details~~

~~In addition, the extended response • may attempt to establish a focus • may contain irrelevant or inaccurate details, along with some correct information~~

~~• is mostly readable, with a sense of engagement or voice • uses only simple sentences and basic vocabulary~~

~~45L/ SCORINGGUIDE~~

The 2-point responses show only partial understanding, with responses that remain on a superficial and solelyliteral level.The responses may attempt to summarize the articles, but with inaccuracies that show significant misunderstandings. The graphic organizer may be incomplete or contain some inaccurate information. In both short responses, the student may provide appropriate details from the articles without explaining how the details fit together to answer the questions. The extended response may consist of the student’s opinion (“It was better before the toads came”), with inaccurate or little supporting information.

~~• may Containa few accurate details~~

~~In addition, the extended response may focus on minor details or does not establish a focus • shows little or no organization~~

~~• is often repetitive, with little or no sense of engagement or voice • uses minimal vocabulary • may indicate fragmented thoughts~~

rhe I-point responses are often quite brief or repetitive, indicating that the student hs understood only parts of one or both articles. The graphic organizer is inaccurate or incomplete. The short responses show some confusion, and the extended response is Lunfocused or focusessolelyon minor details:“There are cane toads that live in Australia.” 0

~~The responses are incorrect, irrelevant, or incoherent.~~

~~4-65. SCORINGGuio€~~

~~SAMPLETo SCORERESPONSES~~

~~33 Usedetails from the article to show the difference for a toad between life in the fieldsand life in the town.~~

~~Lifein the Fields aiL, c0.2~~

~~nA tO~~

~~..4 .o..cjg T 1A~~

~~eM JL LitIL4~~

~~Lifein Town~~

~~iia -‘,~~

~~rThct.~~

~~A -Lvu.. ,~~

*j 6__ -:4i c.’iit.

34 Read this sentence from the article. When a plant or an animal is moved to a new habitat, no one can know for sure WHAT might happen. How does the story of the cane toad show that this statementis truer

~~&frQ L&~~

~~1’ff J4 k a c La4 ikvi~~

~~D - I~~

~~- t-. •A 4teA~~

~~2r SCORINGGUIDE~~

~~35 L.ookat the two mapsonPage1.32. What factscanyoutell aboutthe canetoadpopulation bylookingat thesemaps?~~

~~j.L tbn4 4. JL&4LLL~~

~~& +J.a #.jA o L h&La fl1La• rQl 4 rr kLi &ppeA f l1A4. ScoiNG_GUIDE~~

~~36 Howhaslife in Australia changed since the canetoadswerebroughtto that country?Useinformation from BOTH artides in your answer.~~

~~Checkyour writing for correctspelling,grammar,capitalization,and punctuation.~~

~~£L -r1 - eiA - r1.± O., r’ A,.r pt4 4 t O.,tt €‘A..rJ u a v ..p..i r’ t2t ik rt tç~~

~~4 41 . • & c. (8t,1L~~

~~i4 kLQ - ‘c Dfl~~

~~A A *&D 1AOit. i~~

~~44 tA tL t-~~

~~— ,.ô.*. jzrr i - k~~

~~pAf,4.LAL. ‘i.k ‘~~

~~S i)TA T.~~

The responses demonstrate a thorough understanding of both articles; the student’s focus is on comparing and contrasting different elements in the text. The graphic organizer is complete, accurately usingspecificdetails from the text to contrast life in the fields with life in town. The first short response makes a connection between the quotation and what happens in the article: “Instead of helping the farmers, the toads went to town and stayed there.”In the second short response, the student makes effectiveuse of the maps to support the response:“The toads moved almost across the whole east coast of Australia.”In the extended response, the student focuses on how life in Australia has changed as a result of the cane toads. The comparison is strengthened by use of accurate information from both articles. The response is well organized, with skillful use of transitions. Takenas a whole, the responses show a strong sense of voice:“Long ago, people live quietly planting gardens without lots of giant cane toads.”

~~NOTE: This set of responses represents a high-level score for the Reading/Writing rubric only, and might not be selected as top responses for either writing or writing mechanics. SCORINGGUIDE~~

~~WRmNG MECHANICSRuBRIcFORNUMBERS31,32,36 3~~

The writingdemonstrates control of the conventions of written English.There are few if any errors and none that interfere with comprehension. Grammar, syntax,capitalization, punctuation) and use of paragraphs are essentially correct. Anymisspellings are trivial or repetitive; they occur primarily,when a student takes risks with sophisticated vocabulary.

The writing demonstrates par?i.l control of the conventions of written English. It contains errors that may interfere somewhat with readability but do not substantially interfere with comprehension. There may be some errors of grammar and syntax; however,capitalization, punctuation, spelling of grade-level words, and use of paragraphs are mostly correct.

~~The writing demonstrates minimal control of the conventions of writtenEnglish.There may be errors of grammar, syntax,capitalization, punctuation, and spelling.~~

~~The writing demonstrates a lack of control of the conventions of written English.The errors make comprehension difficult; the writing may even be unintelligible. SCORINGGutc~~

~~SAMPLETo SCORERESPONSES r 31 Which lesson does the folktale teach best? Circle one: • Actions speak louder than words.~~

~~• Don’t try to be something you are not. Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.~~

~~Check your writing for correct speUing grammar, capitalization, and punctuation. TL LthJJ :tM Laim &pi31 &JJ&PAI i Ok MI4k .TIkLk D1I q1. / ‘ TJJii 4MIj Ur4L u,trt1 Ahrr. A JL~~

~~/Jz4 m1Lr2 MA 1v AILJ i MQJ&IJkL.~~

-J

~~L,LLQ ScORINGGuIDE~~

r 32 Writeabout a time when someone taught you how to do something, or a time when you taught someone else. In your stor,r,be sure to include • what lesson was taught • who taught the lesson • what happened • specific details and examples

~~Check your writing for correct spelling, grammar,capitalization,and p punctuation. Jiid IL1 T hi 1L± i?th,iii Al Lldbk Ii J ttr Ji. m 4JA- 0 7flJ LreL mt, AlL~~

~~‘ 1L 1k :r J,L 4n itm& A M hi i1 1g AlJ--AL L11i ILLJh M Iud± /flM1h~~

~~-d SCORINGGuic~~

~~36 Howhas Lifein Austaha changedsincethecanetoadswerebroughtto that country?Useinformationfrom BOTH articlesin your answer.~~

~~Checkyour writing forcorrectspelling.grasnznar,capitalization,and punctuation. bL CJ HALL . 4 kI 4I71Lr/AI AmLftaLj1L iAJ$LOk èbAr LJAI4J i±~~

~~JL :m.A# AIM Ip1L hL JLaL, J& .21LL rr° 1L 1±.0L JA iliwj.~~

~~Takenas a whole, these responses are nearly error-free; grammar, syntax, capitalization, and punctuation are essentially correct. ELA~~

~~“LISTENING ‘TASKS~~

~~‘FOURTH GRADE Tips for GoodTestListeviig~~

1 Getridof itcifrig that willdistract!0W Wevi ow listevito a storj, ow caviviotgo bac( if ,owforgot to paj attevitiovil 2 Keepowr tic.ividsavidfeetas stillaspossible. Thevioisema distractjouior otier stuideiits1 3. Closeowr eies avidpictLire te st te first timeit is readto 1owI Thepictwrewill ‘014 to iiiiderstavidw1at isappeiiivi avidwillalso dJOlIito rememberimportavitwiformatiovilater1 4..Doilot worrj if oi4i havea hardtimeeepivig lAp. 5taj relaxedGettiviguipsetwillofr1I!makeit harderto listevi.

~~5. Doviotiwsthearte storj, Iistevito it! THE CROW • AND~~

~~THE PITCHER Grade4: “The Crowand the Pitcher”~~

~~A. Explainwhat.these two quotations from the folktale mean:~~

~~Quotation Meaning~~

~~This involved much labor but it was worth it.~~

~~B. Explain why the crow thought “I have an idea, but it will take awhile.” Use details from the folktale in your answer. Planning Page for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your~~

~~final answer on the next page. C. Which lesson does the folktale teach best? Circle one:~~

~~Necessity is the mother of invention.~~

~~Where there’s a will, there’s a way.~~

~~Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. PlañniñgPage for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. D. Write about~~

~~In your story, be sure to include -~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. THE ANT~~

~~AND~~

~~THE GRASSHOPPER Grade 4: “The Ant and the Grasshopper”~~

~~A. Explain what these two quotations from the folktale mean.~~

~~Quotation Meaning~~

~~“There is a ion g w inter coming up and my relatives and I are storing up all the food we can...”~~

~~.,t..~~

~~“... I don’t even want to think about winter yet, I’m having so much fun enjoying summertime”~~

~~Explain why the ant says, “If you insist on playing all summer, then you must starve all winter.”~~

~~B. Use details from the folktale in your answer. Planning Page for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. C. Which lesson does the folktale teach best?~~

~~Circle one:~~

~~• Provide for the future.~~

~~• Save for a rainy day.~~

~~Then explain how the fable teaches that lesson. Use examples from the folktale in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

Planning Page will NOT count toward your final score. Write your final answer on the next page. Write a personal essay related to the lesson of the folktale. Tell how this lesson relates,to a time in your life or how this lesson will help you in your life. .

~~In your story, be sure to include -~~

~~• Details from your personal experience~~

~~. • Examples to explain your answer~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. THE BABOON’S~~

~~UMBRELLA Grade 4: The Baboon’s Umbrella - Before reading — define: predicament and gibbon~~

~~A. Explain what these two quotations from the fable mean.~~

~~Quotation Meaning “I amnot able to enjoythe sunshine underneaththis dark shadow.”~~

~~“What a goodidea!” .~~

~~B. Explain why the baboon was soaked to the skin. Use details from the folktale in your answer. PlanningPage for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. C. Which lesson does the fable teach best? Circle one:.~~

~~• Some advice is good, some advice is bad.~~

~~• Stop and think before you act.~~

~~Then explain how the fable teaches that lesson. Use examples from the fable in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your~~

~~final answer on the next page.~~

~~C D. Write about a time when someone gave you advice.~~

~~In your story, be sure to include -~~

~~• who gave the advice~~

~~• what the advice was~~

~~• was it good advice or bad advice? Tell why.~~

~~• Give specific details and examples~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. TIlE LION~~

~~AND~~

~~THE MOUSE Grade 4: “The Lion and the Mouse”~~

~~A. Explain what these two quotations from the~~

~~Quotation Meaning ______““Besides, it would be beneath the dignity of a mighty king such as yourself... to kill an undersized beast like me”~~

~~“Idohaveanimagetomaintain.”~~

~~B. Explain why the lion mocked... as he thought of such a small creature aiding the mouse. Use details from the folktale in your answer. Planning Page for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page.. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. Which lesson does the folktale teach best? Circle one:~~

~~•Little friends can be great friends.~~

~~The small can be mighty.~~

~~Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

Planning Page will NOT count toward your final score. Write your final answer on the next page. D. Write a personal essay related to the lesson of the story.. Tell how this lesson related to a time in your life or how this lesson will help you in your life.

~~In your essay be sure to include -~~

~~•specific details from your personal experience~~

~~•use specific examples from the folktale to support your answer~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. THE BAT~~

~~AND~~

~~•THE NIGHTINGALE GRADE 4 The Bat and the Nightingale A. Explain what these two quotations from the fable mean.~~

~~Quotation Meaning Thebat did not reply,but he smiled to himselfand the nextnighthe did not taketo the air as usual. .~~

~~It is true that onlyI can singfor the emperor,but it is also truethat I can do it onlywithyourhelp.~~

~~B. Explain why the bat and the nightingale decided to work together. Use details from the folktale in your answer. Planning Page for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. C. Which lesson does The Bat and the Nightingale teach best? Circle one:~~

~~• Everyone has an important contribution to make.~~

~~• Thinking you are better than someone else is foolish.~~

~~Then explain how the fable teaches that lesson. Use examples from The Bat and the Nightingale in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. D. Write about a time when you worked with another person to get a job done.~~

~~In your story, be sure to include -~~

~~• Who you worked with~~

~~• What each person did to help~~

~~• Why it was easier to do this together~~

~~• Specific details and examples~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. • The Goose that Laid the Golden Egg Grade 4: “The Goose that Laid the Golden Egg”~~

~~A. Explain what these two quotations from the folktale mean.~~

~~Quotation Meaning “The speculation about what they would purchase with the gold grew more . grandiose.” .~~

~~“... their greed reached the point where they were no longer content to build their wealth by one golden egg each day.~~

‘

~~Explain why the wife said, “Husband, why must we acquire our wealth this slow, laborious way?”~~

~~B. Use details from the folktale in your answer. PlanningPage for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your~~

~~final answer on the next page. C. Which lesson does the folktale teach best?~~

~~Circle one:~~

~~• Be content with what you have.~~

~~• The greedy who want more lose all.~~

~~Then explain how the folktale teaches that lesson. Use examples from the story in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, ñd punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~• NOT write your final answer on this page. Your writing on this~~

~~Planning Page willNOT count toward your final score. Write your~~

~~final answer on the next page. D. Write about a personal story related to the lesson of the story. Tell how this lesson relates to a time in your life or how this lesson will help you in your life.~~

~~In your story, be sure to include -~~

~~• Details from your personal story~~

~~• Examples to support your story~~

~~After writing check for correct spelling, punctuation, grammar and capitalization.~~

~~a Th.eFox and The Sick Lion GRADE 4 - “The Fox and the Sick Lion”~~

~~A. Explainwhatthese two quotationsfromtheFABLEmean:~~

~~Ouotation MeaninQ “I havestopped by the entranceto the . lion’sden to pay homageto him...”~~

~~“...I alwayssawthe tracksof manydiffer ent creaturesgoingintothe den,”~~

B. Explain why the fox said, “I would be very willing to join the other animals in paying last respects to the lion, when I see the same number of tracks leading out again.” Use details from the folktale in your answer. PlanningPage for C.

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. C. Which lesson does the folktale teach best? Circle one:~~

~~•Don’t believeeverything you hear.~~

~~‘Take warning from the misfortunes of others.”~~

~~Then explain how the folktale teaches that lesson. Useexamples from the folktale in your answer.~~

~~Check your writing for correct spelling,grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~final .this NOT write your answer on page. . Your writing on this.~~

Planning Page will NOT count toward your final score. Write your final answer on the next page. D. Write a personal essay related to the lesson of the story. Tell how this lesson relates to a time in your life or how this lesson will help you in your life.

~~In your essay, be sure to include -~~

~~•specific details from your personal experience~~

~~•specific examples to explain your answer~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. THE BUNDLE oF STICKS Grade 4:”The Bundle of Sticks”~~

~~A. Explain what these two quotations from the folktale mean.~~

~~Quotation Meaning “Doyounot see, my sons,that you are like thesesticks?”~~

~~“Whenyou all standtogether,no enemycan harm you.”~~

~~“. Explain why the father says, . .when you quarrel and stand divided, then you are easy prey for your enemies.”~~

~~B. Use details from the folktale in your answer. PlanningPage for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. C. Which lesson does the folktale teach best?~~

~~Circle one:~~

~~• In unity there is strength.~~

~~• United we stand, divided we fall.~~

~~Then explain how the folktale teaches that lesson. Use examples from the story in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~In your story, be sure to include - .~~

~~• Details from your personal experience~~

~~• Examples to support your answer.~~

~~After writing check for correcpe11ing, punctuation, grammar and capitalization. THE TORTOISE AND THE HARE Grade 4: “The Tortoise and the Hare”~~

~~A. Explain what these two quotations from the~~

~~Quotation Meaning~~

~~• . howcouldyoueventhinkof beatinga A’iftharelikemyself?~~

~~Why,youpokeyold thing,haulingyour omearoundon yourback...”~~

~~B. Explain why the tortoise retorted, “You are quick, it is true. But I could beat you in a race.” Use details from the folktale in your answer. Planning Page for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~• NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your~~

~~final answer on the next page. C. Which lesson does the fable teach best? Circle one:~~

~~‘Slow and steady wins the race.~~

~~‘Don’t take things for granted.~~

~~Then explain how the fable teaches that lesson. Use examples from the fable in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation.~~

~~0 Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. D. Write about a time when you kept on trying even though it was difficult.~~

~~In your story, be sure to include -~~

~~• Specific examples and details~~

~~• What was your goal?~~

~~• What made it difficult?~~

~~• How did you accomplish your goal?~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. THE SAILOR~~

~~AND~~

~~THE FLY GRADE 4. The Sailorand the Fly (Cricket, October, ‘94) A. Explain what these two quotations from the fable mean.~~

~~Quotation Meaning “Me, a human, and you, a fly, and we’ll both meet the same end.”~~

~~“Wonder of wonders, me, a human, and her, a fly, and we saved each others lives.”~~

~~Explain why the fly wanted to save the sailor.~~

~~B. Use details from the folktale in your answer. Planning Page for C..~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. C. Which lesson does the fable teach best? Circle one:~~

~~• Treat others as you would like to be treated.~~

~~• If at first you don’t succeed, try again.~~

~~Then explain how “The Sailor and the Fly” teaches that lesson. Use examples from the fable in your answer.~~

~~Check your writing for correct spelling, grammar, capitalization, and punctuation. Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~•NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. D. Write about a time when you helped someone else or when someone helped you.~~

~~In your story, be sure to include -~~

~~• who was helped~~

~~•how they were helped.~~

~~•why help was needed~~

~~•specific details and examples~~

~~After writing check for correct spelling, punctuation, grammar and capitalization. THE MOUSE~~

~~THE SEASHORE Grade 4: The Mouse at the Seashore A. Explain what these two quotations from the fable mean.~~

~~Quotation Meaning~~

~~“I have made my decision. I have never . seen the ocean, and it is high time that I did. make . Nothing can me change my mind.” .~~

~~“Then we cannot stop you, but do be careful.”~~

~~•B. Explain why he felt so contented and happy at the end of his journey. Use details from the folktale in your answer. Planning Page for C.~~

~~You may PLAN your writing for Question C. here if you wish, but do~~

~~NOT write your final answer on this page. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your final answer on the next page. •C; Which lesson does the fable teach best? Circle one:~~

~~• Don’t let things stop you from accomplishing your goal.~~

~~• Hard work is worth the effort.~~

~~Then explain how the fable teaches, that lesson. Use examples from the fable in your answer.~~

Check your writing for correct spelling, grammar, capitalization, and punctuation. Directions:Youare going to listento a Chinesefolktale called The FlyingFrog.” Thenyou willanswersome questionsaboutthisstory. Youwilllistento the storytwice. Thefirsttimeyou hearthe story,listencarefullybut do not take notes. Asyou listen to the storythesecondtime,you may usethe space below foryournotes.Youmay usethesenotesto answer the questionsthat follow. Hereisa wordthat youwillneed to knowasyoulistento the story: yurt: a tent Mongolia: a part’ofChina Notes: ....,_—

~~TLe F!yng Frog~~

— MON GOL TALt — They flew onwarduntil they came to a large town. Now hundreds of people caine out to watch the frog fly through the air. Cheen came from the crowdsbelow. Nd long, long ago on the tar nonhern border of Mongolia, thete The frog couldn’tkeep hi, mouth shut any longer. He began to shout, 0 livedan unlikely trio: a friendly frog and a pair of wild geese. They It’s myidea.”With the wordsbarelyout of his mouth, he 1,11 frontthesky, had becomethe bestof friendswhilesharing the lake. struck the ground, andinstandyturned to dust. One summertheir live, were turned upside down because of a terrible The pairof wildgeeseflewsadlyaway. drought. The waterinthelakebegan to dry up, andsoon onlya smallpud dleremained. The geese talked about looking for a new borne, but they didn’t want to leave withoutthe frog. “Oh, what shouldwe do?’ they moaned. The froghoppedandthoughtandbopped again. I haveaplan,”he said. Hesearchedaroundthe lake and found a small stick. Its just the right he told the geese. “Iii hold on to the middle of the stick with my mouth, and you can each grab an end. That way you can carry mc withyOu.” Lct’s beginthe journey todayl shoutedthe geese. They flew low over a meadow and spotted a yurt nestled dose to a brook. All of a sudden two children appeared from the flap in the yun, screaming,look, looki The wild geeseare carrying a frog. What a won derfulideal’ The frogwasglad becauseit had been hisidea.‘Yet,”he thoughtto him self,‘it Iawonderful.” Alongth, way they flew over a mountainvillagewith manyyurts dot ting the landscape,and this time dozensof people yelled, ‘The geeseare carryinga frog.What a marvelous ideal” ‘This ismyidea,’ the frog almost cried out.

12 3. Whichlessondoesthe folktaleteach best? Circleone: Beingtoo proudcan hurtyou. or Don’ttrybeingsomethingthatyouare not. Thenexplainhowthefolktaleteachesthatlesson.Useexamplesfromthe lotktaleinyouranswer. Checkyourwritingforcorrectspelling,grammar,capitalization, andpunctuation.

( Directions: Youaregoing to listento a Chinesefolktale called Why SnailshaveShells.”Thenyou willanswer somequestionsabout thisstory Youwilllistento the storytwice. Thefirsttime you hearthe story,listencarefullybutdonot take notes. Asyoulisten to the storythe secondtime,you may usethe space below fOryournotes.Youmay usethesenotesto answer the questionsthat follow. Herearesomewordsthat you willneed to knowasyou listento the story: persistant:not givingup; to keeptrying ceased: stopped Notes: f-oI CAlS -Ke1-tOm. - it c iWii5 1dQ SJiI S. t’-4pr Q i1I e4oId bj Ccuotr i-t&r ____

‘.fliVCi&if a-c SnaILi,Ha”e Shell. Nextcamea bee,andthena butterfly,but they too receivedheaselesa Why replies. — — ZHUANG TALl Aftertwo daystheragingstormceased,andthesnailawokesoa world filled withsunshine.“Evenwith allthoie interruptionsI havesleptwell,” Presc shemurmuredtoherself.“ButnowFmstarving.” Shelefthertemporaryprotectionin searchof food. But whenshewas only. fewfeesaway,sheturnedbackanduw that thepink shellbadbeen thesnaillcds activelife. Shemoved polishedto a hue by therain, andthespiralswestgleaminglike N ancientnineslongforgotten, very rosy have heavyshellsoresinci her goldenringsin sheglitteringsunliiJis.“What beautifulhousel” shesaid quickly andfreelybecauseshedidn’t s a I out loud.“Nowondersheotherswantedsoshareit” movements. ricefields,the skyturnedthe Shecontinueda few more feetandsuddenlythought to herself,‘If I Oneday,as hecreaturesworked in the mountains.Thecreatures leave house, will totakeis while Fm I can’t of slate,andthunderroand in thedistant my someone come away. fuse color theblackrain look toward theheavens,andtheysaw takethechance,”shedecided.“Filhavetocarryiswishme.”With that she stoppedeasingto up of mud in their direction. Beforelong, nishingtorrents begantodraghershell. beatingits way for ranin alldirectionssosearch Dayafterday,monthafter month,andyearafteryear,shecarriedher wereeverywhere.Thehorrifiedcreatures shellhousewith heruntil sheandherhouse togethertobecome shelter. geew one. spiral-shapedshellandjumped Thatis still she slow-moving.Ever Thesnail,beingthefastest,soonfounda whywe use term‘snail-paced’tomean andcomfortableinsidethe she throughtheworld. insidefor protection,Immediatelyshefelt snug soslowly moves shell,andshefellfastasleep. cozy dreams. Pkase,pleaselet me Flap-lisp-flap,a sound interruptedher holesin delicatewings.” in,”pleadedadragonfly.‘The fainisteasing my “Don’t bothermc.Go ‘What do I care?”answeredthesnailharshly. away.” wokethesnail.“Please Later,a persistentscratch.scratchia*tchagain terrifiedof beingwashedaway.’ letmein,” cried. tinyvoice.I am with ‘ThII ismyhouse, This timethesnailsvoicewas filled outrage: notwelcomer andantsare andI don’tknow “You don’t understand.Tb. watt?Is.tting higher, fellwiththefuryofthestreambut howsoswim.’Theantsplearoseand wassoonsilenced.

~~:r”t’~~

s..” • • 3. Whichlessondoesthefolkfaleteach best? Circleone: Dothebestyoucan withwhatyouhave. ( or Doto otherswhatyouwouldwantthemto doto you. Thenexplainhowthefolktaleteachesthatlesson.Useexamplesfromthe lotktale inyouranswer. • Checkyourwritingforcorrectspelling,grammar,capitalization, andpuncluaffon.

(

~~C PlanningPage Thisiswhereyou shouldPLAN.yourwritingforthe next question.Writeyourfinalansweron the nextpage.~~

fl (____ J• Directions: Youare going to listento a Chinesefolktale called ‘tlhe RabbitJudge.” Thenyou willanswersome questionsabout thisstory. You willlistento the storytwice. Thefirsttime you hear the story,listencarefullybut do not take notes. Asyou listen to the storythe second time, you may usethe space below for your notes. Youmay usethesenotesto answer the questionsthat follow. Hereisa word that you willneed to knowasyou listento the story: perish: to die Notes:

C) “[La Rabbit Judge Asonce thewolf begantellinl hissidewhilethe rabbitpatientlylistened. Whenthe wolf finished,the rabbit spoke slowly: “Youbosh have good — TIITAN TALl — points,but if youshowme whatactuallyhappened,I will be better able to makea decision.” Thewolfthought to himself,“Thegoatcannot runaway. Imightas well show the rabbitwhat happened.”And with that he lumped back into die MCIupon a time In a farawayland to th. north of present-day trapand wilted forth, goat to throwhimth. ana, there war a hungry wolf who searched the woods to find rope. O The goatbeganto tieshe ropeto her born, but before Itcouldbe tossed food. Unfortunately,instead of finding something to be found a eat, trap intothepit,therabbi grabbedthe end. set by shunter and fell to the bottom. Tryash. might, he could no free ‘WolI,” shouted the rabbi, “thisgood would havesaved life. himself. goat your Butbeing the ungratefulfellowthat will have wait for the Soon and heard the of the you are, you so a goat came along pleading cries captured hunter.” wolf. “Help,helpiPleasesave mer came a voicefrom the deep pit. I have ?kase helpmet I will not breakmypromiseagain,”criedthe wolf. His three dtildrcn at home. UI die, they will perish,”amslnued the cries. cries grew fainter and fainter to theirears as the goes and rabbitstrolled Suoding on the edgeof the hole, she shook her bead and said, No, goat down the path and out of thewoods. no, Ican’ssaveyou. UI do, you willeat me.” I swearif you help me, I will never touch a hair on your body,”prom isedthewolf. The good goat was convinced andhurriedoff to find a rope.Shetied one endof sherope to herhorn and threw the otherend to the wolf. The wolfgrabbedfan to therope,andsoon thegoatpulled hun to freedom. As soon asthe wolf was freed, he saidto the goat, M1 sister you were foolishsosetmcfree.Now befoolishenough to letmeeatyou.” “Butyousworeyou wouldnot harmme, ezdaimed the goat. I am hungry,”snarled th. wolf. I wasbornto eat meat.” Justthenalongcame a rabbit. The goat toldtherabbisthe story and beggedthe rabbisto decidewhatwas fair. Aher listeningto the goat’. side of the story, the rabbitsaid, I can’t decideby listeningoniy to youraccountof whathappened. I also need to hearfromthewolf.”

~~-•‘ - -.~~

. jurç.’ 3. Whichlessondoesthefolktaleteach best? Circleone: Don’tmakepromisesthatyou don’tintendto keep. or Whatgoesaroundcomesaround. Thenexplainhowthefolktaleteachesthat lesson.Useexamplesfromthe folktaleinyouranswer. Checkyourwritingforcorrectspelling,grammar,capitalization, andpunctuation. Directions: Youare going to listento a Chinesefolktale - called “TheCorn-PickingMonkey.” Thenyou willanswer some questionsabout thisstory. You willlistento the storytwice. Thefirsttime you hear the story,listencarefully but do not take notes. Asyou listen to the storythe second time, you may usethe space below for your notes. Youmay usethesenotesto answer the questionsthat follow. Hereare some wordsthat you willneed to know asyou listento the story: delectable: delicious,tasty hoisted: lifted up

~~‘ craggy: steep, with a lot of rugged rocks Notes:~~

0 Directions: You.are going to listento a Chinesefolktale ( called “TheMagpie as Teacher.” Thenyou willanswer some questionsabout thisstory. YoUwill listento the storytwice. Thefirsttime you hear the story,listencarefullybut do not take notes. Asyou listen to the storythe second time, you may usethe space below for yournotes. You may usethesenotesto answer the questionsthat follow. Hereare wordsthat you will need to know asyou listento the Story: diligent: hard workingand responsible patience: to be able to do somethingcalmlywithout. getting upset Notes:

0 final themud.Justasshetappedthe The thatsheplacedgrassclippingsover Magpie as Teacher formwhatappearedtobeavelvetgreencarpet, pieceofgrassinto place,to — TAO TALE — therewasashriekfromthesparrow. shoutedthe sparrow. Soonthe I’ve learnedhowl ryelearnedhow’ in nearbyuse puttingtogethera nest birdslookeduptoseethe spsrrow a Butit lookedcrudeandunstable. ofgrau. endthenshepulledsoft, msgplefoundsomefluffymoss, vsRYoWt livtng in the forest knows that magpiesbuild the most Finally,the in the nest underbelly.Carefullysheplacedthese Ebeautifulend the strongestoI nests. downyleathersfromher A time in thetallest theLi River andsaid, Nowit iscompkte.” long,long ago,highup mountains along bird Leftto hearher andtheswallowweretheonlytwo stood a forest. One daymany birds In this forestgatheredtogetherto ask The eagle amaz watchedtheentiretimeandagreedthatit wasan themagpiefoeadviceonhowto buildanest. words.Theyhad The diligent magpie agreed to show the others. The most important ing nest. and hadstayed(or thewholeprocedure remem pan of buildinga nest,”shebegan“ii patience.With patienceyoucando Eventhoughtheeagle tothia too lazyto try.Thatiswhy anything.” beredthecompleteprocess.hewaspust buildnestsintrees. All the birdscollectedaroundand listenedandwatched quietly as she dayeaglesdonot thelessonsof swallowlistened,watched,andput into ptactict pickedupa moundof mudandpressedit togetherto foanwhatlooked Onlythe of importantone—thelesson patience. liki a bigfat pancake.Themagpiepattedit carefully,andthen shepro themagpie.Includingthemost ceededtomakeadeprnaionin themiddle. Beforeshecouldcontinue,a thnashtuddenlycried, I knowhow to buildsnest.I neverthoughtii wouldbesoeasy.”Withthatthethrushflew to a neighboringtreeandbeganmakinga nestwith mudexactlyasthe magpiehaddone.Butwhenit wascomplete,it lookedveryugly. Unsulliedbythethrush,themagpiekeptworkingon hernest.Nextshe wovesmalltwigsaroundtheedge.Asshetuckeditt thelasttendril,a black crowblaredout, Now I knowhowtobuildanest.”Awayheflewtobuild hisown. Whenthebirdslookedup,indeedhishadbeenbuilt of mudand smallbranchesplacedon the edge,but the nestvu rough-lookingwith twigspokingout in everydirection. Themagpiepatientlycontinued.Shebroughtmoremudandput it over thetwigsandpressedit downwithherbeaktomakea smoothrim. Aher

- - 1. I 3. WhIchlessondoesthefolktaleteach best? Circleone: Goodthingscometo thosewhowait. or PatienceIsa virtue. ThenexplainhoWthefoIktaleteachesthat lesson.Useexamplesfrom the folktaleinyouranswer. 0 yourwritingforcorrectspelling,grammar,capitalization, andpunctuation. 0

(

~~C) fl~~

~~The Cou’n-P&cLLmgMonLey The Ant and Ike Magrp. — HAN TALl —~~

~~— 511*0 TALl —~~

N a mistymorning long agoon Emei Mountain in Siduaan, a mon 0 keysaw acornfieldin the hazydistance. He followedthe path along the slipperystone.ttps until he wasstandingdirectlyinfrontof the bie.t golden of NCI upon a timeon a swelteringsummer day, an ant workedthe ear cornthathe hadeverseen.He readiedupandpickedit. Bal the O whole morning digging a tunnel. He duguntiltheafternoonsun ancing heavyload onhisright shoulder,he started for borne. A little further the shown straightoverheadand he becamevesytired and verythirsty. on path, the monkeypassed by a splendidpeach orchard. the The wearyantwalked to the pond for a refreshingdrink. When he Seeing biggest,ripest, juiciestpeachesmade him put down the golden ear of and select reached the edgeofthe pond, he climbed slowlyupa bisde ofgrass.As he corn two delectablepiecesof fruit. One for each hand. approached the topof the blade,it began to bend toward the water.Just As he made his when he wasaboutto take a drink, he lost his grip, and he fell intothe way carefullydown the near-verticaJ stone steps, he came field of watershouting,Help,helpl upon a watermelons. The sight of die green and yellow fruit Directlyabovethedrowningantsat a magpiein a banyantree. The kind striped madehismouthwater.He forgot ill aboutthe peaches and into bird sawwhathad happened and droppeda leafintothepond.Shaking jumped the leafy patch and began thumping watermelons, He thumped andthumped and he himself the toakedant struggledup onto theleafand paddled his way to finally found theone he wanted andhoisted theshore. it on his backto carry home. With such a heavyload hewalked A fewdayslater,asthe antwas completing his tunnel, he hearda mag slowlyalong the wooded portion of themountain,MI of suddtn pie singingin a treeoverhead.Atthesame moment, right in his path,stood a a rabbisranout from behind. slendertree and inthe a hunteraiming• rifleatthebird. sat dearing.Themonkeytossed his watermelonon theground inorder chasethe Withoutthinking,the antcrawledupthe hunter’slegandbackandbit to rabbit. He chased andhechased him on theside of his neck. The bite stung the hunter so badly thathe until the rabbitdisappeared down theside of a cliff. Nowhe missedhismark. The magpieflewsafelyaway. craggy wasveryfarfrom wherehehadleft hiswatermelon, and hecouldn’trememberthe Thefollowingdaythe magpiemet a fluffy gray squirrel utsing onthe wayback. At the end of a long the branch of a sycamoretree. if it hadn’t been for the ant, you wouldn’tbe day monkeyhad no corn, nopeaches,no water melon,and hers,”squealedthesquirrel. The magpiefeltso gratefulto the ant thathe norabbit.Empty.handed,hesadlywalked home. flewdirectly to theant’shome to thank him. ‘Thankyou, my friend, for helpingme,”chirpedthe magpie. is ‘You are welcome,’said theant,“butyoushould remember that I also havetothankyouforsavingmylife.’ ‘We canall learn from this,” said the graysquirrel. ‘We mustliveand work together inpeaceandharmony.” 3. Whichlessondoesthefolktaleteach best? Circleone: Behappywithwhatyouhave. - or Greedypeople oftengetnothing. Thenexplainhowthefolktaleteachesthatlesson.Useexamplesfromthe folktaleinyouranswer. Checkyourwritingforcorrectspelling,grammar,.captalization, andpunctuation.

(

~~() 7~~

‘WhyHensAreAlwaysGranny saysthat yearsago Little Hen beganto sew ScrafchingtheGroundto makeherselfsome better wings, and dreamedof wearing them to fly by MarthaRobinson like Hawkand Eaglein the sky. Basedon an African The wingswerenearly finished when Folk Tale Old Jackdawscreeched and frightenedHen so much she droppedher sewing things .•.-‘ •I••J_-.- ••l. &‘,‘L , and lost her needleon the ground. p Now hens mustscratch and search until it’sfound.

~~N IN%.N FLN. t: Il•’., - - ______~~

~~• — .• J:, . ‘ ______•, •‘ . ______I •~~

~~- - :-- i__ - ______/ / ‘ —: 4 ______jL __ ‘: r -z-- \I .. - — • ‘ø•• - - - L:~~

p4EREWE C& t. e041 FAai. A L-U. es.AJ bIP.D.’ A P£A-n4a. SHOULD D0 M by BradTeare Cr01 I•1• —I “Whydon’twerest(ora whiter’Rubenasked.“Our cowsaren’tgoingto stray.” “Justwhat I wasgoingtosuggest,”Manuelagreed. Sothefivefarmerssac undertheoliv, tree,one next totheother,andstretchedout theirwearylegsSoonthey hadfallenfastasleep. Co At last Pedroyawnedand openedhis eyes. He stared. “Wakeup! Wake up!”he cried.“Lookat this!” While they weresteeping,the five farmershad twisted and turned.And now theirten legswere tangled together overanother. “Oh no!” cried Manuel. Now what are we going

(LagsdeMoreno hich legsbelongto whichman!”Rubenasked. n’t reallyfoo. (:exactly..Th yiLmply saw Wk. e we can figureit out, we’renevergoingto be able diffedfrn$. telet cget up!” e dayfiveInnem 41prtno decided Legs “We’llbe stuck hereforever!”Sanchowailed.“We someof their cattle to maet jt4y went, all mustfinda waytolearnwhichlegsbelongtowhichman. them,’dtvrng their.fivecowsbem. Whose? But—how!” butitwas ihot’day, ath ii”bdown very Theysat thereandlookedattheirtangled-uplegs.Ak, lie dirt road was dry,and the five cows kicked hutnotoneo(themcouldpuzileout whichlegsbelonged eat cloudofdust,all of which blewback onto to which man. ne,j. “It’shopeless!”Juan cried.“We’llhavetostayhere i tired,”Pedrosaid suddenly. am I,”Sancho agreed. Retoldby Just then, a travelerrode by.He saw the fivefarmers gn.LN 3’ sittingunder the tree and heard them wailing.“Why, at thatnice old olive tree,”sakiJuan. “And what is wrong!”he asked. thecool shadow it r’i.” ‘7 ‘%‘ ‘We can’tget up!”they cried. “Wewent to steep

sik H’cks 7. Iyours. Pull it In.” .7 Jlnued to pokeleg after kg. z “two times,but at lastthey ,•.: owtlt’ the travelercommanded. TheiIve farmersscrambledto their feet.“Thankyou, wiset - 0 one,thank you!” ‘might have.!a. ‘I’ ie havecoughest Theygladlygavehim the cow.The travelerwenton hi kingonthatcoughor that way,drivingthe cowbeforehim.And the famiers - their market. :k.hetoldthem,I ama v— wenton wayto Hutall that couldn’t aboutthe man,andfor thepriceof day,they stoptalking andhis o(yourcows,I will solve nderful stranger magicalways. • “Howfortunatethat he foundus!”theysaidhappily. r problemwith magiC.” there forever! “Oh.willyour the fanner, ‘Why,we wouldhavebeen stuck Having J. “Thankyour him workhis magicandsaveus fromthat terriblefate waswellworththe priceof a cow!”*

~~16 I.. THEMiLKMAIDAND HERPAIL~~

~~BYAESOP (__‘\~~

A girt wasgoingto market.ShecarTieda pall of milk on her head.Thegirl wasthinking.She wantedto sell the milk at market.Shewouldget moneyfor the milk. Shethoughtaboutthe money. Whenshe got the money,shewould buyachicken.Thechickenwould layeggs.Thenshewouldsell I the eggs to people.Thepeoplewould paymoneyfor the eggs.She would get lots of money.She wàuldbecomewealthy.Shewould buya newdresswith the money.Shewouldwearhernewdress. Theboyswould like her.Thegirl dreamedanddreamed.Sheforgot about thepailof milk.Thepailof I milk fell from her head.Themilk spilled on the ground.

Thegirl wassadandbeganto cry.Shewent homeand told her motherwhathappened.The I girtsaid,I did not payattentionto mywork.I wasdreamingaboutmoney.I forgotaboutthemilkand droppedthe pail. NowI havenothing. Mymilk Is gone,and I will not get any money.” I TheMoral Themoral of the storyis:Don’tcount yourchickensbeforethey hatch. I ml moralmeans:Sometimesyou dreamabout the future and make many plans.Youmust work hardto makedreamscometrue. ‘ 1

~~0 1~~

~~THEANTANDTHEGRASSHOPPER~~

~~BYAESOP~~

One day in the summer,a grasshopperwas singing. Thegrasshopperwas happy.An ant walked by the grasshopper.The ant was carrying some corn to his home.The grasshoppersaid. “Play with me. Do not work.”

Theant said.I amgatheringfood. I will saveit for the wintertime.TheAI will eat the food. $ You will needfood in the winter. too.” Thegrasshoppersaid.-t haveenoughfood now. I want to play. I do not want to worK.”

I After a while it becamewinter. Theant had a’lot of food.Thegrasshopperdid not haveany food.Thegrasshopperwassad.Hesaid.“I will die becauseI donot haveanyfood.I wish I hadsome food. Next year I will not be lazy.I will find food early.”

~~- TheMoral The moral of the story is: It is better to preparetodaytar theneedsof tomorrow.~~

~~Lmemoral means:Yousnouldget readynow for somethingthat you want in the future.]~~

~~I 1.~~

~~0 THESHEPHERDBOYANDTHEWOLF~~

~~BYAESOP~~

A boy tookcare of some sheep.One day the boy was bored.He wantedsomeexcitement. The boy ran down to the village, andhe shouted. I saw a wolf. The wolf will eat the sheep.”The peopleran up the hill to cnaseawaythe wolf. A wolf was not there.Theboylaughedat the people.

~~Thenextdaythe boy randownagain. Heyelled,I saw a wolf.” Thepeopleranup thehill to chase awaythe wolf again. A wolf was not there. Theboy laughedat the peopleagain.~~

~~Thenextdaya wolf came.Theboywas frightened.Herandownto thevillage.Heshouted.I saw a wolf. Thewolf will eat the sheep.Help!”~~

~~This time the peooledid not come.Theysaid, “You will not fool us again.Wedo not believe you...~~

The wolf killedaU of the sheep.Later the peoplewent up the hill. Theysaw all the dead sheep.Thepeoplewereveryangry.Theysaid.“Whenyoucalled for help,wetrustedyou.Wetriedto help, but you lied to us. Wewill not trust you again.” TheMoral The moral of the story is: Youcannotbelievea liar evenwhenhe tells the truth.

~~ThemoralmeansPeoplewill not believea liar becausea liar fools peoplewith lies.Evenwhena liar tries to tell the truth. peopledo not believehim.~~

~~0 THEHAREANDTHETORTOISE~~

~~BYAESOP~~

~~Oneday a harebragged.I can runveryfast. $can run faster than theotheranimals.Doany animalswant to racewith me?”~~

I A tortoise said,I will race.” I Thehare laughed.Theharesaid.I will win. I can run very fast. Youareveryslow.” Thehareand the tortoise startedto race.The hare ran fast. Thetortoisewasstow.Thehare ranveryfar.Hecould not seethe tortoise.jbe haresaid, I can rest for awhile.Thetortoiseis slow. I The harewent to sleep.Thetortoise walkedby the hare. The hare was sleeping.Theharedid not wake up. Theharedid not see the tortoisego by him.

~~I Thetortoise said.I will win the racebecauseI did not stop.” TheMoral I The moral of the story is: Slow andsteadywins the race.~~

~~The moral means:If youwant somethingverymuch, dOnt give up. You shouldcontinueto try.]~~

‘C

~~0 THELiONANDTHEMOUSE~~

~~BYAESOP~~

~~A lion was sleeping.A mouseran across the lions body. The hon wokeup.Thelion caugM themousewith his paw.Themousewas scared.Themousesaid. ‘Please do not eatme.I will help yousomeday.”~~

~~Thelion laughed,“You arelittle. Youcannothelp me.” )-‘elet the mousego.Themousew happy.~~

Afterawhile the lion fell into a trap.Thetrap wasmadeof strong rope.Thelioncouldnotget out of the trap.The lion roaredand roared.All of the animals heard the lion. Themouseheazdthe lion.Themouseran to the lion and chewedthe ropeswith his teeth. The mousechewedall of the ropes.andthe lion got out of the trap. The lion said.“Thank you. I am strong,but I could not help myself.Youare small, but you helpedme. I am very happy.” TheMoral Themoralof the story is: In time of needthe weak mayhelp the strong.

~~Themoralmeans:Sometimesbig strong peopleneedhelp.Sometimessmallweakpeoplecanhelp L them.~~

~~0 I • THEANTANDTHE DOVE~~

~~BYAESOP~~

An antwasthirsty.Theantwent to the riverto drink somewater.Theant fell into tneriver.A dove sawtneant tall. Thedovepitied the ant.Thedovewantedto helptheant. Thedovepulledaleaf j from the tree and droppedthe eat into the river. Theant climbed on the leaf. The leaf floatedto shore: Theant was lucky.Hedid not drown becausethe bird helpedhim.

A huntersawthe dove.Hewanted to kill the dove.Theant sawthe hunter.Thedovehelped the ant before.Nowthe ant wantedto help the dove.Theant bit the hunteron his heel.Thehunter jumped, and the dove flew away.The dove said, “Thank you.” to the ant. The ant said. You’re welcome.” TheMoral

~~The moralof thestory is:Onegoodturndeservesanother. The moralmeans:it you helpeople. then they may help you later. J~~

~~0 Planning Page for D.~~

~~You may PLAN your writing for Question D. here if you wish, but do~~

~~• NOT write your final answer on this page.. Your writing on this~~

~~Planning Page will NOT count toward your final score. Write your~~

~~final answer on the next page. D. Write about~~

~~In your story, be sure to include -~~

After writing check for correct spelling, punctuation, grammar and capitalization. LearningStandardsforEnglishLanauaaeArts Standard1:LanguageforInformationandUnderstanding L) 1.ListeningandReading ‘Listeningandreadingtoauire informationandunderstandinginvolvescollecting data,facts,andgeneralizations;andusingknowledgefromoral,written,andelectronicsources.’ PossibleActivities 1. Accuratelyparaphrasewhattheyhaveheardorread 2. Followdirectionsthatinvolveafewstops 3. Askfordartficationofadassmate’sideainagroupdiscussion 4. Useconceptmapssemanticwebs,orouthnestoorgarnzeinformation theyhavecollected 2. SpeakingandWriting Speakingandwritingtoaxluireandtransmitinformationrequiresaskingprobing andclarifyingquestions,interpretinginfrbabon fromonecontexttoanother,andpresentingthe informationandinterpretationclearly,concisely,andcomprehensibly. PossibleActivities 1. Writeashortreportonatopicinsocialstudiesusinginformationfromat leasttwodifferentsources 2. Demonstratetheproceduresforcaringforaclassroompetusingprops orothervisualaidsaswellasoralexplanation • 3. Reviseearlydraftsofareporttomaketheinformationclearertothe audience 4. Usethevocabularyfromtheircontentareareadingappropriatelyand withcorrectspelling 5. Producebriefsummariesofchaptersfromtextbooks,dearlyindicating themostsignificantinformationandthereasonforitsimportance

Standard2: LanguageforLiteraryResponseandExpression 1. ListeningandReading ‘Listeningandreadingforliteraryresponseinvolvescomprehending,interpreting, andcritiquingimaginativetextsineverymedium,drawingonpersonalexperiencesand knowledgetounderstandthetext,andrecognizingthesocial,historicalandculturalfeaturesofthe text’ PossibleActivities 1. Readapicturebooktotheclassandpointouthowthepicturesadd meaningtothestory 2. Reciteafavoritepoemfromaclassanthologyandtellwhytheychose thatpoem 3. Keepareadinginventorytoshow,allthetypesofliteraturetheyare reading . • 4. Retellafamiliarfairytaleorfabletotheclass 5. Choosebookstoreadindividuallyorwithothers 2. SpeakingandWriting ‘Speakingandwritingforliteraryresponseinvolvespresentinginterpretations, analyses,andreactionstothecontentandlanguageofatext.Speakingandwritingforliterary expressioninvolvesproducingimaginativetextsthatuselanguageandtextstructuresthatare inventiveandoftenmultilayered.’

• , PossibleActivities 1.Performdramaticreadingsorrecitationsofstones,poems,orplays 2. Writeareviewofabooktorecommendittotheirclassmates 3. Createtheirownpicturebooksorfablestokeepinthedassroomlibrary 4. Writenewendingsorsequelstofamiliarstories 5. Pretendtobeacharacterinahistoricalstoryandwriteletterstotheir classmatesaboutthechr’ Jf Standard3: LanguageforCriticalAnalysisandEvaluation 1. ListeningandReading •Listeningandreadingtoanalyzeandevaluateexperiences,ideas,information, andissuesrequiresusingevaluationcntenafromavarietyofperspectivesandrecognizingthe differenceinevaluationsbasedondifferentsetsofcritena.’ PossibleActivities 1. Listentoabooktalkinclassandexpressanopinionofthebookwith specificreferencetothetextandtosomecriteriaforagoodbook 2. Readseveralversionsofafamiliarfairytaleandrecognizethe differencesintheversions 3. Pointoutexamplesoffalseadvertisingintelevisionadsfortoys 4. Identifythefactsandopinionsinafeaturearticleinachildren’s magazine 2. SpeakingandWriting ‘Speakingandwritingforcriticalanalysisandevaluationrequirespresenting opinionsandjudgmentsonexperiences,ideas,information,andissuesdearly,logically,and persuasivelywithreferencetospecificcriteriaonwhichtheopinionorjudgmentisbased.’ PossibleActivities • 1.Writealettertotheprincipalrecommendingthattheschoolcafeteria. servepizzaforlunchbasedonthecriteriathatitisnutritiousand appealingtostudents 2. GiveanoralreportcomparingseveralversionsoftheCinderellastory, pointingoutsimilaritiesanddifferencesintheversions 3. Ingroupdiscussion,selectthemostimportantwordofapoemorstory andexplainitssignificance 4. Writeananalysisoftheeffectofamajorsnowstormfromthe perspectivesofaschoolstudent,aworkingparent,andamailcarrier 5. Inwritinggroup,critiqueeachotherswritingwithreferencestospecific criteriaandrevisetheirwritingbasedonthegroup’ssuggestions

Standard4: LanguageforSocialInteraction 1. ListeningandSpeaking ‘Oralcommunicationinformalandinformalsettingsrequirestheabilitytotaikwith peopleofdifferentages,genders,andcultures,toadaptpresentationstodifferentaudiences,and toreflectonhowtalkvariesindifferentsituations.’ PossibleActivities 1. Takepartin‘showandtell’sessions 2. Participateingroupdiscussionsduring‘cirdetime’ 3. Greetvisitorstotheirschoolorclassroomandrespondtotheir questions 4. Bringmessagestotheprincipal’sofficeortoanotherteacher 2. ReadingandWriting Wrfttencommunicationforsocialinteractionrequiresusingwrittenmessagesto establish,maintain,andenhancepersonalrelationshipswithothers.’ PossibleActivities 1. Writethankyounotesandinvitationstofriends 2. Exchangeletterswithpenpalsinanothercountry 3. Writeletterstorelativeswholiveanothercity • ( Fourth Grade English L&iguage Arts Assessment Session 1 Reading Reading Reading (45 minutes) Comprehension Comprehension Comprehension

~~Fiction story Realistic Fiction Folktale story with lesson 12 Multiple Choice 12 Multiple Choice Questions 8 MultIple Choice Questions Questions~~

Session 2 Explain Answer Write an personal (50 mInutes) Write a quotation Planning question Planning essay rel ted to the selection paragraph about the Ustening from story. Page Page lesson of lie story. (adaptation of a xp1aln1ng a lesson (GIven 2 to times with pages folktale) read 2 quote learned. writ on) by the teacher. Explain details. Write Students take notes. quotation paragraph Timed section with begins from story. after second reading examples. of folktale.

Session 3 Read a (50 minutes) Notes to Read a Write facts Write nonfiction Write a Planning article with compare / short learned explanation contrast paragraph nonfiction from Page using facts pictures or to using prove a article with article/map learned diagrams. statement. Information related map /chart. from both from the. or chart. articles. article. 4th gr.EnglishLanguageArts Assessment

~~Session 1~~

~~Rc.Comp. RclComp RclComp l2Quesl.. & Quest. & Quest. (45 rnirl.)~~

~~TnieStorj Fiction - Folktale Characters Session 2~~

~~(SO Selection- read2 times mm.)Listening I’LAN PLAN Students lake Notes... ‘PAGE I Timedsection Legins after notetaking. ___~~

~~-- ___ ln’flexpain Expln quoteswith Answercuest. Write reiatec long Quotes details. re.lessonleame4: essay. WriteI to expLain w/examples.~~

~~Session 3~~

~~(50 mm.) ‘PLAN ‘PAGE REAP REAP~~

I— Non-fiction Write I to Relatel map Write facts Write explanaUonusing article notesto provea w/pix show or chart. leame4from facts leam&1frromL’oth. .1 I riicl or ciiaarams. r,1 Skills Assessed in Session 1 of English Language Arts Assessment

Question Number Type of Question/Skill Assessed 1 MaInIdea 2 Characterization (with graphic organizer) 3 Factual (Recall) 4 Factual (Recall) 5 Factual (Recall) 6 SequencIng 7 Cause/Effect 8 Factual (Inferential) 9 Cause/Effect(Factua1) 10 Inferential 11 Context Clues 12 Context Clues 13 MaInIdea 14 Theme (Author’s Purpose) 15 Sequencing 16 Cause/Effect (Factual) 17 Cause/Effect (Factual) 18 Cause/Effect (Inferential) ) Context Clues ‘C) Context Clues 21 Theme 22 Characterization. Inferential. Sequence 23 Cause/Effect (Inferential) 24 Cause/Effect (Inferential) 25 Inferential 26 Prediction. Drawing Conclusions. Inferential 27 Context Clues 28 Context Clues

~~Number of Each Type of Question in the Stones~~

~~Skills Story 1 Story 2 Story 3 Mainldea 1 1 1 Characterization 1 1 Factual 3 1 Sequencing 1 1 Cause and Effect 2 1 ‘erentlal 2 1 4 .ntextClues 2 2 2 L1thQr’ Purpoe 1~~

~~12 8 8 Session 2 Fourth Grade English Language Arts Assessment~~

~~The second session consists of a listening selection that students must respond to by answering several questions. It may be helpful to look over the test sampler and read the tips below.~~

Choosing a story based on the test sampler: 1. The listening selection is a folktale of about 200 words. (It is adapted from an African folktale.) 2. The follctale has a clearlèsson that is learned and that students may have had experience with in their own lives. • 3. It has one vocabulary word that is defined for the students before the first reading. 4. It has sentences that students can analyze as quotations.

What students are expected to do: 1. Explain the meaning of two quotations from the fôlktale. 2. Explain a quotation (from a character) using details from the folktale. • 3. Choose from two possible lessons and explain how the follctale teaches that lesson. 4. Write about a time when someone taught them how to do something (or a time when they taught someone else). (In the folktale, one character taught another one something.)

Therefore, a practice test would need: 1. A folktale that would be read by the teacher to the students. 2. One vocabulary word that is defined before the first reading. (It should be one that Is needed tO understand the story.) 3. Three quotations frth the story that the student must explain. 4. A personal essay questlozi itlated to the folktale. SomeGeneralTips 1. Studentsmust do somereadingat theirown level, but theyshould not do this exclusively.If possible,providesome“independentleverbookssothat studentscanpracticefluencyandgainconfidence. However,keepInmindthattheassessmentsusereading materialthatisat thestudents’currentgradelevel. (Instructionallevelof4thgrade.)

• 2. Usea varietyof readingmaterialsin your classroom. Ifpossible,includenovels,shortstories, newspapers,magazines,folktales,fiction,nonfiction,etc. Themoreexperiencestudentshavewithdifferenttypesof text,theeasierit willbeforthemtoreadwhatisusedon thetest.

• 3. Modelfor your studentshowyou takea test. • Havethestudentswatchyou“takea test.”Asyoushow them,• “thinkaloud,”explainingwhyyouchooseparticular techniques.Knowingwhytousea strategyisjustas importantasknowinghowtouseit.

4. Havestudentsused to timedsituations.Notevery’ actrvityshouldbea race,butstudentsshouldbeaware.of howlong45minutesisandhowmuchtheycan accomplishinthistime.Ifpossible,startcasually(“Let’s meetontherugat 10.115.Thatwillgweyou20minutesto work. andworkuptomoredirectinstructions(“You have10minutestodothis.“) 2. Game Questions Many teachers incorporate MJeopardy types questions into review,sessions. This idea can be used to help students identify different types of questions. Attach a point value to different types of questions (using the Q.A.R.’s, once they are familiar with them). The higher point value should be associated with the more difficult questions. This can’be used with many other types of activities: Check for comprehension of a longer book or novel by having students work together to create a board game, using the point values for the different types of questions. - Have students create Jeopardy games for particular chapters of novels, topics in content areas, or shorter picture books. Have students play games created by their classmates. - Allow students to identify the types of questions when they answer comprehension questions in all areas. (This will be especially helpful for the assessment.)

• 3. Signal Words Students can also learn other categories of questions, such as: cause and effect, chronological sequence, comparison ‘and contrast, concept/definition, description, goal/action/outcome, problem and solution, and proposition/support. (See attached for definitions.) Each type of question has several significant signal words that students can learn to identify. Circling or otherwise iark1ng these signal words may help some students to better nderstand the questions. You can help children learn them by putting them to music or playing games where students categorize them. (They also make great posters!) Strategies for Session 2: Helping students. with LISTENING,READING, WRITING 1. Radio Reading This Is a great activity that wifi help listening and reading comprehension. How to do Radio Reading: a. Choose appropriate reading material. Divide It Into several sections. (Using texts with section headings may be usefuL) b. Put students Into small groups (for the first few times, you may want to do this whole class) c. Each member of the group gets 1 section of the text. Be sure that they do not e any other sections. d. One person reads aloud his/her section. After reading, the person asks the, other students a question they must answer. (It’s like listening to a radio!) •e. Rotate until every group member has read aloud or until the entire text has been read.

Other Options - Give the students the questions beforehand to give a • purpose for reading. (This may be a good Idea at the beginning.) - Have the students take notes. - Have students use only their notes to answer an essay type quesdolL. - Put text on tape and do with the entire class. - Allow students to compare notes with others (or put them on overheads and use it to help students take notes strategically and organized.)

2. Mystery Theater Read a short mystery story to students (mysteries have fidrly predictable plots that are easy to map). At the end, have students sbare their notes and dues. Have a contest to see who solves the crime first. This Is especially fun to do during a ‘ genre study of niysteries or before Halloween.

3. literature Response Journals Responding to stories after reading and listening helps comprehension Typically, the teacher (or Individual students) reads a story or chapter and then students respond to a prompt. Generally, these are open-ended and require students to think about what they are reading. Sonic examples of prompts are: What else do you learn about a particular character? How does the character feel about...? What Is (a particular character) concerned about...? Describe the relationship between... What has the author done to build suspense In this chapter? What do you predict will happen In the next chapter? What does the author do to make you want to continue reading? What do you think Is most Important about what youJust read? Was there anything about what youjust read that surprised you? What do think Is most about what read? _ you Important youJust What do you hope to find out In this chapter? What did you find out? What do you think the focus of the next chapter wIllbe? What do you think Itmeans when...? What would happen IL..? Tk.n from InvItadoi C1’tano4n4r asTcacber aiI Lwocri K-Il by Regle R.oaiman (HdneTrlam., 14)

4. Analyzing Quotations This can be done as an Independent activity or during, the reading of a book or story. Choose a sentence from the story that students can analyze. Usually a quote from a character works well at the beginning. Have the students explain why the author/character chose to say that. For example, In the book Tales ofa Fourth Grade Nothing by Judy Bliune, the main character, Peter, encounters numerous problems caused by his younger brother Fudge. This quotation come from a chapter where Fudge will have a birthday party: ‘That’s only an hour and a half” my mother reminded me. ‘That’snotsobad,IsitPeter?” “I don’t snow yet,” I told her. “Ask me later.” Ask students, “Why Peter would say that? How do yu know?” This can be done with any type ofwritten ai4a*. 5. Reader’s Theater Reader’s Theater can be done with students of any age. It Is a fun activity that can be extended to help stu4ents analyze texts. To do this activity, students need a picture book or short story, preferably with dialogue, which they will use as a “script.” One student can act as the narrator, reading the parts of the story that are not said by the characters. Students then “act out” the story, following the storyline and.readlng their “paris.” It can be done simply with students on a first or second reading, or it can be extended to having students rehearse and use props. To further extend it,, stop and ask students questions such as “How Isyour character feeling right no*? How do we know thatr

6. Notetaklng Techniques Most students are uiifarnlliar with taking notes. In order to facilitate this process, students need support when they are first using them This can be done by: - first taking notes In pairs or small groups - providing graphic organizers for listening activities - have Individual students share their notes before answering a question - using a “think-aloud” to show students how you take notes - giving a purpose for listening

Although the test does not have these characteristics, students will need support. You can gradually take theni away as they become more fiunlilar with it. Some simple notetaking devices: -. Write only key words In a sequential order. (Students will probably remember the details.) Be sure to Include character names. - Make a picture In your head as the story Is read the first lime. For die second time, draw what you see. Use abbreviations for longer words (like “because”) and leave out small, unimportant words. - Create a small story map (If the story is fictional). Use • abbreviations for labels. You can include: setting, characters, problem, attempts, solution, and lesson learned. Session 2 Fourth Grade English Language Arts Assessment

~~The second session consists of a listening selection that students must respond to by answering several questions. It may be helpful to look over the test sampler and read the tips below.~~

Choosing a story based on the test sampler: 1. The listening selection is a folktale of about 200 words. (It is adapted from an African folktale.) 2. The folktale has a clear lesson that is learned and that students may have had experience with in their own lives. 3. It has one vocabulary word that is defined for the students before the first reading. 4. It has sentences that students can analyze as quotations. What students are expected to do: 1. Explain the meaning of two quotations from the folktale. 2. Explain a quotation (from a character) using details from the follctale. 3. Choose from two possible lessons and explain how the folktale teaches that lesson. 4. Write about a time when someone taught them how to do something (or a time when they taught someone else). Un the folktale, one character taught another one something.)

Therefore, a practice test would need: 1. A folktale that would be read by the teacher to the students. 2. Onevocabulary word that is defined before the first reading. (It should be one that is needed tO understand the story.) 3. Three quotations froth the Story that the student must explain. 4. A personal essay questlori r1ated to the folktale. How to Answer an • Essay Question. 1. Read the question over several times until know what . you exactly you must write about. 2. Take the “bullets” from the question and use them as headings for your planning page. 3. Under each heading, write several pieces of information that would tell about it. Do not write in complete sentences.

~~4.. As you write, make eac.hbullet a separate paragraph. Cross off each piece of information as you use it. Try not to include any other infonnation.~~

~~5. Reread your writing to make sure that you included all parts of the question in your answer. 6. Check to make sure that you stayed LOll the topic. Some Ways To Word Multiple Choice Questions~~

~~vaIn Idea What is this story mostly about? This story is mostly about... Why is s...” a good title for this story?~~

Characterization What word would fit in the graphic organizer? (Show one with character traits.) Which word would describe (a character) at (the beginning of the story, after an event occurred. etc.)? How did the character change over time? Why did the character (an action that can be supported by a trait)?

Factual Why did (event from the story) happen? A character does something L order to... When did (event from the story) happen? Who (action/event from the story)? eguencing Vhat happened right before/after (event from the story)? Which event happened first/last?

Cause! Effect Why did (event from story) happen? (An event from the story) happened because... What makes (event from the story) happen? What was the cause of (event from the story)? What was the effect of (event from the story)?

Inferential/Prediction/Drawing Conclusions What does the character really see? (for follctales. etc.) The next time (event from the story) happens. what will the character do? Why did the character (action)? The next event in the story would probably be... What makes the character (action)? y did the character really (action)?

Jrntext Clues Quote from story using word. What does (word) mean? Quote from story usiri word. Whfrh wrrr ‘‘c SomeWaystoHelpStudentswith NonfictionReadingandWriting 1. A Newscast Havestudentsreadinformationaboutaparticulartopic.In additiontononfictionbooks,theycanusetradebooks,encyclopedias, newspapers,andchildren’smagazines.Newspublications,suchas “WeeklyReader”and“ScholasticNews”arealsogreatresources. Givestudentsapromptor encouragethemtosummarizewhatthey readfor a newsreportonth,c topic.Theycanalsowriteeditorials, whichrequiresahigherlevelofthinking.Studentscantaketheir storiesandactuallyactouta newscast,perhapsevenbeingrecorded. Asstudentsbecomemorefamiliarwithreadingnonfiction materialandwritingin responsetoit, havethemuseinformation frommorethanonesourcetowritetheirstories. ?. Bundling Thisactivitynotonlyhelpsstudentstoorganizetheirthoughts, butalsoencouragesthemtoanswerthequestion. I. Givestudentsa topicfor research. 2. Aschildrenreadindependentlyoringroups,havethemwrite downindividualfactsonseparateindexcards,Post-its,or scrapsof paper. 3. Givethestudentsa questiontoanswer. 4. Studentscreate2pilesusingtheirinformation:onethathas informationthatwouldhelpanswerthequestionsandtheotherwith irrelevantinformation. 5. Havestudentssharetheirpilesanddefendtheirdecisions. 6. Giveanotherquestionandrepeat.(Thishelpsstudentsto understandthatinformationthatisappropriateforonequestionmay notbeapplicabletoothersituations.) Anotheroption:Havestudentsorganizetheirfqctsintopilesthat are“aboutthesamething.” Then,havethemwritea sentence“telling aboutall ofthecards.”Thenyouhaveparagraphswithmainideas! 3. ReportWriting Writingreportsrequiresstudentstoorganizeandconnect informationfromseveralsources.Studentsmaydothebundling activitywiththeinformationtheyfind. Reportscanbeaboutany curriculumrelatedtopicandaremostsuccessfulwhencompleted for authenticreasons.Forexample,writinga reportoncrayfish wouldhelpstudentsbuildpriorknowledgeaboutthetopicbefore doinglaboratoryactivities. Therearealsoseveralwaystovaryreportwriting: 1. Havestudentsworkin smallgroupsof3 to4people. Haveeveryonein thegroupreadthesamematerial,butgiveeach persona specificsubtopictofindinformationfor. Forexample,if writinga reportaboutcars,haveonepersonlookfor“howthey work”andanotherpersonfind“materialsusedfor buildingthem.” Afterstudentsfinish,theycancombinetheirinformationintoone report. 2. Havestudentsworkin pairstocompleteonereport. Giveeachstudenta differentarticleonthesametopic.After studentsfindtheirinformation,havethemworktogetherto synthesizeandorganizeit. 3. Writea classreport.Decideononetopicandhave studentsworkinsmallgroups.Eachgroupshouldhavetheirown materialtoreadandlocatefactsfrom.(Youmaywanteachgroup to usedifferentcoloredwritingimplementsor usecoloredpaperto identifythegroups.Oncestudentshavefinished,putthemall upon theboardandbundletheinformationasaclass,combiningfacts thatareduplicates.Therearemanywaystowritethereport. Eachgroupcanwritea sectionofthereport.Everystudentcanalso usethesameinformationtowriteindividualreports,ortheclass canwriteit together,with theteacherasrecorder. 4. Havestudentssummarizeinformationbyillustrating theinformation.Theycancreatecharts,diagrams,maps,graphs, r anyothertypeof visualpresentation.If theycancreatetheir own,theycanmostprobablyunderstandanotherauthor’s representatiôn. 4. ResponseJournals Likeliteratureresponsejournals,theseentriesencourage studentstoanalyzetheinformation,ratherthanjust reportingonit. Havestudentsreadshortarticles(ScholasticNews,WeekltjReader, andotherageappropriatenewsarticlesaregreat)andwritea responsetoit. Usepromptssuchas: - Whatsurprisedyouin thisarticle? - Whatmadeyouangry...happy...curious...sad...? - Whatwouldyoudoif youwerein.charge? Howwill thisaffectyourlife? - Doyouagreeordisagree?Why? - Whatcanbedonetosolvethisproblem? - Howdoyouthinkthepeopleinthearticlefeel? - Whatwill happenasa resultofthis? - Howcanyouchangethis? Theimportantthingistogetchildrenreallythinkingabouttheir readinginarealway. Tostartwith,youmayonlyhavethemwrite downthreeimportantfactsfromthearticleandreasonsforchoosing them.Astheygetusedtoreadingthistypeofmaterial,extendtheir thinking. 5. K-W-L Havestudentsbecomeveryfamiliarwith thistypeoforganizer becauseit appliesitselfdirectlytoSession3 of thetest.However, theycanuseit foranytypeofessaywherereadingisnecessary. 1. Whatdououknow? Beforereading,studentsshouldlookat thetopicand“get theirbrainreadytoread.” Comprehensionimproveswhenstudents canrelatetheinformationtowhattheyalreadyknow.Theyshould thinkaboutwhattheyknowalreadyandmakepredictionsabout what theywill bereading. 2. Whatdououwanttoknow? Insteadofformulatingtheirownquestions,studentscan

. usetheessayquestionastheguide.Studentscanreadthequestion beEbretheyreadthearticleandusethequestionfor theirplanning. 3. WhatdidI learn? Thisistheinformationneededtoanswerthequestions. Theycanlistthepartsofthequestioninanorganizerandasthey read,theycanlistinformationthatanswersthequestion.For example: Whatdo Iwantto know? WhatdidI learn?

~~Wheredoprairiedogslive? - flatgrasslands - WesternpartofU.S. - undergroundintunnels~~

~~Whoarethemembersof - male,severalfemales,and theirfamilies? babies~~

Thisisa strategythatcanbeusedduringclassroomactwities.butcan beappliedtotestingsituation.It maybeaualuabletoolforsome ;tudentsbecauseit isconcreteandpredictable. orne TestTakingTips: J1owto Read for a Test

~~1. Pocusyour attention and concentration. Youonly have a short time to complete each session. Try not to let your mind wander until it is over.~~

~~2. Getrid of anything that may distract you, includingfancy pens and pencils toys, and erasers.~~

~~3. Do not get huri up on single words or sentences if they do not make sense to you Tryto keep reading to make sense of what the story is about Do not spend a longtime sounding out names!~~

~~4. Do not read aloud or move your lips while you read unless you arehaving a bard time with a particular sentence. It slows you down.~~

~~S. Tookat the questions first! Be a detective! Pretend that the questions are your crimes and the answers are the solutions! eazch for clues to help you solvethem.~~

6. Tryyour best to make pictures in your head or connect the story to what you know! Bea TestTakingDetective! 1. Findthe mystery! Youcannot solvea mysteryunlessyou knowwhat it isfirst! Quicklyreadthe quesfions beforeyou read the story.Thiswillhelpyouto understandwhat you need to knowand give yousomecluesasto what the storyisabout.

2. Search for clues! A good detective looksat allof the clues. Beforeyou read,lookat the title, ) pictures,and boidwords. Thesecluesarejust asimportantasthoseinthe story.Afteryou have an idea about the story,thenreadit, rememberingwhat the mysteryis! Remember that a good detectivethinksabout the clues!

3. Solvethe mystery! Afteryou readThestory,usethe clues to helpyou answerthe queslions.Thinkabout what the questionisaskingbeforeyou answer it! Youmustsolvethe rightmystery!Ifyouare 1sure, lookback at the cluesto helpyou. metimes justlookingback at the storywill helpyou remembersomething. Some Ways to Analyze Test Questions In order for children to learn how to answer questions, they must first know what the questions are asking!

1.’ Q.A.R. ‘S (‘QUS Lion-Answer Relationships) There are generally 4 types of questions. Once students know them, they will be better prepared to find the answers. Right There Questions: These are simple, factual questions. The answers can be found directly in the text. Often, the question and the sentence where the answer is found have the same words. Example: Text: The dog lives in a red house. Question: Where does the dog live? Answer: The dog lives in a red house. Think and Search Questions: These questions are factual, but the reader must put together information from tWo or more sentences to answer it. It involves synthesizing, comparing, concluding, etc. Example: Text: The chef uses many different tools to prepare a meal. First, a chef may have knives. They are different in size and shape because they have different uses. Chefs also uses pots and pans. These also vary in size and shape depending on their use. Finally, there are 4ifferent spoons and other utensils... Question: What tools does a chef use? Answer: A chef uses knives, pots, pans, spoons, and utensils. Author and You Questions: These are inference questions where the reader must connect the information by the author with what he or she already knows. The answer is not directly in the text, but the reader must use this information to answer the question. Example: Text: Cactus. plants have many adaptations which make them different from other plants. First, they have long, thin leaves which do not let out a lot of water. They also have a thick, waxy stem that keeps the water from escaping. Cactus plants also have roots that are spread out near the surface of the land. Question: Why do cactus plants have adaptations? Answer: They have to survive in the desert where ‘-‘eré is not much water. On Your Own: The answers to these questions are not found in the text, but are based on the readers thoughts and experiences. The topic of the question is related to the text. Example: Text: The boy was walking down the lonely, dark street by himself. His heart was pounding and he was sure that he was being followed by a huge, hideous monster. Question: Have you ever felt afraid? How did you know you were afraid? • Answer: I was afraid when the lights went out. I knew I was afraid because I had butterifies in my stomach. *You can have students do a variety of activities with these “estions. As you practice with them, identifying the types of jst1ons, answering them becomes easier. You can also have students write the questions after reading a short text, either ndivldually or in small groups. Sovneenera/ cjp•.

1.Havestudentsdo a lot of listening! Read aloud to them everj day. JVotonly willthey becomeused to listening without teKtinfront of them, studies have shown that being read to increasesreading comprehension.

2. Helpstudents tind what kind of listening/notetaking deviceworks best for then’i.Jorsome students, simply drawing as they listen helps them tOcusin on important details. However,others may become distracted and must writedown ideas. Stillothers cannot do anything but listen.

3. Providelots ofpractice with difj’èrent types of writing.Many tudents do not understand that there are differencesbetween personal narratives,factual essays, and persuasive writing. They , many opportunities to practicewritingalldifferentgenres. or some students, a chart showing the difjèrencesmay help them.

4 Practicewith essay questions. requent/y, students understand the question, but fail to answer the question completelyorstay on the topic. Teachstudents to use the question as a checklist,checkingoff parts as they writeabout them. Remind them that the point is to write a response to the question, not to impress the rater witha huge amount ofirrelevantwriting.

~~5. Havestudents engage inpeer revisingand editing. 9t is often easier tOrstuclents to see how another person went off the topic rather than find the errorthemselves.~~

6. Use student samples as hole classpractice,checkingto make sure that students answer L’ttequestion nd stay on the topic..Model how students can assess this themselves on the day of the test. OrganizationalPattern Questions L Cause/Effect Frame 5. Description Frame • What is it thathappens?’ • What is being described? • What causes it to happen? • What are its criticalattributes? • What is the effect? • What are the characters, places and objects in • What are the important elements or factors the passage? that cause this effect? • Why is this descriptionimportant? • How do these factorsorelements interreLate? 6. • Will this result always happen from these Concept!DefinitionFrame • causes? Why or why not? What is theconcept? • • How would the result change if the elements Towhat categorydoes it belong? or factors are different? • What are its citical characteriscs/attxjbutes? • How • What is the cause/effect process the author is does it work? describing? • What does it do? • Why did a cause/effect structure emerge? • What areits functions? • What areexamples of it? 2. Frame Compare/Conbast • What areexamples of things that share some • What is being comparedand cortthisted? but not all of itscharacteristics/attributes? • What categoriesof characteristics or attributes are used to comparearidconu-c these things? 7. Goal/Action/Outcome Frame • How are thethings alike or sizru.Lar? • Who axethe people involved? • How axethethings not alikeor different? • What are they trying to do or achieve?Whatis • What are themost important qualities or their goal? attributesthat make themdifferent? • What actions do they take to achieve their • In termsof thequalities that axemost goal? important. are these things more alike, or • Whataretheeffectsof their actions?What more different? happens? • What can we conclude aboutthese thmgs or • Werethese actions successfulfor achieving items? their goal? • Wnat is the authorcomparing/contzasbrig’ • Are there unexpectedoutcomes from their • Why is the authorcomparing/contrasarig actions? these things? • Wouldotheractions have been more effective? • When did thecotnpa.risai/cuitr’ut str’.rclwe Could they have done something else? emerge? 1. Propositioit/Support Frame 3. Pr’ob)emlSohation Frame • What i.sthegerieral topic area or issue? • Whatutheproblesn? • What propositicr (viewpoint. theory. • Who has the prvblem? hypothesis) is being presented? How • Whit is causing the problem’ • is this proposition supported? • What are the effects ol the probt?’ • Axeexamplesprovided? Do the examples the • Who is yutg solve prth&em? support proposition? • Aredata Does the data the • Whit iclubais ire fe J.UhiId a aipwd’ provided? support • What results hi these solu! proposition? • Is verthcation Does it • Is d prcb4em solved? Do iv gww expert provided? problems the develop because of the soluais’ support proposition? • is a logicalargument provided?Does it 4. Sequence/Otronological Order Frame support the proposition? • What is being described Uisequence? • is a sufficientcase presented to warrant • Why did a ChIOnOIOgiCaI order pattern acceptance of the proposition? emerge? • Whit art major steps in this sequese! • Why is the sequence important? Author Unkitowrt

Blacidine Masters 45 OrganizationalPattern H5 Signals Cause/ict Problem/Solution because problem since the question is consequently a solution this led to one answer is so that one reason for the problem nevertheless Description accordingly for instance because of for example as a result of such as in orderto to illustrate may be due to effects of most important in addition therefore another consequently furthermore for this reason first if then second thus to begin with Comparison/Contrast also differentfrom in fact same as Sequence/Chronological Order similar to first as to opposed second instead of next although then however initially compared with before aswellas after either or when but ftn1ally on the other hand preceding not only but also while foUowing (date) unless on not long after similarly now yet as

~~Author Unknown~~

BIaekine Masters 46 All About Rubrics Probablyeveryparenthassentachildtocleanhisor herbedroom.Inevitably,thechild returnsandclaimsthattheroomisperfectlyclean. Howmanytimesisthechild’sdefinitionofa ‘eanroom”verydifferentfromthatoftheparent’s?A rubricwouldbea greatwaytomakesure ‘everyoneknowswhatisexpectedbeforethechildbeginsto clean. What is a rubric? Arubricisa scoringtoolusedtoassessa student’sworkorperformance.Mostrubricsare presentedina gridandhavea rangeinscoresfrom1to 4,with4 usuallybeingthehighest.The studentisscoredbasedonexplicitcriteria.Forexample,mechanics(spellingcapitalization,etc.) andqualityofinformationcouldbecriteriaforawrittenreport. Generally,thescoresonarubricareasfollows: 4 = Thestudentexceededexpectations. 3 = Thestudentmetexpectations.. 2= Thestudentnearlymetexpectations. 1 = Thestudentdidnotmeetexpectations. Who uses rubrics? Rubricscanbeusedbyteachers,parents,andstudentsofallages. Theyareoftengivento the studentsbeforebeginninganassignment.Theteachersharestherubricandexplainshowthe studentswillbescored.Studentsuserubricsasaguidewhiletheywork,inordertoensurethat they aremeetingexpectations.Often,whenworkissenthome,parentsaregivenacopyof the rubricsotheyareawarehowtheirchildrenwillbescored. Inaddition,rubricsarebeingusedforthenewNewYorkStateteststhatwillbegivento studentsinthenextfewyears. Inmanycases,theyareusedinmuchthesamewayastheyare in classrooms.Usingthemintheclassroomshelpsstudentsunderstandhowto userubricssothat they mayperformtothebestoftheirabilities. *hen are rubrics used? Rubricscanbeusedforanytypeof assignment.Generally,theyareusedinclassroomsfor. activitiesthataredonefrequentlyandforlargeprojects.Hover, theymayalsobeusedforjust aboutanythingelsethatstudentsdo,includingbehaviorandworkhabits. Why use rubrics? Usingrubncsintheclassroomsallowsthestudentsandparentsto knowwhatisexpectedin school. Oftentimes,whenteachersgradeassignments,studentsandparentsdonotunderstand the grade.Sometimestheydonotknowwhattheteacherconsidersan“A÷”ora “C”untilthe assignmenthasbeenhandedback. Itisoftentoolateforstudentstogetthegradetheywant. Whenrubncsareusedinschool,theteacherusuallygivesthestudentsa rubricbeforeworkis startedonanassignmentorproject.Inmanycases,theteachersharesanexemplar,whichisan exampleof a four. Thisallowsstudents,parents,andteachersbetterunderstandwhatisexpected fromstudents. A sample rubric: Criteria 4 3 2 1

Thedishesare Thedishesare Thedishesare Thedisheslooklike completelyclean, completelyclean, mostlydean,with theyhavenotbeen Dishwashing wtthnofoodstuck withnofoodstuck nomorethan5 washedbecause . onthem.Thereare onthem, piecesoffoodstuck therearemorethan nosmudgesand onthem. 5 piecesoffood youcandearlysee stuckonthem. yourfaceinthem. A Rubric Review Whatis a rubric? 1. A rubricis a scoringtoolthatdefinesanddifferentiates amonglevelsof performance(oftenlabeled1,2,3, and4). 2. It isstableandit standson itsown. Itiswhatwethink qualityis,notwhatwethinkstudentscando. Itcannotchange for any.particularstudent. 3. It measuresquality,notquantity. 4. It is ascoreforperformance,nota grade.Gradesoften take intoconsiderationattitude,effort,or progress.It measures onlythe endproduct,notthe process. Whatshould be in your rubric? 1. It shoulddescribewhattheproductlookslike,withas littleevaluationaspossible(withwordssuchas“clearly”or “good”). 2. The4 shouldbesomethingextraordinary.(It is your “Mozaft’.) 3. Usewordsthatdescribetheproduct.Trynotto use adjectivesattachedto a traitastheonlywayof differentiating betweenperformances.Example: Trynotto maketheonly differencebetweenthe4 and3 theword“very”,witha 3 being “creative”anda 4 being“verycreative”. 4. ‘Youcanusewordssuchas“or”or “but”. 5. Segregatewhatthestudentwilllearnfromtheactual productbeingscored. 6. Makesurewhatyouputintotherubricis notchecklist material. (Studentsmustmeetcriteriaof checklistbefore productcanbescoredwitha rubric.) StudentScoringRubrictorGrade4 ReadingTest Dimensions Descriptors 4 3 2 1 Accomplished ProtIcient Developing Beginning ReadingComprehension Includesalltypesof important Includesimportantinformation PresentssomeInformationwith PresentsInformationwithlittle Understandina information, someexplanation.May or noexplanation. . containasmallnumberof Maycontainerroiswiththe Explainsfullytheinformation withsomeexplanation. errorswithfactsand/or factsand/orinferences.May fromthetextandexpandson Expandsoninformation. inferences. . bemissIngimportant it. information. AnalysJ Goesbeyondthefactsinthe Triesto useinferences. textandmakesinferences. .

WritingEffectiveness Developsandexpandson Developsideasclearlywith Ideasarestaledsimply.Few DevelopsIdeassometimes. IdeaDeveloDmerit Ideasclearlyandcompletely somesupportingdetailsfrom supportingdetailsfromthetext Doesnotusesupporting usingmanyappropriate the text. areused.Maygetoffthetopic detailsfromthetextand/or supportinganddetailsfromthe ornotanswerquestion(s) Includesextrainformationand

~~. text. Makesmeaningful correctly. personaldetailsthat arenot connectionsbetweenideas. . relatedtothetopic.Maybe off-topiccompletelyordoes~~

~~. notanswerquestion(s)atall.~~

Orcipnizphoji Writingisorganized.Ideasare Ideasarepresentinaclear Ideasarepresentedinsome Ideasarepresentedwithlittle presentedIna clearorderthat orderthatmakessense. order.Answermayhavetobe or noorganization.Difilcultto makessense.Changesin Writingiseasyto understand readseveraltimesinorderto follow. ideasareshownwithuseof andfollow, understandwhatIswritten. paragraphs,introductions, and/orconclusions.

LlinguauoUse UsesexcitinganddescrIptive Useswordsfromthetext. Choosessimplewordsand Useswordsthatarehardto wordsthaigoesbeyondthe Writestoanappropriate sentences.Mayormaynot understand. InformationInthetext. Keeps audience.Somesenseof writetoanappropriate. thereaderinterested,is voice. Differenttypesof audience. appropriatefortheaudience, sentencesused. . andhasasenseofvoice. . . Sentencesareofdifferent . lengths_andarenotrepetilivo Conventions Writingmostlyistreeoferrors Wrdinghassomeerrorsin Manyerrorsinspelling, MechanicsgetInthewaywith inspelling,punctuation,and spelling,punctuation,and punctuation,andgrammar,but thereader’sabililyto grammar. grammar,butit isstill themeaningofthewritingis understandthewriting. understandable. somewhatunderstandable. A RubricProcess

~~Whatoneclassdid: Howa rubriccan be created:~~

1. Firstwe lookedat manymodels 1. Firstdecidewhatyouwantfrom of picturebooks.Aswe examined theassignment.Whatd you them,we kepttrackofthethings expectitto looklike?Whatform we likedand dislikedabouttheir willittake? Startthinkingabout picturesand stories.Wewrote whatcriteriayouwillbe scoring. theseideasoncharts. . 2. Thenwe madea listofaHofthe 2. Makea listofthecriteriayouwill criteriawithinthecategoriesof bescoring.Whatwillyoube picturesand stories.Forexample, lookingfor? (Examples:useof we wantedtoscorethesizeand details,howopinionsare detailsinthe picturesandthe supported,useofcolorina picture, contihuityof thestory. neatness) 3. NeXt we decidedwhata “4” 3. Decidewhatthecriteriawilllook gouldlooklikeforeachcriteria. likefora “4”,rememberingthata Wechosea picturebookthatwe “4”isyourexemplar.Describe thoughtwasa “4”andusedthatas whatthe “4”willlooklikeusingthe a model. Wethencreatedthe “4” criteriayouhaveselected. sectionof the rubricbydescribing (Example:A “4”willuse thisbook. paraphraseddetailsobtainedfrom 3 resources.)Writethatsectionof

~~. therubric.~~

4, Wethenusedthecriteriato 4. Writethe “3”,“2”,and describewhatthe“3’,“2”,and “1” “1“sectionsoftherubric,describing lookedlike. Wechooseto use whatthe criterialooklikeforthese wordssuchas“or”or“but” for performances. theseperformances. 5. Therubricwascompleted.Next, 5. Aftertherubriciscompleted, we brainstormedwhatelsewe decidewhichcriteriayouexpectto expectedto be onourbooksthat be oneverychild’sproduct.These ‘edid notdescribe.Theywerethe arecriteriathatwillnotbe scored, criteriathat werenotto bescored. butmustbe completed.(Example: Theybecame ourchecklist, nameonpaper,writteninscript) SuggestedProcedurefor Usinga Rubricinthe Classroom: GivingtheRulesBeforePlayingtheGame 1. Definea rubricforthestudents.Provide studentswiththerubricfor theassignmenteither on individualsheetsor a largechart. 2. Familiarizestudentswiththerubricby readingit withthem.Mescribethescoringprocess andhowthescoresaredifferentiated.If possible, provideanexemplar. 3. Explainandassigntask. (Example: Studentswillcompletestorymapabouta story theyaregoingto read.) 4. Afterstudentshavecompletedthetask, providethemwiththechecklistto helpthemrevise andedittheirwork. 5. Havestudentscompletea finalcopyof assignment.Allowthemto userubricastheyWork. 6. Conferencewithstudentsto scoretheir workastimeallows. AND SAA4pt .. S Tp Scog RISpONSES. Rusm,c, NUMUaS29. 30.31 the utrndtd 4 In addition, responic 1.grner.Uy kscused.though maycontain tome lrrekmat detailsor minor&naCCUeiCies • showsa cleat at organIzatIon lk&tn.31 whole,the attempt • (ulfijmo, of the eequl • I. readable,withsomesenieof orvoice • ‘ti of the táj addsetPthetheo,&tyelem.ftLao(thettxl • primarilyusessimplesastenon and bsilc vocabulary • show.0 Ifltilhtful • ‘nakt of the ç coj b,1004 the text and deanona, The 3-poutsmesponteademonataasa dearundaatadlng of the kilk*ale.and willt1o. reflecii. otherwiseaddres, the but short otp.ue4dlng detail. toabi ‘ifeeth, or meatags. otop nappo.1l.sg ora u drde, and Poe student wwhethat the babes a.b wani.d the • accur.t ex.mp&r, thoroughespianatlon. exasnpk,• may baby developidea. sIly fromthe ttxl withthor0 e1abo,aaj crab to do aotn.thlng thath. thetithe,,couldnotdo5 withoutprovidingttuthee erition. Thegraphicoepnlw maybebeldbut showsthat lbs utudantwidsisund. lbs I addition the alepded Cfthequotation.. The short simplyand .ortuaidy retellwhet • meaning resposteemay ittublWie,and and the maintain. • des, kcu lwppens.without explicitlymakingthe ciowsectlonbetw.as the meuta o(tbe toihale • ahowi aloglciJ, cthe, message.In the extendedresponie,the studenfsshake oltM Imaonthebakule teachesbest aequen of ldei. Ceod, devfr, Ihrougjsthe ttteci I. dear, buttheresponsecOstalna lessclabocatiosor tat-bated ssqtpoel thanthe4-point appvoprt trsnsj( • It uen and easyto reid, w1t vividIangu • It styItatjc.JJ and. rena’ aoph var aent etfl5Cto, and thaiing vocab 2 The I-point lespop dtmoiutrite a thorough lbbtn the Inaighth,j prs w dean Ing of asa whole, retpon.es of the me*sge, sitefolktaje ii weli folktgfrthe atudj lUpponing the a. n • (tdhll of the requlremasraof the tasks underflth that Underssdg withdetail5 acme to action., speakloude, frontthe forcethebaby thto wotdi that • addressbidc element,of the tat butthecosinedlonsmaybeweak hiundit crabto doa, ht said, the fathercrab Impo.aj notashe * tobesomethinghe dId,’or that thefather showsomemisunderstandingo(*he oe containpps in the studen(aundentinding grap wasnot(an animj crab opnJ, It COntPItIeand that coujd walk of the satta.. whole tw quoan iccu,at, with speciilc straigh The Thesltonsespo, detail, to show the was n cap.b, retnfo, the nieaning of the • beginsoanswerthe questionsbut not Cfkflowj, his mea by empj1 that may ate asdendy developed walk father, diracsi. but thebabycrab .trai.j Insiteexten.J wanted hi. father • mayprovidescantrekvant tat-bated examplesand detail. best1. rc.po, tit, ttuiden,’ to show bin, how cleat,withdsborat, dw,lc of the lesion to and CexI-ba the folktajeteaches auppo, expialj, the choke. In sddklon, the titended response 3 • mn.yaitetnpttoestabilabafocu, • maycontainsomeIrrelevantor Intcca,ete detalle,alongwithconed Inhirmation Zbkettua whole,therespo,.M, • It mostlyteadable,withlittletaste oft pgantrnsor voice • fujfljj someof there usesonlysimplesentencesand basicvocabulary • aMrrs. of the laskj °me o(d,e heyelement, • ‘how of thetext • psedomj.j, literal snteirp,et.,100 The2-pointtespontesshowpartialunderstanding,with responsesthattentainona • mahe(ste of the .upe,fkial and solelyliteralkid. Theresponsesmayattempt to retellthe kikta3e but with acmeInacurade The giapbk be incompleteand showthatthestudent maybebrief,with Gsgamzcfmay may littleehbor.tion, did not hillyunderstandthe of the the cmnectlon of • Pmvlde but are suftIckn, meaning quotations,nor recognise the tome Samplesand deselope.J to quotation. to the In the and the extended the detailsfromthe text annie, the question, message. thou retpon.e response, studine may providerelateddetail,fromthetolk*alewithout uyntbesimngthe detailsor explaininghow the detailsfittogetherto nippon the meat.se. ------Il

Oat., I 5at,m, L— s.’. 7., I. ‘ . wcit. StudentRubric for ReadingInformationandWritingAboutIt 1 2 3 4 Criteria Novice Apprentice Practitioner Expert Presents information Presentssome Includes Includes a of information but does important variety Reacting but does not it. Information. Tells how Important information. explain not Some May.have Incorrect explain it. the information Includes detailed Comprehension facts be incorrect. many facts. Important facts may answers the question. examples to explain the may be missing. Givessupporting information from the details. text. Draws conclusions Writing and supports Tries to develop ideas. conclusions In the text. Effectiveness Does not use Ideasare stated simply. Developsideas clearly Idea supporting details. Fewsupporting details. with some supporting Develops and explains Development Includes Information Sometimes off- topic. details from the the Ideas clearly and fully. that is off topic. text. Uses many important supporting details. Writes about main Little or no Ideas are presented In a ideas. Organization organization. Difficult Some sequence, but clear and logical order. to follow. reader may beconfused Writing is easy to Ideasare presentedin a CY) and have to reread. understand and follow. clear and logicalorder. Usesparagraphswith topic and concluding Use Simple words and Uses language and sentences. Language Unclear and hard to simple sentences. Little vocabulary from the understand. attention paid to text. Aware of audience. Usesdescriptiveand audience. Usesa variety of colorful language.Holds sentences and has a the reader’sattention. senseof voice. Awareof audience.Hasa unique senseof voice (style). Spelling, punctuation. Spelling,punctuation. Conventions capitalization and capitalizationandgrammar grammar interfere with do not interferewith the the reader’s ability to reader’sability to understand the understandthe response. response. uaeni liuDric for Listeningto.LiteratureandWritingAboutIt 1 2 3 4 Criteria Novice Apprentice Practitioner Expert Rememberssome of the Remembers little about Can retell (lie story. Uses Retells the story with many Listening details about the details and the characters and some supporting details. supporting Corn prehension characters and events in examples. Can tell why the events in the text. the text. author wrote the story.

Writing Effectiveness Xries to develop Ideas. Ideas stated Develops ideas clearly Develops and explains Idea are simply. Does not use Few supporting details. with some supporting ideas clearly and fully. Developrnen t supporting details. Sometimes off- topic. details from the the Uses many Important Includes Information text. supporting details. that is olf topic. Writes about main Ideas.

Little or no in Ideas In Some sequence. but Ideas are presented a are presented a Organtzatlon organization. Difficult reader be confused clear and logical order. clear and logical order. may Uses with to follow. and have to reread. Writing is easy to paragraphs understand and follow. topic and concluding sentences.

Uses language and hard Simple words and Unclear and to vocabulary from the Uses descriptive and Language Use simple sentences. Little understand. text. Aware of audience. colorful language. Holds attention paid to the reader’s attention. Uses a variety of audience. Aware ol audience. Has a sentences and has a unique sense ol voice of voice Istyle). sense istyle).

•Spelling, punctuation. Spelling, punctuation. capitalization and capitalization and grammar Conventions grammar interfere with do not interfere with the the reader’s ability to reader’s ability to understand the understand the response. response. StudentRubric for Listening,Readingand WritingAbout Poetry 1 2 3 4 Criteria Novice Apprentice Practitioner Expert has sonic understanding Listening I)oes not understand Understands (lie topic of Understands the topic of of the topic ol each poem each Gives the topic of each Ioem each poem. Gives some poem. many Comprehension and how the poems use from each examples from each and how use examples poem poem poems words to create pictures. of words that create of words that create words to create May discuss only one Uses an pictures. Uses many tell bow pictures. pictures. Does not poem. May example to and examples to compare and alike or compare compare the poems. poems are contrast the two poems. contrast the two poems. Writing different without giving Effectiveness an example. Idea Develops and explains Tries to develop ideas. ideas clearly and fully. Development Does not use Ideas are stated simply. Develops Ideas clearly Uses many Important supporting details. Few supporting details. with some supporting supporting details. IflCILIdCS information Sometimes off- topic. details from the the Writes about main that is off topic. text. ideas.

Ideas are presented in a Organization Little or no Some sequence. but Ideas are presented in a clear and logical order. organization. Difficult reader may be confused clear and logical order. Uses paragraphs with to follow. and have to reread. Writing is easy to topic and concluding understand and follow. sentences.

Uses and Language Use Simple words and language Uses descriptive and Unclear and hard to from the colorful Holds simple sentences. Little vocabulary language. understand. text. Aware of audience. the readers attention. attention paid to Aware of audience. Has a dience. Uses a variety of sentences and has a unique sense of voice sense of voice (style). (style).

Spelling, punctuation. Spelling, punctuation. capitalization and grammar Conventions capitalization and do not interfere with the grammar Interfere with reader’s ability to the reader’s ability to understand the response. understand the response. Informational Reading Frames Organizational Patterns • Causeand effect:Shows a causal relationship • Chronological sequence: Uses a time sequence to organize ideas • Comparison and contrast: Points out similarities and differences bètween two or more topics • Concept/definition: Provides understanding of a single concept by sharing information, examples and presenting attributes • Description: Gives information about a topic, event, object,person, or idea (facts, • characteristics,traits, features) by presenting its attributes • Goal/action/outcome: Creates a plan of action for someone trying to do something for a specific reason • Problem and solution: Provides a problem and solution format • Proposition/support: Presents an argument and support of a viewpoint

~~Jones,Palinscar,Ogle,& Can, 1987~~

~~Blackline Maslers 23 .j.. t.j~~

~~PART I.B~~

~~Selecting Instructional Materials 2 Literature 6 New YorkState Teachers 7 American Library Association 19 New Standards Project 24~~

NOTE This document is a work in progress. Parts II and III, in particular, are in need of further develop ment, and we invite the submission of additional learning experiences and local performance tasks for these sections. Inquiries regarding submission of materials should be directed to: English Language Arts Resource Guide, Room 681 EBA, New York State Education Department, Albany, NY 12234 (teL 518-474-5922).

~~httpi/www.nysed.gov I. / SuggestedResourcesforSelectingInstructional Materials~~

• AAASScience Booksand Films American Association for the Advancement of Science • Adventuring with Books:A Booklistfor PreK-Grade 6 National Council of Teachers of English • Books for You:An Annotated BooklistforSenior High Students National Council of Teachersof English • Horn BookGuide to Children’s and YoungAdult Books Horn Books • Multi Media Schools:Techñolog!calResources K-l2 Online, Inc. • Beyond Picture Books:AGuide to First Readers Bowker Publishing Company • BookLinks American Library Association • Children’s Books: 100Titles for Reading and Sharing New YorkPublic Library • Books for the Teenage New YorkPublic Library • Notable Children’s Trade Booksin the Field of SocialStudies National Council for the SocialStudies • Outstanding ScienceTrade Books Children’s BookCouncil • Teachers’Choices International ReadingAssociation • Outstanding Booksfor the College Bound National Council of Teachers of English • YourReading: An Annotated Booklistfor Middle Schooland Junior High School National Council of Teachers of English • Technology and Learning CD ROM Product Software • Best Videos for Children and YoungAdults: a Core Collection for Libraries ABC-CLIO • Magazines for Young People: a Children’s Magazine Guide Companion Volume. 2nd Ed. Katz, Billand Linda Sternberg • Multicultural Literature forChildren and YoungAdults University of Wisconsin • Portraying Persons with Disabilities: an Annotated Bibliography of Fiction for Children and Teenagers Bowker Publishing Company

~~3 EnglishLanguageArts JournalsthatReviewInstructionalMaterials~~

• Arithmetic Teacher • Childhood Education • children’s Software Review • Educational Leadership • Instructor • Language Arts • Media and Methods • Parents’Choice • Phi DeltaKappa • Primary Voices • Reading Teacher • Scienceand Children • SocialStudies and thepung Learner • Teaching Exceptional Children • Teaching K-8 • YoungChildren

~~5 EnglishLanguageArts ISelectedTitles: NewYorkStateTeachers~~

• FictionandNon-Fiction. IKindergarten— 7tle Author Grade2 FossilsTellofLongAgo Aliki The UglyDuckling Andersen, Hans Christian TreeofLife Bash,Barbara TheMitten:A UkrainianFolktale Brett,Jan An Arthur Adventure Brown, Marc GoodnightMoon Brown, Margaret Wise How Many Days toAmerica? Bunting Eve CrossCountryCat Calhoun, Mary The VeryHungry Ca:;piilar Cane, Eric TenLittleMonkeys Christelow, Eileen MuggieMaggie Cleary, Beverly TheJose/MaStoryQuilt Coerr, Eleanor Miss Rumphius Cooney,Barbara NowOneFoot,Now theOther de Paola,Tomie Shaka. Kingof theZulus Diane, Stanley &Venna, Peter Qisfor Duck Elting, Mary Ask Mr. Bear Flack, Marjorie Corduroy Freeman, Don TheGingerbreadMan Galdone,Jean HoneyI Love Greenfield, Eloise Grandpa’sFace Greenfield, Eloise Dinotopia Gurney, James Ox-CartMan Hall, Donald Arthur’sHoneyBee Hoban, Lillian AmazingGrace Hoffman, Mary TheDoorbellRang Hutchins, Pat Badly and Egg Joyce, William Snowy Day Keats,Ezra Jack Frederick Lionni,Leo SarahPlainand Tall MacLachlan, Patricia TheDiscoveryofAmerica Maestro, Betsy SevenChineseBrothers Mahy, Margaret Knotson a CountingRope Martin Jr.,Bill Blueberriesfor Sal McCloskey,Robert StoneSoup McGovern, Ann Winniethe Pooh Milne, A. A.

7 EnglishLanguageArts Poetry Kindergarten— Grade2 EachPeach,PearPlum Ahlberg, Janetand Allan TheEensy WeensySpider:Fingerplays and ActionRhymes Calmenson,Stephanie& Cole, Joanna A TreasuryofBestLovedRhymes MotherGoose ChickenSoupwith Rice Sendak, Maurice WheretheSidewalkEnds Silverstein, Shel Child’sGardenofVerses Stevenson, Robert Lewis TheBalladofthePirate Queens Yolen,Jane Owl Moon Yolen,Jane Publications Highlights NewsPilot RangerRick WorldMagazine

FictionandNon-Fiction Grades3—5 Title Author CamJanson Adler,David TrueConfessionsofCharlotteDoyle Avi TuckEverlasting Babbitt, Natalie WizardofOz Baum,L.Frank Talesofa 4th GradeNothing Blume,Judy FreckleJuice Blume, Judy TheSecretGarden Burnett, FrancesHodgson ThePinballs Byars, Betsy StoriesJulianTells Cameron, Ann TheFamilyUnderthe Bridge Carison, Natalie Savage RamonaForever Cleary Beverly Sadakoand theThousandPaperCranes Coerr Eleanor MagicSchoolBus Series Cole, Joanna Weasel DeFelice,Cynthia TheMatchlockGun Edmonds,Walter HundredDresses Estes,Eleanor Walkingto theRoadofFreedom Ferris,Eleanor HarriettheSpy Fitzhugh,Louise The WhrppingBoy Fleischnian,Sid Lincoln,A Photobiography Freedman, Russell StoneFox Gardiner,JohnReynolds PolkStreet Cuff,PatriciaReilly Misty ofChincoteague Henry,Marguerite Pu,goo Holling, Hollis ClassClown Hurwitz, Johanna

9 EnglishLanguageArts RoughFacedGirl Martin, Rafe Grades3—5 TheTalkingEggs San Saud, RobertD. Mufaro’sBeautifulDaughters Steptoe, John LonPoPo:A RedRidingHoodStorgfrom China Young,Ed I FantasyandScienceFiction Poppy Avi Cloudywitha ChanceofMeatballs Barrett,Jan Alicein Wonderland Carroll, Lewis. The WhiteMountains Christopher,John Monster’sRing Coville, Bruce i Jamesand theGiant Peach Dahi, Roald This PlaceHas No Atmosphere Danziger,Paula TheEar,theEye& theArm Farmer,Nancy i WaitTillHelenComes Hahn, Mary A Wrinklein Time L’Engle,Madeline TheFledging . Langton, Jean Cat Wings LeGum,Ursula TheLion,the Witchand the Wardrobe Lewis, C.S. TheGiver Lowry,Lois Mrs. Frisbyand theRatsofNIMH O’Brien,RobertC. GooseberryPark Rylant,Cynthia Jou!ney to theCenteroftheEarth Verne,Jules 20000LeaguesUndertheSea Verne,Jules TimeMachine Wells,H.G. Poetry Prom Sea to ShiningSea Cohn,Amy T. Singa SongofPopcorn de Re8nier, Beatrice Schenk JoyfulNoise—Poemsfor TwoVoices Fleischman, Paul In a River Valley Frank, Josette Nathaniel’sTalking Greenfield, Eloise An AmericanHistory ThroughPoetry Hopkins, Lee Bennett BringingMe News O’Neill,Mary TheNewKidon the Block Prelutsky,Jack Pierre Sendak,Maurice

~~Wherethe SidewalkEnds - Silverstein,Shel Bird Watch Yolen,Jane Publications Cobbl&one Cricket Highlights KidsDiscover Odyssey SportsIllustratedfor Kids WorldMagazine~~

11 EnglishLanguageArts Owls in theFamily .Mowat, Farley ScopesTrial Murphy, Jim Grades6-8 FallenAngels Myers, Walter Dean Shiloh Naylor, Phyllis Reynolds Islandofthe BlueDolphins o’Dell,scott AnimalFarm Orwell, George Lyddie Paterson,Katherine Hatchet Paulsen, Gary TheFoxman Paulsen, Gary TheGiver Paulsen, Gary Hatchet Paulsen, Gary Woodsong Paulsen, Gary WestingGame Raskin, Ellen WheretheRedFernGrows Rawls, Wilson TheUpstairsRoom Reiss,Johanna UpstairsRoomJourneyHome Reiss,Johanna KillerAngels Shaara, Michael CallIt Courage Sperry, Armstrong ManiacMagee Spinelli, Jerry ThePearl Steinbeck, John RollofThunder,HearMy Cry Taylor,Mildred TheCay Taylor,Theodore TheAdventuresofTomSawyer Twain, Mark TheAdventuresofHuckleberryFinn Twain, Mark TheHomecoming Voight,Cynthia SoFarfrom theBambooGrove Watkins,YokoKawashiina Mythsand Legends White, Terry Ann Night Wiesel, Eli Dragonwings Yep,Laurence ThePigman Zindel, Paul Folklore TheCrestand theHideand OtherAfricanStories Cowlander, Harold ThePeopleCouldFly Hantilton, Virginia ThreeStrongWomen Stautm, Claus FavoriteFolktalesfrom Aroundthe World Yolen,Jane FantasyandScienceFiction BookofThree Alexander,Lloyd I. Robot Asimov, Isaac TheFoundationSeries Asimov, Isaac Fahrenheit451 Bradbury, Ray MartianChronicles Bradbury, Ray MossFlower Brian, Jacques MonstersRing Covelle, Bruce George’sMarvelousMedzcz Dahi, Roald TheEye,EarandArm Farmer, Nancy MythicalMonsters Gould, Charles PhantomTollbooth Juster, Norton

~~13 EnglishLanguageArts 7~~

FictionandNon-Fiction Grades9-12 Title Author ThingsFallApart Achebe,Chinua I KnowWhy theCagedBirdSings Angelou, Maya DaysofGrace Ashe, Arthur Prideand Prejudice Austen, Jane GrowingUp Baker,Russell ForbiddenCity Bell,William WutheringHeights Bronte,Charlotte MyAntonia Cather,Willa Shogun ClaveLl,James Heart ofDarkness Conrad, Joseph PrinceofTides Conroy, Pat After theFirst Death Corrnier, Robert Maggie:Girlofthe Streets Crane, Stephen TheRedBadgeofCourage Crane, Stephen TaleofTwoCities Dickens, Charles CrimeandPunishment Dostoyevsky, Fyodor TheLifeand TimesofFrederickDouglass Douglass, Frederick SilasMarner Elliott, George TheInvisibleMan Ellison, Ralph ThePortableEmerson Emerson, Ralph Waldo As fLay Dying Faulkner, William TheGreatGatsby Fitzerald, F.Scott LordoftheFlies Golding, William Waitingfor theRain Gordon.Sheila BlackLikeMe Griffin, John Howard Roots Haley,Alex A Raisinin the Sun Hansberry Lorraine Tessofthe D’Llrbeivilles Hardy, Thomas TheScarletLetter Hawthorne,Nathaniel Pentimento Hellmart, Lillian A FarewelltoArms Hemingway, Ernest TheSnowsofKilimanjaro Hemingway, Ernest LésMiserables Hugo, Victor Dust Tracksona Road Hurston, ZoraNeale TheirEyesWereWatchingGod Hurston, Zora Neale A Timeto Speak Jackson, Jesse TheLotterig Jackson, Shirley A Portrait oftheArtist As a YoungMan Joyce,James Profilesin Courage Kennedy, John F. Ironweed Kennedy, William StrideTowardFreedom King, Martin Luther A SeparatePeace Knowles, John DarkChild Laye, Cainara ToKillA Mockingbird Lee, Harper Callofthe Wild London,Jack Ninety-FiveTheses Luther,Martin ThePrince Machiavelli, Niccolo A Deathin Venice Mann, Thomas

15 EnglishLanguageArts Strangerin a StrangeLand .Heinlein,RobertA. Grades9-12 BraveNew World Huxley,Aldous 1984 Orwell,George A ConnecticutYankeein KingArthur’s Court Twain, Mark Sirensofthe Titan Vonnegut,Kurt TheTimeMachine Wells,H.G. Poetry And Still I Rise Angelou. Maya CollectedPoems Auden, W.Hugh Cry Baca,Jimmy Santiago Tiger Tiger .Blàke,William Thanatopsis Bryant, William . TheCanterburyTales Chaucer,Geoffrey TheCompletePoemsofEmilyDickinson Dickinson, Emily CollectedPoems Eliot,Thomas S. EndlessLife Ferlinghetti, Lawrence ThePoetryofRobertFrost Frost,Robert My House Giovanni, Nikki SelectedPoemsofLangstonHughes Hughes, Langston TheIliad Homer TheOdyssey Homer PoeticalWorks Keats,John SpoonRiverAnthology Masters,EdgarLee PoemsofPabloNeruda(bilingual) Neruda, Pablo TheCollectedPoems Plath,Sylvia TheRaven Poe, Edgar Allen RichardCorg Robinson, Edwin A. Sonnets Shakespeare, William ThePoeticalWorks Shelley,Percy Bysshe LeavesofGrass Whitman, Walt Drama Becket Anouilh, Jean Antigone Anoulih, Jean Waitingfor Godot Beckett,Samuel TheStranger Camus, Albert Medea Euripides Julia Heliman, I illian A Doll’sHouse Ibsen, Henry Inherit the Wind Lawrence, Jerome Deathofa Salesman Miller,Arthur TheCrucible Miller,Arthur LongDay’sJourneyInto Night O’Neill, Eugene TwelveAngryMen Rose,Reginald Cyranode Bergerac Rostand, Edmond As YouLikeIt Shakespeare, William Hamlet Shakespeare, William Macbeth Shakespeare, William

~~17 EnglishLanguageArts SuggestedReadingfromtheAmericanLibrary Association~~

NotableChildren’sBooks,1995 A committee of the Association for Library Service to Children (ALSCI.adivision of the American Library Association (ALA),compiled this list of Notable Children’s Booksfor 1995.

Byars,Betsy..TheGollySistersRidEAgain.illus. by SueTz-uesdell.HarperCollins. Young Energetic,expressivecartoon-styleillustrations humorously convey the joys, fears,and squabblesof two wacky sistersas they sing and dance their way throughthe Old West Readers in thiseasy reader. Fleming,Dnise. BarnyardBanter.Henry Halt. Thebarnyard is alive with activity,but where is goose?An exuberantrhymingtext and vibrantillustrations add to the delight of thisbide-and-seek game. Fox,Mem.ToughBoris.Pius.by Kathryn Brown. Harcourt Brace. No pirateis tougherthanBoris;“butwhen his parrotdied, he criedand cried.” Mahy,Margaret.TheRattlebangPicnic.Illus.by StevenKellogg.Dial. GrannyMcTavish’shomemadepizza is always too tough to eat,but it saves the day when a familyouting turnsinto a raceto escape an eruptingvolcano. Nolen, Jerdine.HarveyPotter’sBalloonFarm.Pius.by MarkBuehner.LothropLee & Shepard. A child finds Harveygrowing balloons in the middle of the night in thismagical fantasy. Boldand bright illustrations seem to glow with a life of theirown. Priceman,Maijorie.How tomakean applepieand seetheworld.Pius. Knopf. Bakingan apple pie is easy unless the grocery storeis closed. In thatcase you only need to travelaround the world to collectthe ingredients.A lightheartedproof that food doesn’tgrow on shelves. Rathmaiin,Peggy.GoodNight, Gorilla.Pius. Putnam’s. Mr.Zookeepertucksall the animalsin, but the readerwill find he is much moresleepy thanthey are!A hilarious bedtime readaloud. Reiser,Lynn.TheSurpriseFamily.Pius. Greertwillow. Chicks and ducks wander among and beyond the vibrantillustrations in this sensitive tellingof a babychick’sacceptanceof a loving surrogatemother. Schertle, Alice. How Now,BrownCow’ Pius. by Antartda Schaffer.Browndeer/Harcourt. Hereis a supermix of irreverent,tender,humorousexplanatoryand matter of fact poems aboutbeautiful bovines. Strong,bold, full-pageillustrations with a broadstroke reflect the fanciful text. Scott,Ann HerbertHi!. Pius. by Gb Coalson.Philomel/ Putnam. Glowing watercolorscapturethe toddler’sperspectiveas Margarita persistently attempts to greetevery one standing it line at the post office. Silverman,Erica.Don’tFidgeta Feather!Pius.by S.D.Schindler.Macmillan. Duck and ganderaredeterminedcombatantsin a “freeze”contest thatalmost has fatal resultsin this humorous tale. Stoeke,JanetMorgan.A Hatfor MinervaLouise.Illus.Dutton. Minerva Louiqe,an enterprisingchicken,searches for a hat to keep herselfwarm,but insteadfinds a pair of mittensfittingboth tail and head.

19 EnglishLanguageArts geographer/librarianEratosthenes,who accuratelycalculatedthe circumference of the Middle Earth 2,000yearsago. ReadersLester,Julius.JohnHenry.Illus.by JerryPinkney.DiaL The strength, dignity and courageof thisAfrican-American herohave never been expressedwith greaterpower.An outstandingmatchof artand text. 1995Caldecott HonorBook. Lester,Julius.TheLastTalesof UncleRemus.fl.lus.by JerryPinkney.Dial. Theescapadesand antics of BierRabbit,BrerBear,BierPossum and theirfriendsare revisitedin the storytellinglanguageof Uncle Remus.Thespecial voice of Lesteris blended with the soft watercolorand line illustrations of Pinkney. Maguire,Gregory.SevenSpidersSpinning.Clarion. High heroichumorpervadesin this farcicaltale of seven gruesomesnow spidersclosing in on a smallVermonttown. andInsideBirds.Photos. • Markie,Sandra.Outside Bradbury. Fascinatingdetailsof birdanatomy,frominternal organsto feathersand flight, are sharedin thisinviting photoessay. Mayne,William.Hoband theGoblins.Illus. by Norman Messenger.Dorling-Kindersley. A house spriteadopts a new family and strugglesto save themfromtheimpending threatof goblinsin a humorous blend of fantasyand reality. McDermott,Gerald.Coyote:A TricksterTalefrom theAmericanSouthwest.flius. Harcourt Brace. Exquisitelydetailed graphicdesigns and vibrantcolorsreflect the settings and rich tellingof themisfortunethatbefallsCoyotewhen vanity intrudes. Polacco,Patricia.My RottenRedheadedOlderBrother.flius. Simon&Schuster. A wish on a fallingstar helps a young girl catchherbrother’sattention—anda glimpse of his not-so-rottenotherside. Polacco,Pathcia.Pinkand Say.fllus. PhilomeL A formerslave saves the life of a young white soldierand pays for it with his life in this poignantcivil war episode of friendship and caring. Stanley,Dianeand PeterVerineina.Cleopatra.fllus.by Diane Stanley.Morrow. Mosaicdesigned paintingsbeautifullyillustrate this well-researchedbiographyof Cleopatra.

~~BestBooksforYoungAdults,1995 YoungAdults~~

Alvarez, Julia. In the Timeof theButterflies:A Novel.Algonquin,Fiction. Bachrach, Susan, D. TellThem WeRemember:TheStoryof theHolocaust.Little Brown,Nonfiction. Bauer,MarionDane (editor).Am I Blue?:ComingOut Fromthe Silence.HarperCollins, Fiction. Beake, Lesley.Songof Be.Henry Holt/Edge, Fiction. Bennett, James.DalcotaDream.Scholastic,Fiction. Bode,Janetand Mack, Stan.Heartbreakand RosesReal-Lfe Storiesof TroubledLove.Delacorte, Nonfiction. Bonner,Cindy.LookingAfter ‘.ily:a Novel.Algonquin,Fiction Bosse, Malcolm.TheExamination.Farrar StrausGiroux, Fiction. Brooks,Martha.Travelingon into theLight:And OtherStories.Orchard/MelanieKroupa,Fiction.

~~21 EnglishLanguageArts C.~~

Reuter,Bjarne.TheBoysFromSt.Petri Dutton, Fiction. YoungAdultsReynolds,Marilyn. TooSoonfor Jeff.MorningGlory Fiction. Rivers,Glennand Brooks,Bruce.ThoseWhoLovetheGame:Glenn “Doc”Riverson Lifein theNBA and Elsewhere.Henry Holt, Nonfiction. a Rodowsk Colby.HannahIn Between.Farrar Straus Giroux,Fiction. Ross,Stewart.Shakespeare&MacBeth:TheStory BehindthePlay. Viking, Nonfiction. Roybal,Laura.Billy.HoughtonMifflin,Fiction. Rylartt,Cynthia &Evans,Walker.SomethingPermanent.Harcourt Brace,Nonfiction. Salisbury,Graham.UndertheBlood-RedSun.Delacorte,Fiction. Schulman,Audrey.TheCage.Algonquin,Fiction. Shoup,Barbara. WishYouWereHere.Hyperion,Fiction. Sinclair,April.CoffeeWillMakeYouBlack;Hyperion,Fiction. Springer,Nancy. ToughingIt. Harcourt Brace,Fiction. Stolz,Mary CezannePinto.Knopf/Borzoi,Fiction. Sutton,Roger.HearingUs Out: Voicesfrom theGay& LesbianCommunity.LittleBrown, Nonfiction. Sweeney,Joyce.Shadow:a Novel.Delacorte,Fiction. Temple,Frances.TheRamsayScallop.Orchard/Richard Jackson,Fiction. Voigt,Cynthia.WhenSheHollers.Scholastic,Fiction. Watkins,YokoKawashima.My Brother,My Sister,and I. Bradbury,Fiction. Wilson,RobertCharles.Mysterium.Bantam/Spectra,Fiction. Wolf,Sylvia.Focus:FiveWomenPhotographers.Albert Whitman, Nonfiction. Woodson,Jacqueline.I Hadn’tMeant to TellYouThis.Delacorte,Fiction.

23 EnglishLanguageArts Folklore ElementaryGriego y Maecstas,Cuentos:TalesFromtheHispanicSouthwest French, Snow Whitein New York Huck and Lobe!,PrincessFurball Lowe and Young,Yeh-.Shen:A CinderellaStoryFromChina Luenn,TheDragonKite Goble,BuffaloWoman Steptoe,Mufaro’sBeautfid Daughters Steptoe,TheStory ofJumpingMouse Kipling, TheElephant’sChild Lee, Legendof theMilky Way ModernFantasyandScienceFiction Andersen, The UglyDuckling Bond,A BearCalledPaddington Dahi, Jamesand theGiantPeach Grahaine, The Wind in the Willows Lewis, ThcLion,the Witchand the Wardrobe Norton, TheBorrowers VanAlisburg, Jumanji White,Charlotte’sWeb Children’sMagazines WeeklyReader CreativeClassroom SocialStudiesfor theYoungLearner World(National Geographic) News (Scholastic) Action (Scholastic) Other Newspapers, manuals appropriateforelementaryschool children, e.g., video game insthictions, computermanuals.

~~25 EnglishLanguageArts 1~~

Middle Drama Blinn, Brian’sSong SchoolDavis, Escapeto Freedom Gibson,TheMiracleWorker Lawrence and Lee,Inheritthe Wind Osborn,On BorrowedTime Shakespeare, A MidsummerNight’sDream Stone,Metamora,or,theLastofthe Warnpanoags Folklore/Mythology Blair,TallTaleAmerica Bruchac, TheFirst Strawberries:A CherokeeStory Bryan, BeattheStory-Drum,Pum-Pum D’Aulaire,NorseGodsand Giants Gallico,TheSnowGoose Lee, ToadIs the UncleofHeaven:A VietnameseFolkTale Pyle,MerryAdventuresofRobinHood ModernFantasyandScienceFiction Bradbury,DandelionWine Babbitt,TuckEverlasting Cooper;TheGreyKirj Hamilton, TheMagicalAdventuresofPrettyPearl L’Engle,A Wrinklein Time Tolkien,TheHobbit Yep,DragonoftheLostSea Magazines/Periodicals Scope(Scholastic) World(NatiortalGeographic) Junior Scholastic(Scholastic) ScienceWorld(Scholastic) Cobblestone(American history) Calliope(world history) Faces(anthropology) Odyssey(science) Other Computermanuals, instructions, contracts.See also the reading lists included in awardbooks corresponding to reading providedby the GirlScouts of Americaand the BoyScoutsof America.

27 EnglishLanguageArts Drama HighSchoolchristie,And ThenThereWereNone Hansberry, A Raisinin theSun McCullers, TheMemberofthe Wedding I Pomerance,TheElephantMan Rose, TwelveAngrgMen Rostand,CyranodeBergerac Shakespeare,RomeoandJuliet;Julius Caesar Van Druten, I RememberMama Wilder,TheSkinofOur Teeth Wilson,ThePmnoLesson Folklore/Mythology Evslin,AdventuresofUlysses Pinsent, GreekMythology Stewart, TheCrystalCave Burland,NorthAmericanindianMythology White,TheOnceand FutureKing ModernFantasyandScienceFiction Adams, WatershipDown Asimov,Foundation Bradbur TheMartianChronicles Clarke,2001:A SpaceOdyssey Clarke,Childhood’sEnd Frank,Alas, Babylon Herbert,Dune Lewis, Out ofthe SilentPlanet McCaffrey,Dragonflight Twain,A ConnecticutYankeein KingArthur’sCourt Verne,20,000LeaguesUndertheSea MagazinesandNewspapers Omni Sportsillustrated LiteraryCavalcade(Scholastic) NationalGeographic Smithsonian Newsweek Other Computermanuals, instructions, contracts,technical materials.

~~29 EnglishLanguageArts Tall Tales~~

~~Fill in the chart below with your favorite exaggerations used to describe the characters.~~

~~Exaggerations~~

~~Johhny Appleseed~~

~~Paul Bunyan~~

Pecos Bill Similies Sometimes we use special ways to describe things. Similies are comparisons using the words like or . Poets and authors often compare ofie thing to another by using a simile. Simile- a figure of speech in which one object or idea is compared with another in order to suggest that they are alike. Example: A bear is as brown as mud, tree trunks worms, and dirt A bear is brown like cocoa chocolate cake candy bars and fudge A bear is brown.

Examples: She ran as fast as the wind. Paul Bunyan was tail as mountain. He played basketball Michael Jordan. Directions: Read a tall tale and write down all the examples of sirnilies that are in the story. The title of the tall tale is______-Here are some examples of similies from the story: Oral Tall Tale Name of Speaker Date______Name of Grader 1. Didthespeakerspeakloudlyand Always 3 clearly(Didnotcoverfacewiththeindex Sometimes 2 cards)? Never 1 Always 3 2. Didthespeakerlookat theaudience Sometimes 2 andestablisheyecontact? Never 1

~~3. Didthespeakeruseexpressionand Always 3 Sometimes 2 exaggerations(usedseveralsimiles) Never whentellingthe story?~~

~~3 Sometimes 2 4. Didthespeakerusepropsanddress Never likethecharacter?~~

Always 3 Sometimes 2 5. Didthespeakerpretendtheywerethe Never character(usedI insteadof heor she)? Always 3 Sometimes 2 6. Didthespeakertellthestoryinorder Never (Thestoryhasa beginning,middleand end)?

~~TotalScore: 15-18points(Excellent) Total Score______12-14points(Good) 11pointsandbelow(Needsadditional work)~~

~~Johnny Appleseed Pau’B PecoSBUt JohnnY’S Journey West The Rough-Faced Girl by Rafe Martin~~

Directions: Summarize the story that your teacher has just. read. Be sure to include names, the problem in the story, and how it was solved. End your summary by writingabout the moral or lesson that you learned. Listen carefully to your teacher while he/she reads the story aloud. During the second reading, fill in the chart below to help you organize your writing. Characters

~~Setting~~

~~Problem~~

~~Lesson Learned~~

Write your summary of The Rough-Faced Girl an a sheet of looseleaf. When you are finished have someone peer edit your work and then make a final draft. TheBaker’sDozen AColonialAmericanTale byHeatherForest

~~1.WhatpastrydidVanAmsterdaminventthatmadehim famous?~~

~~2. Inthemiddleofthestory,everythingVanAmsterdam bakedtastedhorrible.Whydoyouthinkthishappened?~~

~~3.Whatisthemoral(lessonlearned)ofthisfolktale?~~

~~4.WhatAmericancustomdidtheDutchcontributethatstill persiststoday?~~

~~6 WestwardExpansionPoems Directions: Compareandcontrastthepoems“Long,LongAgo” and“TheCoveredWagon.”Us thecharttohelpyou organizeyourinformation. Similarities Differences~~

Onthenextpage,writea roughdraftcomparingand contrastingthetwopoems.Organizeyourwritingintotwo paragraphs.Oneparagraphshouldhaveatleastthree similarities.Theotherparagraphshouldhaveatleastthree differences.Proofreadyourroughdraftandthenhave someonepeereditit.Writeyourfinalcopyonacleansheet of looseleaf.

~~7 Rough Draft~~

~~Paul Revere’s Ride by Henry Wadsworth Longfellow~~

~~Directions: Answer each question in a complete sentence.~~

~~1. Where does Paul Revere’sride begin?~~

~~2. Wherewere the lanternshung?~~

~~3. What body of water did Paul Reverecross by boat?~~

~~4. In which directiondid Paul Revere first go when he started his,famous ride?~~

~~5. In what town was Paul Reverecaptured . in?~~

~~6. How many lanternswere hung in the BelfryTower? What does this mean? 7. What state did PaulRevere’sride occur in?~~

~~0 The Real McCoy The Life of an African-American Inventor by Wendy Towle~~

~~1. Where did the expression “the real MLu come from?~~

~~2. Explain the meaning of this expression.~~

~~3. Name three inventions that Elijah McCoy cre ated.~~

~~11 4. Why weren’t people interested in Elijah’s oil cup at first?~~

~~5. ElIjah had bis invention patented. What does this mean?~~

~~6. Explain why Elijah McCoy was considered a role model for the Black community.~~

~~12 The Gifts of Freedom, Liberty, and Peace~~

~~Directions: Answer each question in complete sentences.~~

~~1. What do the words “freedom” and “liberty” mean to you?~~

2. Sometimes people are forced to leave their countries, homes, family members, and friends because the must go to a safer place. They come to countries like America for freedom, liberty, protection, safety, and peace. These people are called refugees. In the poem, “A Pity,” the poet is a ten year old child who seems to be very unhappy. Explain why the child is unhappy in his or her country.

3. Silently reread Langston Hughes’ poem, “Refugee In America.” How do you think the poet feels about liberty and freedom? Do you think that he feels like he is free? Explain your answer. 4. Langston Hughes, the author of “Refugee in America,” is a well known adult African American poet. However, Idan Brayer, the author of “A Pity,” is a ten year old Jewish poet. Although these two writers are very different, what do they have in common that can be ‘clearly, seen in these two.

~~. poems?• .~~

~~5. How do the two poems make you feel?~~

~~6. List some fredoms that you enjoy having.~~

~~7. Take a moment to imagine that your freedoms and liberties have been taken away. Describe how you would feel.~~

57 StudentRubric for ReadingInformationandWritingAboutIt 1 2 3 4. Criteria Novice Apprentice Practitioner Expert Presents Presents information some Includes Includes of information but does important a variety Reading but does not explain It. Information. Tells how important Information. not explain it. Some May have Incorrect the information Includes many detailed Comprehension facts may be incorrect. facts. important facts . answers the question. examples to explain the may be missing. Gives supporting Information from the details. text. Draws conclusions and supports Writing Tries to develop ideas. conclusions In the text. Effeétlveness Does not use Ideas are stated simply. Develops ideas clearly Idea supporting details. Few supporting details. with some supporting and Sometimes off- Develops explains Development Includes Information topic. details from the the Ideas clearly and fully. that Is off topic. text. Uses many Important supporting details. Writes about main Little or no Ideas are presented In a ideas. Organization organization. Difficult Some sequence. but clear and logical order. to follow. reader may be confused WrltJng Is easy to Ideas are presented In a and have to reread. understand and follow. clear and logical order. Uses paragraphs with topic and conciuding Uses and Language Use Simple words and language sentences. Unclear afl(l hard to ‘simple sentences. Little vocabulary from the understand. attention paid to text. Aware of audience. Uses descriptive and audience. Uses a variety of colorful language. Ho’ds sentences and has a the reader’s attention. sense of voice. Aware of audience. Has a unique sense of voice (style).

Spelling,punctuation. Spelling, punctuation. Conventions capitalization and capitalization and grammar grammar interfere with do not Interfere with the the reader’s ability to reader’s ability to understand the understand the response. response. Student Rubric for Listeningto Literatureand WritingAboutIt 1 2 3 4 Criteria Novice Appren lice Practitioner Expert Remembers some of the Can retell the Uses Retells the with Listening Remembers little about details about the story. story many some details. details and the characters and and in supporting supporting Comprehension characters events Can tell the events in the text. the text. examples. why author wrote the story.

Writing Effectiveness Tries to develop Ideas. Ideas are stated simply. Develops ideas clearly Develops and explains Idea Does not use Few supporting details. with some supporting ideas clearly and fully. Development supporting details. Sometimes off- topic. details from the the Uses many Important Includes information text. supporting details. that Is off topic. Writes about main ideas. Little or no Some sequence. but Ideas are presented In a Ideas are presented In a organization. Difficult clear and order. Organization reader may be confused clear and logical order. logical to follow. and have to reread. Writing Is easy to Uses paragraphs with understand and follow. topic and concluding sentences.

Uses and Simple words and language Unclear and hard to from the Uses descriptive and Language Use simple sentences. Little vocabulary understand. text. Aware of audIence. colorful language. Holds attention paid to Uses a variety of the reader’s attention. audience. Aware of sentences and has a audience. Has a unique sense of voice sense of voice (style). (stylel.

Spelling, punctuation. Spelling, punctuation. capitalization and capitalization and grammar Conventions grammar Interfere with do not interfere with the the readers ability to reader’s ahuity to understand the understand (tie response. response. Student Rubric for Listening,Readingand WritingAboutPoetry 1 2 3 4 Criteria Novice Apprentice Practitioner Expert Has some understanding Understands the of Understands the of Listening Does riot understand of of each topic topic the topic poem each Gives each Gives the topic of each poem the poem. some poem. many Comprehension and how poems use from each from each and how poems use words examples poem examples poem to create pictures. of words that create of words that create words to create May discuss only one pictures. Uses an pictures. Uses Does not May tell how many pictures. poem. example to and examples to and the are alike or compare compare compare poems. poems contrast the two poems. contrast the two Writing different without giving poems. Effectiveness an example. Develops and explains Idea Tries to develop Ideas. Ideas clearly and fully. Does ideas Development not use ideas are stated simply. Develops clearly Uses many important supporting details. Few supporting details. with some supporting supporting details. Includes information Sometimes off- topic. details from the the Writes about main that Is off topic. text. ideas.

Ideas are presented In a Organization Little or no Some sequence. but Ideas are presented In a clear and logical order. organization. Difficult reader may be confused clear and logical order. Uses paragraphs with to follow. and have to reread. Writing Is easy to topic and concluding understand and follow. sentences.

Uses and Use Simple words and language Uses descriptive and Language Unclear and hard to vocabulary from the colorful Holds simple sentences. Little language. understand. text. Aware of audience. the readers attention. attention paid to Uses of Aware of audience. Has a audience. a variety sentences and has a unique sense of voice sense of voice (style). (style).

Spelling, punctuation. Spelling, punctuation. capitalization and grammar Conventions capitalization and do not interfere with the grammar Interfere with readers ability to the readers ability to understand the response. understand the response. /

~~BRENTWOOD UNION FREE SCHOOL DISTRICT • BRENTWOOD. NEW YORK~~

~~BOARD OF EDUCATION Anthony F. Felicio, President Frank Cannon, Vice President Trustees: Suzanne M. Belanger Stephen Coleman Anthony Palumbo • Bernard Phillips~~

~~CENTRAL ADMINISTRATION Les Black, Superintendent Michael Fasullo, Associate Superintendent Dr. Alan Lazarus Mark Nizewitz Dr. Anne H. Primavera Christie Tedaldi Amazing Animals~~

~~1i Hmphibians~~

Frogs,toads andsalamandersbelongto a group of animalscalled amphibians.Thisnamemeans“double life.” Niost amphibiansspendpart of their life in water andpart on land. Amphibiansare vertebrates, they have backbones.Rn amphibianhassoft, moist skin.Theskin canbe usedfor respiration -taking in oxygenandgiving off carbondioHide. Amphibianscanbreath through their skin, allowing them to stay under water for a long time. Theydo not needto drink water becausethey take it in through their skin. Rmphithansare cold-blooded.Theirbody temperature changeswith the temperature aroundthem.Theycannot stand very high or very low temperatures. Amphibianeggsdo not haueshells.Theeggsare always laid in water andcoveredwith a thick jelly like coating. Amphibianslay many eggs,but only a few hatch.Theeggs hatch into larvae. Thelarvae of frogs andtoads are called tadpoles or polliwogs.Theylive in the water and don’t have legs.Tadpoleslose their gills as they changeinto adults. Most salamandersandnewts developlungs,but do not lose their gills. Adult amphibiansare carnivores (meat eaters). Theyeat worms, crabs and even small fish, but they feed mainly on insects, includingmosquitoesandother insects that are harmful to people.In turn, amphibiansare eaten by snakes, turtles, birds andother animals.

~~I%)3 SalarnanderS~~

‘I

~~•3f4 i I yr~~

A salamander is a timid, harmless amphibian that looks like a lizard. Salamanderslive on all continents except Antarctica and Australia. They are iiiost common in the United States. They grow only a few inches lung. Salamanderslay their eggs in water, but live on land. They live in cool, dark places. They have a strong sense of smell and long, sticky tongues for catching insects. Salaiiianders comein a variety of colors.

~~Frogs.~~

AIrog is a small, tailless amphibian with bulging eyes. Frogs have strong back legs which makes them able to leap and swim great distances.Frogshueon every continent except Antarctica.Theyhavea sticky tonguewhich enables them to capture prey. Male frogs have voices forcalling female frogs. Somefemale frogs have voices,but they are not as loud as the male. Most frogs are green in color. Some speciesof frogs changetheir skin color with changesin humidity, light and temperature. Frogshavegoodeyesight and a good senseof touch.Theylook smooth and shiny and they have webbedfeet. Toads

Atoad is a small tailless amphibian.It looks similar to •the frog, but has a broader body andshorter, less powerful back legs. Most toads are a dull brown or gray in color. The skin is dry and rough andcoveredwith warts. Ontop of the toad’s head are glandsthat producea poisonthat can make people and animalsill. Thisis oneway a toad protects itself from predators. Anotherway they protect themselvesis by urinating on their prey. Reptiles

Lizards,snakes,turtles andalligators belongto a group of animalscall reptiles. Reptilesare vertebrates (animals with backbones).Areptile haslungsandbreathes air. It’s body is covered with a dry, scaly skin which prevents the animal from drying out. Theword reptile means“to crawl.” Most reptiles have four short legs andfive clawed toes on eachfoot. Snakesdo not have legs,but their ancestorsdid. Most reptiles are carnivores(meat eaters).Theyeat insects and small animals. Theyare cold-blooded. Thismeanf that their body temperature changeswith the temperature of the environment. Most reptiles lay eggsthat are protected by thick, leathery shells.Theeggsare laid on moist placeson land. Whenthe younghatch, they must take care of themselves.

~~Lizards~~

~~iif~~

Lizards are reptiles that live on land. Lizards have dry, scaly skin and clawed toes.Theylove to stay in the sun.They are most commonlyfound in deserts and dry regions. Most lizards live on the groundor in trees. Lizards defend themselvesin a variety of ways. Many lizards bluff or play

LD tricks. They play dead, change color or they swell up and hiss when threatened. Only a few lizards are poisonous. Lizards capture insects on their sticky tongues. They are very hard to catch because they move very quickly and in unusual ways.

~~Snakes~~

Snakesare reptiles with long, legless bodies covered with dry scales. Snakeshave fleHible bodies.lnstead of eyelids, they have clear scales over their eyes. Therefore, their eyes never close. Snakes have a narrow, forked tongue that helps them smell. Snakes live almost everywhere on earth. Somesnakes are poisonous. They inject venom through their fangs when they bite. Snakesare helpful in controlling rats and rodents. They have unusual feeding habits which make them difficult to care for. Snakes do not move around much and they are hard to train. Turtles

Ii turtle is a reptile with a shell. Theshell is eHcellent protection for the turtle. N.lany turtles live their lives within a few miles from where they have hatched. They dwell in many places on land and in water. Land turtles move slowly and are easy to catch. They have short heavy club like legs and feet. They have a well developed sense 01sight and touch. R turtle can hear low pitched sounds. At one time, pet shops throughout the United States sold many turtles. However, medical researchers then discovered that many of these turtles carried bacteria that caused salmonella poisoning, a serious illness in human beings. In 1975,the U.S.Foodand DrugAdministration banned the sale of most pet turtles.

~~Filligators~~

The alligator is a reptile that lives in the waters and lowlands of the southeastern United States. Alligators look like lizards with thick bodies and tails. Alligators have jaws with many sharp teeth. Their eyes stick up above their skulls so they can see above the water. They use their short, strong legs for walking. They swim by moving their tail side to side. Rnalligators skin is tough. Theskin on the back is rough with small bones. Theskin on the belly is smooth and was once used for making handbags and shoes. Most alligators are a dull gray or a dark olive in color. Alligators eat many kinds of small animals. Large male alligators sometimes attack small dogs, pigs or even cattle. They drag the animals underwater to drown them. Mammals

Mammals are vertebrates that feed their young on the mother’s milk. Mammals nurse their young, have hair or fur and are warm-blooded. They raise their young and teach them how to suruive. Mammalsma!,Jbe herbivores (plant eaters) or carnivores (meat eaters) or both (omnivores).ThereareS various kinds 01mammalsranging from small guineapigs to large whales. Humanbeingsare mammalstoo.

~~Hamsters~~

Ahamster isa small, chunky,furry rodent. Most kinds of hamsters have a short tail andlarge cheekpouchesin which they cancarry a great amountof food. Thereare about live kinds of hamsters.Thebest-known speciesare the goldenhamster and the commonhamster. Hamstersmeasureabout sevenincheslong andhave a tiny tail. Theylive aloneandare active at night (nocturnal). If a hamster is placedin a cagewith another hamster they will fight. Hamstersdig burrows that have separate compartments for nesting, food storage, andbody wastes. Hamsterseat many different kinds of food, includingfruits, seeds,green vegetation, andsomesmall animals. Pet hamsters shouldbe keptin metal, glassor plastic cages.Woodshavings,dried grass,or someother absorbent material shouldline the cagefloor. Hamstersmay be given many kinds 01food, includingfruits, greens,raw vegetables, small grains, and somemeat. Freshwater shouldbe available at all times. Pet hamsterslive three to four years. Mice

Themouseis a rodent with soft fur, pointed snout, round ears and a long, thin tail. It hassharpfront teeth which are usedfor gnawing.Theword mouse meansthief. Mice live near peopleand tend to steal food. Thisis how their name originated. Mice are busy day and night. They build nests in warm places and line them with different things such as clothing, fur, feathers or grass. Hmouse does not travel far from it’s nest. White mice are often used as pets. Housemice are very destructive. Theyea.tanything. GuineaPigs

Guineapigs are also rodents. They are mainly active in the daytime. They have good eyesight, hearing and a sense of smell. Guineapigs like company and they like to see everything that’s going on. They are small, gentle animals, so they make good pets. Guineapigs don’t take up much space or eat much food. They are tame, but can easily become frightened. Guineapigs are sensitiUe to the cold. They are herbivores and need to be fed pellets, grains, seeds or nuts twice a day. They should always have fresh water. Guinea pigs need their vegetables (lettuce and carrots). They are very clean and their cages should be changed once a week. Rabbits

Rabbits are furry animals with long ears and a fluffy, whitish color tail. Rabbits move by hopping on long, powerful hind legs. Rabbits live on every continent eHcept Antarctica. Tamerabbits make eHceHentpets. Rabbits do not like to be held or petted too often. Never lift a rabbit by it’s ears or legs. Rabbits should be placed in a hutch outdoors and put in a shady place. A rabbit needs plenty of fresh air, but must be kept warm and dry. The hutch should be lined with fresh hay and and cleaned every day. Fresh hay should be put in two times a week. Males should not be kept in the cage with the female and the babies. Pet rabbits eat pellets which can be purchased at any pet store. They also eat grains such as barley, oats, and wheat. Hay helps the rabbits digestion, and biting the hard stalks helps wear down the front teeth, which grow continuously. If you feed a rabbit leafy garden vegetables, such as lettuce or cabbage, give it only small amounts or the rabbit may get indigestion or diarrhea. Rabbits should have a steady supply of fresh water.

~~/ AmazingAnimals~~

The classwill be studyingvarioustypesof animals Yourteacherwouldlikeyouto choosean animal thatwouldmakea goodclasspet.Usingthe informationfromthe bookletAmazing Animals, choseoneanimalthatyouthinkwouldmakethe bes classpet. Describethe animaland listthree reasonsfor yourchoice.Use the chartbelowto helpyou makeyourdecisionandorganizeyour writing.

~~Animal Typeof Animal DescriptionReasons~~

~~Now write a rough draft of a letter to your teacher explaining which animal you chose and why. Meet with a partner or in a group to revise or edit your letter.~~

~~52 Frogs and TOads~~

53 Frogsand toads are close relatives,and they are alikein manyways. Most of them spendpart of their life in water and part an land. Their bodies are generallysimilar in shape,and they eat similar kinds of foods. Frogsand toads are both amphibians.They spend the first par1t of their lives in water, swimmingand breathing‘like fish ‘through the use of their gills. As adults, they breath through lungsand can spendtheir time movingabout on land and breathingair. Frogsand toads begintheir livesas eggs.After they hatch they are called tadpoles. Tadpoleslive in water and breath through gills. But as they develop,their bodieschangein many ways.By the time they have becomeadult frogs andtoads,

they are able to live on land and breath air . The great change that takes place during the life cycle of these amphibiansis known as metamorphosis. Thereare differencesbetweenfrogs and toads too. Adult frogs spend‘moretime in the water than adult toads. Frogs havesmooth skin, are slenderin build, and have long hind legs. Thesepowerful hind legs make it possiblefor somefrogs to jump great distances.Most toads have rough skin, round bodies,and short legs.They usuallymove with short hops.As a result, frogs are muchharderto .catchthan toads. A frog can get awayfrom you in a flash. A frog can makebigjumps with it’s long back legs. As adults,toads spendmoretime on landthan manyfrogs. Toadshave warts on their bodies,but they do not give people warts. However,toads shouldbe handledgently becausethey can give off poison.If a toad is frightened, a white liquidoozes through it’s skin. This liquid comesfrom two glandsbehindthe toad’s eyes. Frogsand toads take water into their bodiesthrough their skins.They don’t drink with their mouths as humansand many other animalsdo. This is why an amphibianis in trouble‘if it’s

5Lf skin dries out. The Skinof most frogs dries out very easily,and• this is why frogs usuallystay near bodiesof water. Toadshave skin that does not lose moisture so easily. For this reason, toads can live farther away from water than most frogs. Frogslive near water and are excellentswimmers.Their long back legs and webbedfeet enablethem to swim through the water betXerthan atoad. Whenfrogs andtoads eat insects,they are acting as predators in the world of nature. Predatorsare animalsthat hunt and eat otheranimals. But sometimesfrogs and toads get eaten themselves.Then they becomethe prey in a food chain. Frogs and toads are sometimesable to avoid the predators that hunt them. Oneway is by camouflagingthemselves.The colors of many amphibiansmakeit possiblefor them to blend in with their surroundings.A frog’s green skin may match the greenishwater of a pond or the green leavesof trees. Toads with brownish,bumpy skin are hard to see against the backgroundof earth and twigs. Duringthe winter months in northern countries,predators have a hard time finding frogs andtoads. That is becausethe amphibiansare hiddenaway in holesand undergroundburrows. They are spendingthe winter in an inactive state of hibernation. Frogsand toads are cold-bloodedanimalsand their body temperatures fall during the winter months. Amphibiansare not warm enoughto keep up their normalactivities at this time of year. Therefore, they hibernatein burrows at the bottom of ponds, on hillsides,or in other places.Their breathing,heartbeat, and other body functions slow down. Becausethey are inactive, they needvery little food. Amphibianscan live for months on the food alreadystored in their bodies. Most frogs andtoads lay hundredsandeventhousandsof eggs at one time. Onlya few of these eggs will live to become adults. Eggsand tadpoles are eaten by other amphibiansand by fish, birds and insects. Frogsand toads must lay manyeggs to makesure that some will survive to becomeadults. Scientistsare observinga declinein amphibianpopulations throughout the world. Someof this declineis doubtlesslydo to loss of habitat and from humanactivies. The loss of any speciesanywhereis a tragedy. Amphibiansare important in the ecologyof.the communitiesthey inhabit. They often prey on insects and are food for other creatures. Furthermore, amphibianshave largely unexploredpotential as a source of chemicalsand drugs.The loss of these creatures has a negative impact on the environmentand ultimately affects human beingsas well. It is illegal to collect adult toads or frogs in New York without a collector’s permit. amphibians lag

~~Return to moorhen home page~~

This frog is one of the three basic types of Amphibianin the UK, th others being Toads ‘andNewts. \\ introduced Toads and Frogs as tadpoles in 1992and 1993 respectively. We have briefly seer newt but not long enough to iden it, let alone take a photo.

We thought our introductions hac failed until one summer night in I we went for a walk after a rainsto and found dozens of frogs and toz sitting on the grass paths. In the Springs of 1995 and 1996 the frogs have spawned in all 4 ponds, and the subsequent tadpol that evaded the heron and other hungry beaks have turned into miniature adults that we find undei stones and in the vegetable garden.

We have not yet seen toad spawn. A neighbouring farmer (400 metres away) says he has seen frol his yard for the first time ever, so its likelythat the introduction was necessary. This toad was photographed soon after we discovered their summer night habits. You can see from the state of the grass that toads are not particularly bothered by lack of moisture.

~~How do you tell Frogs and Toad apart? Although both require water for breeding, frogs are more ‘water oriented’ than toads, so their bodies reflect this. Generally speaking~~

~~• Frogs: Look smooth and shiny, with webbed feet. • Toads: Look dry and warty, with more separate toes.~~

~~Neither animal is particular horrid to handle, but frogs feel slippery, and toads generally pee on yo You have been warned!~~

~~http://www.moorhen.demon.co. ukiamphib.htm~~

~~I fl I fl I Frq Story~~

Directions: Pretend that you’re playing in a local park vith your friend. Your friend spots something jumping and runs after it. When you get closer you realize that its some type of amphibian. This animal is green in color and jumps very quickly. Your friend yells out,”Hurry let’s catch the toad!” You tell your friend,”That’s not a toad. It’s a frog.” Write a short story about your day at the park and how. you explained to your friend that the animal she saw wasn’t a toad. Use your Venn Diagram to explain the differences between the two amphibians. Don’t forget to give your story a beginning, middle and end.

~~“The Pollywog” by Shirley Williams~~

~~1. Where did the pollywog live?~~

~~2. What happened to the color of the pollywog?~~

~~3. What happened when the pollywog crawled on. the bank?~~

~~4. Why was the pollywog feeling strange? Using the information from the poem “The Pollywog,” fill in the chart below to show the differences between a pollywog and a frog.~~

~~. Pollywog Frog~~

~~Habitat~~

~~Physical Characteristics~~

Now using information from the chart, write a paragraph explaining what happens when apolywog turns into a frog. Rough Draft SuggestedAnswersforSession2 (Note:QuestIon4oneachassessmentIsa personalessay, thereforeananswersheet wouldbeinappropriate.)

TheFlyingFrog 1. Theirliveschanged drasticallybecausethe home (the take)bad dried up and they needed to find a new place to live. Youwouldn’texpect two geeseto be friendswitha frog. 2. Thefrog wanted to take the credit for hisgreat idea somuch that he couldn’t helptellingpeople that It washisidea, even though he ended up fallingand turningto dust. 3. WhySnailshave Shells 1. Ant begged for helpbut met death becausesnailwould not help.’ Snailignoredthe criesof all the other creatures. 2. ( 3. TheCorn-PickinQMonkey 1. Monkey.reallywanted the watermelon. Monkeyhad dropped all of hisfruit becausehe wasgreedy. Whenhe went to catch the rabbit, he losteverything. 2. Themonkeywasno longerhappy withthe corn when he sawthe peaches. It seemsasthough he isgreedy and selfish.Hewillneverbe sat1sfled. 3. Themonkeywasnot content with what he had. Everytime he saw somethinghe wanted and took it, he wouldseesomethingbetter. Hewas neversatisfied,but ended up with nothing. TheRabbitJudge Thewolf promisesthe goat that he willnot hurthiminany way if the ‘-goat savesthe wolf. IHI

~~CORE CURRICULUM~~

~~Acknowledgements .2 Introduction 3~~

~~Grades PreK - 1 4~~

~~Grades 2 - 4 16~~

~~Grades 5 - 6 28~~

~~Grades 7 - 8 40~~

~~Grades 9 - 12 52 ACKNOWLEDGMENTS~~

The State Education Department acknowledges the assistance of teachers and school administrators from across New YorkState as well as resources from other states and countries in the development of the English Language Arts Core Curriculum. INTRODUCTION

The English Language Arts Core Curriculum is an outline which provides an additional .levelof specificity to the learning standards for English Language Arts. It respects the tradition of local choice in New York State that empowers educators to select texts, identify products, and use a rich array of instructional strate gies and activities to meet student learning needs. The Core Curriculum is designed to provide assistance while allowing for creativity in the development of local instructional materials.

~~PHILOSOPHY:~~

State Education Department staff and educators from across the State who helped in the development, review and revision of early drafts created the document based on shared beliefs. These beliefs include that the English Language Arts Core Curriculum:

integrates with other State Education Department curriculum materials, such as The Preliminari1’Draft Framework, The Learning Standards, and Thelesource Guidefor EnglishLanguage Arts; The Elementarij Literacy Profile;and new assessments at Grades 4, 8, and 11 • recognizes that English Language Arts learners must be exposed to regular and varied opportunities to read (25books or their equivalent per year), write (1000words or more per month), listen (daily), and speak (daily) • recognizes that teachers in all content areas share responsibility for the development of reading, writing, listening and speaking competencies • suggests the recursive nature of language arts development across the continuum from Pre Kindergarten to Grade 12 • affirms that all students are able to achieve competency in the presence of skilled instruction, adequate time for learning, varied and/or specialized resources, and additional support • recognizes that equity and access to technology and other resources must be assured at state, regional, and local levels • reflects an understanding of the developmental needs of students as they work to achieve competency in language arts • focuses on students as active learners, responsible for and knowledgeable about their own learning.

~~FORMAT:~~

~~The English Language Arts Core Curriculum is organized by the following grade level clusters:~~

~~Grades PreK-1, Grades 2-4, Grades 5-6, Grades 7-8, and Grades 9-12.~~

Each cluster is divided into the four English Language Arts standards and each standard is further divided by the purposes for language use: reading, writing, listening, and speaking. The competencies that students should achieve are divided into two groups—those that are specific to the standard and those that cross all standards. The latter are repeated for each standard not because they are more important, but because they cross the standards and are relevant to all of them. Because the study of English Language Arts is integrated, separation into categories is, at times, artificial. However, if the core curriculum is to be helpful to all mem bers of the school community, it is important that each standard and each purpose be emphasized separately. Stanciardi Students will read, write, listen, and speak for Pet: information and understanding.

~~READING Students will read a minimum of 25 books or the equivalent per year aoss all content areas and standards.~~

WHAT WHATSTUDENTSREAD,Grades PreK-1,for STUDENTSDO ACROSSALLFOIJRENGLISH LANGUAGEARTS informationand Understanding STANDARDS:Thecompetencies t1at PreK-1students are developing as they learnto read include to: • Read from informational texts,suchas: - picture books, dictionaries, andencyclopedias Distinguish between print and pictures - classroom displays, charts, posters, and picture maps • Recognize the difference between letters and words - signs and labels in the classroom or school • Follow left to right and top to bottom direction when - • experience charts reading - how-to books • Locate of book - alphabet books parts a - electronic books. Recognize and identify letters of the alphabet Alphabetize high frequency words according to the first WHAT STUDENTS DO FORINFORMATION ft’ letter UNDERSTANDING: The competencies thatPreK-1 • Distinguish the difference between vowels and students are developing as they learn to read include to: consonants • Use beginning and ending consonants as well as vowel sounds to identify words • Locate and use classroom and library media center resources, with assistance, to acquire information • Recognize the different sounds that make up a word • Iead informational texts with repetitive language and • Point to words in a text or on a chart when read aloud, simple illustrations to begin to collect data, facts, and matching spoken word to print ideas • Recognize the singular and plural of frequently used • Interpret information represented in pictures, words illustrations, and simple charts and webs • Recognize own name and the names of friends and • Recognize and interpret familiar signs and symbols from family in print the environment; for example, labels on classroom furni- • Recognize letter/sound correspondence (phonetic aware ture, equipment, and STOP signs ness) • Distinguish between texts with stories and texts with • Recognize that words consist of a combination of sounds information (phonemic awareness) • Draw on prior experience to understand new data, facts, • Identifyrhyming words and ideas • Monitor own reading by applying strategies such as • Use a picture dictionary as resource for vocabulary sounding out of letters, using context, grammar, picture • Select books, with teacher assistance, to meet informa- clues, and rereading to determine meaning tional needs. • Read aloud with expression and fluency • Use computer software to support early reading development.

~~A Standard 1 f”rades: Students will read, write, listen, and speak for U information and understanding. PreK-1~~

~~WRITING Students will write on a daily basis aoss all content areas and standards.~~

WHAT STUDENTSWRITE,Grades PreK-1,.for WHATSTUDENTS DO ACROSSALLFOURENGLISH Informationand Understanding LANGUAGEARES STANDARDS:The competencies thatPreK-1studentsaredevelopingas they learn to write include to: Write the following in order to begin to transmit information: pictures and drawings • Create a drawing, picture, sign, or other graphic to - letters of the alphabet represent a word or concept - numbers • Follow - words, phrases, and factual sentences that explain or left to right and top to bottom direction when describe a picture, fact, or concept writing - lists and labels • Use spacing between letters and words when writing on - names of persons, places, and things. a line • Write recognizable upper- and lowercase letters in WHAT STUDENTS DO FORINFORMATIONAND manuscript UNDERSTANDING: The competenciesthatPreK-1stu • Capitalize names and the letter “1” dentsare developing as they learnto write include to: proper • Write letters of own first and last name • Spell high frequency words correctly • Copy words, phrases, and sentences from books, maga zines, signs, charts, and own dictation • Use the singular and plural of high frequency words • %Vriteown name on pictures, drawings, paintings, and • Put words together in sentence format written pioducts • Use beginning of sentence capitalization and end • Write data, facts, and ideas gathered from personal expe punctuation riences • Use classroom resources (word walls, picture dictionar • Use graphics (for example, posters) to communicate ies, teachers, peers) to support the writing process information from personal experience •• Give and seek constructive feedback in order to improve • Maintain, with teacher assistance, a portfolio of informa writing tional writings and drawings. • Use computer software to support development of early writing skills.

~~F - .- * r Standard 1 U Students will read, write, listen, arid speak for PreK-t information and understanding.~~

~~. LISTENING SPEAKING~~

~~Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHAT STUDENTS LISTENTO, Grades PreK-1, for WHENSTUDENTS SPEAK, Grades PreK-l, for Enformation and Understanding Information and Understanding~~

Listen for data; facts, and ideas in, for example: • Speak to share data, facts, and ideas in, for example: - circle time, group discussions - role play - group project reports - small and large group discussions - media presentations - reports on, for example, classroom projects. field trips. - role play. WHATSTUDENTS DO FORINFORMATION AND WHAT STUDENTS DO FOR INFORMATION AND UNDERSTANDING: The competencies that PreK-1 UNDERSTANDING: The competencies that PreK-1 students are developing as they learn to speak include to: students aredeveloping as they learn to listen include to: • Speak in order to: • Listen in order to: - dictate information - acquire information from nonfiction text - report information briefly to peers and familiar adults - identify words and sentences on a chart - crnect information from personal experiences to - follow directions involving a few steps :rformation from nonfiction texts - identify and respond to environmental sounds that - -etell more than one piece of information in sequence provide information, such as a school bell or a fire - ;hare observations from classroom, home, or alarm community - identify similarities and differences in information - s uestions to clarify topics, directions, and/or about people, places, and events. classroom routines - respond verballi to questions and/or directions WHATSTUDENTS DO ACROSS ALLFOURENGLISH • Use appropriate visual aids (for example. puppets, toys, LANGUAGE ARFSSTANDARDS: The competencies pictures) to illustrate a word or concept when speaking to that PreK-1students arc developing as they learn to listen shareinformation. include to: WHAT STUDENTS DO ACROSS ALLFOURENGLISH LANGUAGE ARTSS TANDARDS: The competencies • Listen respectfully and responsively that PreK-1 students are developing as they learn to Attend to a listening activity for a specified period of speak indude to: time S Avoid interrupting Respond respectfully Respond with expression appropriate to what is heard. • Use age-appropriate vocabulary • Take turns speaking in a group • Correct the pronunciation of words b using classroom resources, such as teachers, peers, audio- and video tapes, and computer software • Speak in complete sentences when required • Stay on topic • Speak audibly • Speak .vith expression appropriate to the occasion. Standard 2 rades: Students will read, write, listen, and speak for •11PreK— 1 literary response and expression.

~~READING Students will read a minimumof25books or the equivalent per year across allcontentareasand standards.~~

WHATSTUDENTSREAD,Grades PreK-1,for WHATSTUDENTS DO ACROSSALLFOURENGLISH LiteraryResponse and Expression LANGUAGEARTSSTANDARDS:The competencies thatPreK-1studentsare developing as the’ learn to read include to: Read books with limited text, repetitive language, and simple illustrations, such as: Distinguish between print and pictures - picture and concept books - poems and rhymes Recognize the difference between letters and words - dictated stories • Follow left to right and top to bottom direction when • beginning books reading - electronic books. • Locate parts of a book WHAT STUDENTS DO FORLITERARYRESPONSE • Recognize and identify letters of the alphabet AND EXPRESSION: The competenciesthatPreK-1 • Alphabetize high frequency words according to he first students tire developing as they learn to readinclude to: letter • Distinguish the difference between vowels and consonants and to texts • Comprehend, interpret, respond imaginative • Use beginning and ending consonants as weI as owel and performances sounds to identify words • Engage in prereading and reading activities in order to: • Recognize the different sounds that make up a word - select books, tapes, and poems based on personal • Point wor.ds chart when read aloud. choice/interest or teacher-selected criteria such as a to in a text or on a word theme/topic matching spoken to print - make connections between personal experiences and • Recognize the singular and plural of frequently used stories read words - connect a picture or illustration to a story • Recognize own name and the names of friends and - predict what might happen next in a story family in print - draw conclusions from a story • Recognize letter/sound correspondence (phonetic - identify characters, settings, and events in a story awareness) - retell a story • - distinguish between what is real and what is Recognize that words consist of a combination of sounds imaginary (phonemic awareness) • Dramatize or retell stories, using puppets, toys, and other • Identify rhyming words props. • Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning • Read aloud with expression and fluency • Use computer software to support early read in development.

~~-, Standard 2 . Students will read, write, listen, and speak for K•• — 1 P literary response and expression.~~

~~WRITING Students will write on a daily basis acoss all content areas and standards.~~

WHAT STUDENTS WRITE,Grades PreK-1, for Literary WHAT STUDENTS DO ACROSS ALLFOUR ENGLISH Response and Expression LANGUAGE ARTS STANDARDS: The competencies that PreK-1students aredevelopingas they learn to write include to: • Write original imaginative texts, such as: - stories • Create a drawing, picture, sign, or other to - poems, jingles graphic represent a word or concept • \Vrite the following in order to interpret and respond to • Follow left and imaginative texts: to right top to bottom direction when writing - descriptive sentences - short paragraphs • Use spacing between letters and words when writing on - captions under pictures or illustrations a line - of characters, and events names places, • Write recognizable upper- and lowercase letters in - original stories, poems, and songs. manuscript • Capitalize proper names and the letter “I” WHAT STUDENTS DO FOR LITERARY RESPONSE • Write letters of first and last AND EXPRESSION: The competencies that PreK-1 own name students aredeveloping as they learn to write include to: • Spelr high frequency words correctly • Use the singular and plural of high frequency words • Put words together in sentence format • Write original imaginative texts: • Use beginning-of-sentence capitalization and end - create a story with a beginning, middle, arid end, punctuation using pictures/drawings and some words • Use classroom (word dictionar - create poems or jingles, using pictures/drawings id resources walls, picture some words ies, teachers, peers) to support the writing process • • Write in order to respond to text: Give and seek constructive feedback in order to improve - express feelings about characters or events in one or wnting more stories • Use computer software to support development of early - describe characters, settings, or events writing skills. - list a sequence of events in a story - retell a story, using words and pictures - identify the problem and solution in a simple story • Maintain, with teather assistance, a portfolio of writings and drawings in response to literature.

~~C., Standard 2 f”rades: Students will read, write, listen, and speak for U PreK-1 literary response and expression.~~

~~LISTENING SPEAKING Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHATSTUDENTSLISTENTO,GradesPreK-1,for WHENSTUDENTSSPEAK,GradesPreK-1,for LiteraryResponse and Expression LiteraryResponse and Expression~~

Listen to comprehend, interpret, and respond to imagina • Speak to present interpretations and responses to imagi tive texts and performances, such as: native texts in, for example: - book talks - storytelling and choral reading - role play/creative dramatics/choral - group discussions of a story, song, rhyme, finger play, speaking - circle time, group discussions or poem - guided reading sessions - videotape presentations • - individual conferences with teacher.. - puppet shows - dramatic pioductions. WHAT STUDENTS DO FORLITERARYRESPONSE AND EXPRESSION: The competencies thatPreK-1 WHATSTUDENTSDO FORLITERARYRESPONSE students aredevelopingas they learnto speakincludeto: AND EXPRESSION:The competenciesthatPreK-1 • students are developing as they learnto listen include to: Speak in order to: - interpret words of characters in stories - engage in conversations with adults and peers regard • Listen to imaginative texts and performances in order to: ing pictures, books, and experiences - role play characters or events from stories - appreciate and enjoy literary works - express feelings about a work of fiction or poetry - match spoken words with pictures - respond to stories, legends, and songs from different - recall of events from a personal experience sequence cultural and ethnic groups or story - compare stories from personal experience with stories - identify character, setting, plot heard or read - respond to vivid language; for example, nonsense - dictate stories with a beginning, middle, and end words - express the mood or emotion of a story by using a - identify specific people, places, and events variety of words - describe the actions of characters - distinguish between a story and a poem. in a story - tell real or imaginative stories based on response to illustrations WHATSTUDENTS DO ACROSSALLFOUR ENGUSH - retell familiar stones in a logical sequence LANGUAGEAKS STANDARDS: Thecompetencies - ask for clarification of events in a story thatPreK-1studentsaredevelopingas they learnto listen - describe familiar persons, places, or objects include to: - recite short poems, nursery rhymes, and finger plays. WHAT STUDENTSDO ACROSSALLFOUR ENGLISH and • Listen respectfully responsively LANGUAGEARTSSTANDARDS:Thecompetencies • Attend to a listening activity for a specified period of that PreK-1studentsair developing as they learn to time speakinclude to: • Avoid interrupting • Respond respectfully • Respond with expression appropriate to what is heard. • Use age-appropriate vocabulary • Take turns speaking in a group • Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and videotapes, and computer software • Speak in complete sentences when required • Stayontopic • Speak audibly • Speak with expression appropriate to the occasion. -.- i Standard 3 Students will read, write, listen, and speak for PreK-i critical analysis and evaluation.

~~READING Studentswill read a minimum of25booksor theequivalent per year across allcontentareasand standards.~~

WHAT STUDENTS READ, Grades PreK-1, for WHATSTUDENTSDO ACROSS ALLFOUR ENGLISH Critical Analysis and Evaluation LANGUAGE ARJSSTANDARDS:. The competencies that PreK-1students are developing as they learn to read include to: • Read a variety of material with limited text, repetitive language, and simple illustrations on a daily basis, including: I Distinguish between print and pictures - picture and concept books • - poems and thymes Recognize the difference between letters and words - simple articles • Follow left to right and top to bottom direction when - posters reading - electronic resources Locate parts of a book - advertisements, such as simple slogans or jingles - dictated language experience stories. Recognize and identify letters of the alphabet Alphabetize high frequency words according to the first WHAT STUDENTS DO FOR CRITICALANALYSIS letter AND EVALUATiON: The competencies that PreKi • Distinguish the difference between vowels and students aredeveloping as they learn to read include to: consonants • Use beginning and ending consonants as well as vowel • Identify, explain, and evaluate ideas, themes, and experi sounds to identify words ences from texts and performances • Recognize the different sounds that make up a word • Engage in pre-reading and reading activities in order to: • Point to words in a text or on a chart when read aloud, identify what they know, want to know, and have matching spoken word to print learned (KWL process) about a specific story, theme, • or topic Recognize the singular and plural of frequently used words - use illustrations to assist in understanding the content of a text and to anticipate what will happen next •. Recognize own name and the names of friends and • predict what could happen next or the outcome of a family in print article story or • Recognize letter/sound correspondence (phonetic - change the sequence of events in a story to create a awareness) different ending • Recognize that words consist of a combination of sounds - compare a character in a story or article to a person awareness) with the same career. or experience (phonemic - form an opinion about the differences between events • Identify rhyming words their in a story and events in own lives • Monitor own reading by applying strategies such as - evaluate and select books, based poems, or tapes on sounding out of letters, using context, grammar, picture choice teacher-selected criteria such personal or as clues, and rereading to determine meaning theme, topic, author, and illustrations • Read aloud with expression and fluency - identify the characters in a story and what each con tributes to the events of the story • Use computer software to support early reading - recognize different plots in books by the same author development. - distinguish between real and imaginary stories.

~~4 r Standard 3 f rades: Students will read, write, listen, and speak for Ii critical analysis and evaluation. PreK-1~~

~~. . WRITING Students will write on a dailybasisacrossall contentareas and standards.~~

WHAT STUDENTS WRITE,Grades PreK-1, for Critical WHAT STUDENTS DO ACROSS ALLFOUR ENGLiSH Analysis and Evaluation LANGUAGE ARTS STANDARDS: The competencies that PreK-1students are.developingas they learn to write include to: Write the following to begin to express opinions and make judgments: - experience charts • Create a drawing, picture, or other graphic to - posters sign, represent a word or concept - advertisements, including simple slogans or jingles - statements about likes and dislikes. • Follow left to right and top to bottom direction when writing WHAT STUDENTS DO FOR CRITICAL ANALYSIS • Use spacing between letters and words when writing on line AND EVALUATION: The competenci” that PreK4 a students aredeveloping as they learnt write indude to: • Write recognizable upper- and lowercase letters in manuscript • cp:ralize proper names and the letter “I” Write to express opinions and judgments in order to: I r:re letters of own first and last name - share what they know, want to know, and have learned (KWL process) about a theme or topic • Speji rugh frequency words correctly - respond in pictures or words to an experience or S Use :he singular and plural of high frequency words event shared a classmate by S : .‘.jrds together in sentence format - depict an opinion about statements, illustrations, I characters, and events in written and visual texts ;e :eginning-of-sentence capitalization and end puncuahon - compare characters, settings, and events within and between stories • Use dassroom resources (word walls, picture dictionar - describe the differences between real and imaginary ies, teachers, peers) to support the writing process experiences • Give and seek constructive feedback in order to improve - describe the connections between personal experi writing ences, and ideas and information in written and • Use computer software to development of visual texts support early writing skills. • Maintain, with teacher assistance, a portfolio of writings and drawings that express opinions and judgments.

~~44 firades: Standard 3 Students will read, write, listen, and speak for PreK-1 critical analysis and evaluation.~~

~~LISTENING SPEAKING~~

~~Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHAT STUDENTSLISTENTO,GradesPreK-1,for WHENSTUDENTSSPEAK,GradesPreK-1,for Critical Analysis and Evaluation CriticalAnalysis and Evaluation~~

• Listen for differences in opinions and viewpoints in, for • Speak to express opinions in, for example: example: - circle time - small and discussions - circle time, group discussions large group - read-aloud situations -. read-aloud situations - paired discussions - individual conferences with teacher - individual conferences with teacher - paired discussions - role play. - role plays - individual or group viewing of advertisements, WHAT STUDENTS DO FORCRITICALANALYSIS videos, movies. AND EVALUATION:ThecompetenciesthatPreK-1 studentsaredeveloping as they learnto speak includeto: WHAT STUDENTS DO FORCRITICALANALYSIS AND EVALUATION: The competenciesthatPreK-1 • Speak in order to: students are developing as they learn to listen includeto: - share what they know, want to know, and have learned (KWLprocess) about a theme .r ‘c.c: • Listen in order to: - express an opinion or judgment about a rc’rv.:cem finger play, poster, or advertisement - form an opinion or evaluate information based on - characters, events them compare settings, or in two or more information in the world around stories - form about book read aloud an opinion a by using - express an opinion about the color, form, ands- e of established criteria to judge books, such as the choice illustrations of title and vocabulary - explain personal criteria (for example. color, pictures. - recognize differences in two or more versions of a and vocabulary) for choosing a book, poem, or story familiar story song, or finger play - dramatize differences and similarities in characters - brainstorm to create chart - identify messages in advertisements by listening to an experience the words, music, and sound effects. - compare and contrast different versions of the same story - explain why two different characters view the same action or event differently WHAT STUDENTSDO ACROSSALLFOURENGLISH - compare and contrast events or characters in a story LANGUAGE ART SSTANDARDS:The competencies with own lives. learn that PreK-1studentsare developing as they to WHAT STUDENTS DO ACROSSALLFOUR ENGLISH listen indude to: LANGUAGEARTSSTANDARDS:Thecompetencies thatPreK-1students are developing as they learnto speak include to: • Listen respectfully and responsively Attend for of • to a listening activity a specified period • Respond respectfully time • Use age-appropriate vocabulary • Avoid interrupting • Take turns speaking in a group • Respond with expression appropriate to what is heard. • Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- videotapes, and computer software • Speak in complete sentences when required • Stay on topic • Speak audibly • Speak with expression appropriate to the occasion. Standard 4 Students will read, write, listen, and speak for r social interaction. U PreK-1

~~READING Studentswillread a minimum of 25 booksor the equivalent per year across all content areas and standards.~~

WHAT STUDENTS READ, Grades PreK-1, for Soda! WHAT STUDENTS DO ACROSS ALLFOUR ENGLISH Interaction LANGUAGE AKS STANDARDS: The competencies that PreK-1students aredevelopingas they learn to read include to: • Read a variety of material with limited text, repetitive language, and simple illustrations on a daily basis, such S between and as: Distinguish print pictures S - text and pictures Recognize the difference between letters and words morning messages • Follow left to right and top to bottom direchon vhen daily routine charts reading experience charts S Locate parts of a book - notes, cards, and letters. S Recognize and identify letters of the alphabet WHATSTUDENTS DO FOR SOCIAL INTERACTION: S Alphabetize high frequency words according to the first The competencies that PreK4 students aredeveloping as letter they learn to read indude to: • Distinguish the difference between vowels and consonants • Share reading experiences to establish, maintain, and • Use beginning and ending consonants as well as vowel enhance a personal relationship with peers or adults; for sounds to identify words example, reading together silently or aloud • Recognize the different sounds that make up a word • Respect gender, and cultural traditions of the writer age, • Point to words in a text or on a chart when read aloud, the social for • Recognize vocabulary of communication; matching spoken word to print example, the language of salutations and closings. • Recognize the singular and plural of frequently used words • Recognize own name and the names of friends and family in print • Recognize letter/sound correspondence (phonetic awareness) • Recognize that words consist of a combination of sounds (phonemic awareness) • Identify rhyming words • Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning • Read aloud with expression and fluency • Use computer software to support early reading development.

~~4 ,. rades: Standard 4 Students will read, write, listen, and speak for rrek-i social interaction.~~

~~WRITING Students will write on a daily basis across all content areas and standards.~~

WHATSTUDENTS WRITE,Grades PreK-1,for Social WHAT STUDENTS DO ACROSS ALLFOUR ENGLISH Interaction LANGUAGE ARTS STANDARDS: The competencies that PreK-1students are developing as they learn to write include to: Write the folloving to establish, maintain, and enhance personal relationships: - letters of the alphabet • Create a drawing, picture, sign, or other graphic to - numbers represent a word or concept - words and pictures • Follow left and bottom direction when -. cards, notes, and letters to right top to - personal experience stories. writing • Use spacing between letters and words when writing on WHAT STUDENTS DO FOR SOCIAL INTERACTION: a line The competencies that PreK-1 students are developing as • Write recognizable upper- and lowercase letters in learn write include they to to: manuscript • Capitalize proper names and the letter “1” with for • Share the process of writing peers or adults; • Write letters of own first and last name example, write with a partner or in a cooperative group • Spell high frequency words correctly • Respect the age, gender, and culture of the recipient • Use the singular and plural of high frequency words • Write friendly letters to others, using salutation and • Put words together in sentence format closing • Use and end • Maintain, with teacher assistance, a portfolio of writings beginning-of-sentence capitalization and drawings for social interaction. punctuation • Use classroom resources (word walls, picture dictionar ies, teachers, peers) to support the wnting process • Give and seek constructive feedback in order to improve writing • Use computer software to support development of early writing skills.

~~4A Standard 4 f’ rades: Students will read, write, listen, and speak for social interaction. U• PreK-1~~

~~LISTENING SPEAKING . Students will listen on a daily basis. Students will speak on a dailybasis.~~

~~WHAT STUDENTSLISTENTo; Grades PreK4, for WHEN STUDENTS SPEAK, Grades PreK-1,for Social Social interaction Interaction~~

Listen to establish, maintain, and enhance personal rela • Speak to establish, maintain, and enhance personal rela tionships, for example: tionships in, for example: - conversations - conversations - circle time, group discussions - circle time - parallel play - role play - role play - shared reading and writing experiences. - shared reading and writing experiences. WHAT STUDENTS DO FOR SOCIAL INTERACTION: WHAT STUDENTS DO FOR SOCIAL INTERACTION: The competencies that PreK-1 students are developing as The competencies that PreK-1 students are developing as they learn to speak include to: they learn to listen include to:

0 Respect the age, gender, and culture of the speaker • Participate in small or large group storytelling, singing. • Listen to friendly notes, cards, letters, and personal narra and finger play in order to interact with classmates and adults the tives read aloud to get to know the writer and/or class in classroom and school environment mates and fellow listeners • Share favorite anecdotes, riddles, and rhymes with peers • Listen for the tone of voice and content that signal friend and familiar adults lv communication. • Respect the age, gender, and interests of the listener • Discuss the content of friendly notes, cards, letters, and WHATSTUDENTSDO ACROSSALLFOURENGLISH personal narratives with a partner or in a small group to LANGUAGE ARFS STANDARDS: The competencies get to know the writer and each other. that PreK-1students are developing as they learn to listen include to: WHAT STUDENTS DO ACROSSALLFOURENGLISH LANGUAGE AIUS STANDARDS: The cornpetencies that PreK-1 students are developing as they learn to • Listen respectfully and responsively speak include to: • Attend to a listening activity for a specified period of time • Respond respectfully • Avoid interrupting • Use age-appropriate vocabulary • Respond with expression appropriate to what is heard. • Take turns speaking in a group • Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and videotapes, and computer software • Speak in complete sentences when required • Stay on topic • Speak audibly • Speak with expression appropriate to the occasion.

~~4 r ,.:rades.. Standard 1 Students will read, write, listen, and speak for information and understanding.~~

~~READING Students will read a minimum of25booksor the equivalent per year acoss all content areas arid standards.~~

WHATSTUDENTSDO ACROSS ALL FOUR WHATSTUDENTS READ,Grades 2-4,for • ENGLISHLANGUAGEARTS STANDARDS:The Informationand Understanding competenciesthat 2-4students demonstrate as they learn to readindude to:

Read from informational texts, such as: • Identify purpose for reading - books • Use letter-sound correspondence. knowledge of gram - biographies mar, and overall context to determine meaning - age-appropriate reference materials • Use decoding strategies, such as sounding Out words, - children’s magazines/newspapers comparing similar words, breaking words into smaller - electronic-based texts, such as encyclopedias. words, and looking for word parts (root words, prefixes, and suffixes) WHAT STUDENTS DO FOR INFORM 1ON AND UNDERSTANDING: The competencies mat 2-4 students • Use self-monitoring strategies, such as rereading and demonstrate as they learn to read include to: cross-checking • .A’oiv corrective strategies, using classroom resources such as teachers, peers, and reference tools Locate and use library media resources, with assistance, to acquire information • Recognize the difference between phrases and sentences • Read unfamiliar texts independently to collect and inter • Read ‘.ith attention to sentence structure and punctua pret data, facts, and ideas ncn such as periods, question marks, and commas to comprehension • Read and understand written directions • Engage :n independent silent reading • Locate information in a text that is needed to solve a problem • Locate the name of the author, illustrator, the title page, table ot contents, index, and chapter headings • Identify main ideas and supporting details in informa tional texts • Recognize ariddiscriminate among a variety of informa tional texts • Recognize and use organizational features of texts, such • Determine the of as table of contents, indexes, page numbers, and chapter meaning unfamiliar words by using headings/subheadings to locate information context clues, dictionaries, and other classroom resources • Relate data and facts from informational texts to prior • Read aloud at appropriate rate information and experience • Read with Increasing fluency and confidence from a • Compare and contrast information on one topic from two variety or :exts different sources • Maintain a personal reading list to reflect reading goals • Identify a conclusion that summarizes the main idea and accomplishments • Select books independently to meet informational needs • Use computer software to support reading. • Identify and interpret significant facts taken from maps. graphs, charts, and other visuals • Use graphic organizers to record significant details from informational texts. Standard 1 rades: Students will read, write, listen, and speak for 2—4 information and understanding.

~~WRITING Students will write an average of 1000words per month aaoss all content areas and standards.~~

WHAT STUDENTSWRITE, Grades2-4, forInformation WHATSTUDENTSDO ACROSSALLFOURENGLISH andUnderstanding LANGUAGEAm’SSTANDARDS:The competencies that2-4 studentsdemonstrateas they learnto write includeto • Write the following in order to begin to transmit information: ‘ Begin to a voice in - short reports of several paragraphs to two pages develop writing - brief summaries • Spell frequently used words correctly - and charts graphs • Use basic punctuation correctly, such as commas. - and semantic webs concept maps periods, exclamation points, and question marks - simple outlines • Use correct verb tense - formal letters • - simple directions. Use varied vocabulary and sentence structure • Write sentences in logical order and create :aa:hs o WHAT STUDENTS DO FOR INFORMATION AND develop ideas UNDERSTANDING: The competencies that 2-4 students • Use an organizational format that reflects a demonstrate as they learn to write include to: middle, and end • Develop an idea within a brief text • Use at least two of information in a sources writing • Learn and use the “writing process” (prewr:ting, draft report ing, revising, proofreading) • Take notes to record data, facts, and ideas, both by fol- • Use revision strategies to develop writing, nciu±ng cn lowing teacher direction and by writing independently • ferring with teachers and peers, and cut and paste • State a main idea and it with facts and details support • Determine the intended audience before writing • Use for such organizational patterns expository writing, • Use legible print and/or cursive writing as compare/contrast, cause/effect, and time/order • Use word processing. • Connect personal experiences and observations to new information from school subject areas • Use dictionaries and/or computer software to spell words correctly • Produce clear, well-organized, and well-developed expla nations, reports, accounts, and directions that demon strate understanding of a topic • Support interpretations and explanations with evidence from text • Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents / caregivers.

~~4 —, rades: Standard 1 Students will read, write, listen, and speak for information and understanding.~~

~~LISTENING SPEAKING~~

~~Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHATSTUDENTSLISTENTO,Grades 2-4,for WHEN STUDENTSSPEAK,Grades2-4, for InformationandUnderstanding Informationand Understanding~~

• Listen for data, facts, and ideas in, for example: • Speak to share data, facts, and ideas in, for example: - small and large group discussions - small group interactions - conferences with teachers - class discussions and meetings - school assemblies - conferences with teachers - student presentations - classroom presentations - multimedia presentations - read-aloud situations. - oral readings. WHATSTUDENTSDO FORINFORMATION AND WHAT STUDENTS DO FORINFORMATION AND UNDERSTANDING:Thecompetencies that2-4students UNDERSTANDING: The competencies that 2-4 students demonstrateas theylearnto speakincludeto: demonstrate as they learn to listen include to:

• Speak in order to: Listen in order to: - provide directions - acquire information and/or understand procedures - express an opinion - identify essential details - ask questions - determine the sequence of steps given - summarize - identify main ideas and supporting details - provide a sequence of steps - identify a conclusion that summarizes the main idea - describe a problem and suggest one or more solutions - interpret information by drawing on prior knowledge - state a main idea with supporting examples and details and experience - explain a line of reasoning - collect information. • Present a short oral report. using at least two sources of information, such as a person, a book, a magazine article, WHAT STUDENTS DO ACROSS ALL FOUR ENGLISH a television program, or electronic text LANGUAGE AKFS STANDARDS: The competencies • Use complete sentences, age- and content-appropriate thaI 2-4 students demonstrateas they learnto listen - vocabulary include to: • Use logical order in presentations.

WHAT STUDENTS DO • Listen respectfully and responsively ACROSSALLFOURENGLISH LANGUAGEART’SSTANDARDS:Thecompetencies • Attend to activity for extended of a listening an period that2-4 studentsdemonstrate as they learnto speak time include to: • Avoid interrupting • Respond respectfully Respond appropriately to what is heard. • Initiate communication with peers and familiar adults • Use age-appropriate vocabulary • Speak in grammatically correct sentences • Use gestures appropriate to conveying meaning • Establish eye contact to engage the audience • Speak loudly enough to be heard by the audience. Standard 2 • r Students will read, write, listen, and speak for U 2-4 literary response and expression.

~~READING Students will read a minimum of 25 books or the equivalent per year across all content areas and standards.~~

WHAT STUDENTS READ, Grades 2.4, for Literary WHAT STUDENTS DO ACROSS ALL FOUR ENGLISH Response and Expression LANGUAGE ARTS STANDARDS: The coinpetenci es that 2-4 students demonstrate as they learn to read include to: Read and view imaginative texts and performances, such as: - stories • Identify purpose for reading - poems and songs - folktales and fables • Use letter/sound correspondence, knowledge of gram and overall context to determine - plays mar, meaning - film and video piductions • Use decoding strategies, such as sounding out words, - electronic books. comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, WHAT STUDENTSDO FOR LITERARY RESPONSE and suffixes) AND EXPRESSION: The competendes that 2-4 stu • Use self-monitoring strategies, such as rereading and lents demonstrate as they learn to read include to: cross-checking • Apply corrective strategies, using classroom resources • Select literature based on personal needs and interests such as teachers, peers, and reference tools from a variety of genres and by different authors • Recognize the difference between phrases and sentences and • Engage in purposeful oral reading in small large • Read with attention to sentence structure and punctua groups tion, such as periods, question marks, and commas to • Read print-based and electronic imaginative texts silently assist in comprehension on a daily basis for enjoyment • Engage in independent silent reading the differences the of • Recognize among genres stories, • Locate the name of the author, illustrator, the title page. poems, and plays table of contents, index, and chapter headings characters literature • Relate setting, plot, and in to own • Recognize and discriminate among a variety of informa lives tional texts the difference between fiction and nonfiction • Explain • Determine the meaning of unfamiliar words by using • Use previous reading and life experiences to understand context clues, dictionaries, and other classroom resources and compare literature • Read aloud at appropriate rate • Make predictions, and draw conclusions and inferences • Read with increasing fluency and confidence from a about events and characters variety of texts • Identify cultural influences in texts and performances • Maintain a personaJ reading list to reflect reading goals • Recognize the value of illustration in imaginative text and accomplishments • Maintain a personal reading list to reflect reading accom • Use computer software to support reading. plishments and goals • Use specific evidence from stones to identify themes; describe characters, their actions and motivations; and relate sequences of events • Use knowledge of story structure, story elements, and key vocabulary to interpret stories • Use graphic organizers to record significant details about characters and events in stories. 4 , l”rades: Standard 2 Students will read, write, listen, and speak for 2-4 literary response and expression.

~~WRITING . , Students will write artaverage of 1000words per month across all content areas and standards.~~

WHAT STUDENTSWRITE,Grades2-4,forLiterary WHATSTUDENTSDO ACROSSALLFOURENGLISH Response and Expression LANGUAGEARFSSTANDARDS:.Thecompetencies that2-4 studentsdemonstrateas they learnto write include to: • Write original imaginative texts, such as: - stories • - poems and songs Begin to develop a voice in writing - plays S Spell frequently used words correctly • Write adaptations • Use basic punctuation correctly, such as commas, periods, • Write interpretive and responsive essays of a few exclamation points, and question marks paragraphs. • Use correct verb tense • Use specific vocabulary and varied sentence structure WHATSTUDENTSDO FORLITERARYRESPONSE • AND EXPRESSIONThe competenciesthat2-4 students Write sentences in logical order to develop ideas and cre demonstrateas they learnto writeinclude to: ate paragraphs • Use an organizational format that reflects a beginning, middle, and end \rite original imaginative texts: • Develop an idea within a brief text - create characters, simple plot and setting - use rhythm and rhyme to create short poems and songs • Learn and use the “writing process” (prewriting, draft - use dialogue to create short plays ing, revising, proofreading) - use vivid and playful language • Use revision strategies to develop writing, including con use descriptive language to create an image ferring with teachers and peers, and cut and paste • Write interpretive and responsive essays in order to, for • Determine the intended audience before writing example: • Use legible print and/or cursive writing - identify title, author, and illustrator • Use word - describe literary elements such as plot, sethng, processing. characters - describe themes of imaginative texts - express a personal response to literature - compare and contrast elements of text • Produce clear, well-organized responses to stories read or listened to, supporting the understanding of themes, char acters, and events with details from story • Produce imaginative stories and personal narratives that show insight, development, organization, and effective language • Use isources such as personal experiences and themes from other texts and performances to stimulate own writing • Use a computer to create, respond to, and interpret imag inative texts Maintain a portfolio that includes imaginative and inter pretive writing as a method of reviewing work with teachers and parents! caregivers. Standard 2 12rades: Students will read, write, listen, and speak for U2-4 literary response and expression.

~~LISTENING SPEAKING Students will listenon a daily basis. Students will speak on a daily basis.~~

~~WHAT STUDENTS USTEN TO, Grades 2-4, for WHEN STUDENTS SPEAK, Grades 2-4, for Literary Literary Response and Expression Response and Expression~~

• Listen to comprehend. interpret, and respond to imagina • Speak to present interpretations and responses to imagi tive texts and performances, such as: native texts in, for example: - stories - class and group discussions - poems and songs - role play and creative drama - folktales and fables - conferences with teacher - plays - book reviews. - films and video pivductions. WHAT STUDENTS DO FOR LITERARY RESPONSE WHAT STUDENTS DO FOR LITERARY RESPONSE AND EXPRESSION: The competencies that 2-4 stu AND EXPRESSION: The competen that 2-4 students dents demonstrate as they learn to speak include to: demonstrate as they learn to listen include to: • Speak in order to: • Listen in order to: - present original works such as stories, poems, and - identify elements of character, plot, and setting to plays to classmates understand author’s message or intent - give book reviews - connect imaginative texts to previous reading and life - describe characters, setting, and plot experiences to enhance understanding and apprecia - make inferences and draw conclusions tion - compare imaginative texts and performances to - identify author’s use of rhythm, repetition, and personal experiences and prior knowledge rhyme - explain cultuaJ and ethnic features in imaginative texts - compare and contrast ideas of others to own ideas - ask questions to clarify and interpret imaginative and • Use note taking and webbing strategies to organize infor texts performances mation and ideas recalled from stories read aloud. - discuss themes of imaginative texts • Use complete sentences, correct verb tense, age-appropri ate vocabulary, and logical order in oral presentation. WHATSTUDENTS DO ACROSS ALLFOURENGLISH LANGUAGE ARTSSTANDARDS: The competencies WHAT STUDENTS DO ACROSS ALLFOIJRENGLISH that 2-4 students demonstrate as they learn to listen LANGUAGE ARTS STANDARDS: The competencies include to: that 2-4 students demonstrate as they learn to speak include to: • Listen respectfully and responsively • Attend for extended of to a listening activity an period • Respond respectfully time • Initiate communication with peers and familiar adults Avoid interrupting • Use age-appropriate vocabulary • Respond appropriately to what is heard. • Speak in grammatically correct sentences • Use gestures appropriate to conveying meaning • Establish eye contact to engage the audience • Speak loudly enough to be heard by the audience.

~~f 4 rades: Standard 3 Students will read, write, listen, and speak for 2-4. critical analysis and evaluation.~~

~~READING Students will read a minimum of 25books or the equivalent per year across all content areas and standards:~~

WHAT STUDENTS DO ACROSS ALLFOUR WHAT STUDENTS READ, Grades 24 for Critical ENGLISH LANGUAGE ARTS STANDARDS: The Analysis and Evaluation competencies that 2-4students demonstrate as the’ learn to readindude to:

Read to analyze and evaluate information, ideas, and Identify purpose for reading from such experiences resources, as: Use letter/sound correspondence, knowledge of gram - children’s books mar, and overall context to determine meaning - children’s articles • Use decoding strategies, such as sounding out words, - editorials in student newspapers comparing similar words, breaking words into smaller - advertisements words, and looking for word parts (root words, prefixes, - electronic resources. and suffixes) • Use self-monitoring strategies, such as rereading and WHAT STUDENTS DO FOR CRITICAL ANALYSIS cross-checking AND EVALUATION: The competencies that 2-4 • Apply corrective strategies, using classroom resources students demonstrate as they learn to read indude to: such as teachers, peers, and reference tools • Recognize the difference between phrases and sntences • Evaluate the content by identifying: • Read with attention to sentence structure and punctua - the author’s purpose tion, such as periods, question marks, and commas to - important and unimportant details assist in compiehension - whether characters, and / events, actions, or settings • Engage in independent silent reading are realistic I Locate the name of the author, illustrator, the title page, - recurring themes across works in print and media table of contents, index, and chapter headings • Compare and contrast characters, plot, and setting in two • Recognize and discriminate a variety of informa literary works among tional texts • Analyze ideas and information based on prior knowl • Determine the meaning of unfamiliar words by using edge and personal experience context clues, dictionaries, and other classroom resources • Recognize how language and illustrations are used to I Read aloud at appropriate rate persuade in printed and filmed advertisements and texts such as letters to the editor S Read with increasing fluency and confidence from a variety of texts • Judge truthfulness or accuracy of content with assistance from teachers and parents/caregivers in order to gather • Maintain a personal reading list to reflect reading goals facts and form opinions and accomplishments • Use opinions and reactions of teachers and classmates to • Use computer software to support reading. evaluate personal interpretation of ideas, information, and experience. Standard 3 ‘ rades: Students will read, write, listen, and speak for U2-4 critical analysis and evaluation.

~~WRITING Students will write an average of 1000words per month aoss all content areas and standards.~~

WHATS1TJDENTSWRITE,Grades2-4,forCritical WHATSTUDENTSDO ACROSSALLFOURENGLISH Analysis and Evaluation LANGUAGEARTSSTANDARDS:Thecompetencies that2-4 studentsdemonstrateas they learn to write include to: • Write the following to analyze and evaluate ideas, infor mation, and experiences: - persuasive essays • Begin to develop a voice in writing - editorials for classroom and school newspapers - movie and book reviews • Spell frequently used words correctly - reports and essays • Use basic punctuation correctls such as commas, - advertisements. periods, exclamation points, and question marks • Use correct verb tense WHAT STUDENTS DO FORCRITICALANALYSIS • Use specific vocabulary and varied sentence structure AND EVALUATION:The competenciesthat 2-4 stu dentsdemonstrateas they learnto writeinclude to: • Write sentences in logical order to develop ideas and cre ate paragraphs • Use an organizational format that reflects a beginning, • Use prewriting tools such as semantic webs and concept middle, and end maps to organize ideas and information • Develop an idea within a brief text • State a main idea, theme, or opinion and provide sup • Learn and use the “writing process” (prewriting, draft porting details from the text ing, revising, proofreading) • Use relevant examples, reasons, and explanations to sup • Use revision strategies to develop writing, including con port ideas ferring with teachers and peers, and cut and paste • Express opinions and make judgments that demonstrate • Determine the intended audience before writing a personal point of view • Use legible print and/or cursive writing • Use personal experiences and knowledge to analyze and • Use word piDcessing. evaluate new ideas • Analyze and evaluate the author’s use of setting, plot, • character, rhyme, rhythm, and language in written and visual text • Create an advertisement, using words and pictures, in order to illustrate an opinion about a product • Use effective vocabulary in persuasive and expository writing • Use details from stories or informational texts to predict, explain, or show relationships between information and events • Use ideas from two or more sources of information to generalize about causes, effects, or other relationships • Maintain a portfolio that includes written analysis and • evaluation as a method of reviewing work with teachers and parents! caregivers. rrades: Standard 3 Students will read, write, listen, and speak for 2-4 critical analysis and evaluation.

~~LISTENING SPEAKING Students will listen on a daily basis. Studentswill speak on a daily basis.~~

~~WHAT STUDENTSLISTENTO,Grades2-4,for WHENSTUDENTSSPEAK,Grades2-4,forCritical CriticalAnalysis and Evaluation Analysis and Evaluati~~

Listen to analyze and evaluate ideas, information, and • Speak to express opinions and judgments in, for example: - class and discussions experiences in, for example: group - role plays - class and group discussions L conferences with teacher - - conferences with teacher - book reviews - role plays - presentations. classroom presentations, such as oral book reviews - individual or group viewing of advertisements, WHAT STUDENTSDO FORCRITICAL ANALYSIS videos, and movies. AND EVALUATION: The competencies that 2-4 stu dents demonstrateas they learnto speakincludeto: WHAT STUDENTS DO FOR CRITICAL ANALYSIS ANDEVALUATION:The competencies that 2-4 stu • Speak in order to: dents demonstrate as they learn to listen indude to: - explain the reasons for a characters actions, considering both the situation and the motivation of the character - express an opinion or judgment about a character, set • Listen in order to: ting, and plot in a variety of works - discuss the of - distinguish between information in media texts such impact vocabulary, format illustrations,and titlesin and as live action news coverage, and fictional material in evaluating ideas, information, experiences - about school dramatic productions express an opinion or judgment or com munity issues - form a personal opinion about the quality of texts - use personal experience and knowledge to analyze read aloud based on criteria such as characters, plot, and evaluate new ideas and setting - express an opinion about the accuracy and truthful - the of others recognize perspectives ness of the content of literary works, editorials, - the of form an opinion about message advertisements, reviews, and advertisements supported by the text based the on language - role play to communicate an interpretation or evalua - distinguish between fact and opinion tion of real or imagmary people or events - evaluate the speaker’s style of delivery by using - ask and respond to questions criteria such as volume and tone of voice. - use appropriate eye contact and gestures in presenta tions and responses WHAT STUDENTS DO ACROSSALLFOURENGLISH - speakwith appropriate rate and volume for the audience LANGUAGE ARFS STANDARDS The competencies - take turns speaking in a group. •that 2-4 students demonstrate as they learn to listen WHATSTUDENTSDO ACROSSALLFOURENGLISH include to: LANGUAGEAR]S STANDARDS:Thecompetencies that 2-4studentsdemonstrateas they learnto speak • Listen respectfully and responsively include to: Attend to a listening activity for an extended period of time • Respond respectfully • Initiatecommunication with and familiar adults Avoid interrupting peers • Use age-appropriate vocabulary Respond appropriately to what is heard. • Speak in grammatically correct sentences • Use gestures appropriate to conveying meaning • Establish eye contact to engage the audience • Speak loudly enough to be heard by the audience. Standard 4 12rades: Students will read, write, listen, and speak for social interaction. U2-4

~~READING Students will read a minimumof25books or the equivalentper yearacross allcontentareasand standards.~~

WHATSTUDENTSREAD,Grades2-4,for Social WHATSTUDENTSDO ACROSSALLFOURENGLISH Interaction LANGUAGEARTSSTANDARDS:Thecompetencies that 2-4students demonstrateas they learn to read include to: Read the following to establish, maintain, and enhance personal relationships: - friendly letters, notes, cards, and messages • Identifypurpose for reading - published diaries and journals. • Use letter/sound correspondence, knowledge of gram WI-LATSTUDENTS DO FORSOCIAL mar, and overall context to determine meaning INTERACTION: The competencies that2-4 students • Use decoding strategies, such as sounding out words, demonstrate as they learn to read include to: comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, and suffixes) • Share reading experiences to build relationships with • Use such and peers or adults; for example, reading together silently or self-monitoring strategies, as rereading aloud cross-checking • corrective classroom • Respect the age, gender, position, and cultural traditions Apply strategies, using resources of the writer such as teachers, peers, and reference tools • the difference between • Recognize the types of language appropriate to social Recognize phrases and sentences communication; for example, informal vocabulary and • Read with attention to sentence structure and punctua jargon. tion, such as periods, question marks, and commas to assist in comprehension Engage in independent silent reading Locate the name of the author, illustrator, the title page, table of contents,. index, and chapter headings Recognize and discriminate a variety of informational texts • Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources • Read aloud at appropriate rate • Read with increasing fluency and confidence from a variety of texts • Maintain a personal reading list to reflect reading goals and accomplishments Use computer software to support reading. rrades: Standard 4 Students will read, write, listen, and speak for 2-4 social interaction.

~~WRITING Students will write an average of 1000words per month aoss all content areas and standards.~~

WHATSTUDENTS WIUTE, Grades 2-4, for Soda! WHAT STUDENTS DO AcROSs ALLFOUR ENGLISH Interaction LANGUAGE AKS STANDARDS: The competencies that2-4 students demonstrate as they learn to write include to: • Write the following to establish, maintain, and enhance personal relationships: Begin to a voice in - friendly letters, notes, and cards to friends, relatives, develop writing and pen pals S Spell frequently used words correctly - personal journals. • Use basic punctuation correctly such as commas, periods, exclamation points, and question marks WHATSTUDENTSDO FORSOCIAL • Use correct verb tense INTERACTION:The that2-4 students coinpetencies • Use specific vocabulary and varied sentence structure demonstrateas they learnto writeinclug to: • Write sentences in logical order to develop ideas and cre ate paragraphs • Share theprocessof writing for social communication • Use an organizational format that reflects a beginning, ‘ith peers and adults; for example, write with a partner middle, and end Respect age, gender, position, and cultural traditions of • Develop an idea within a brief text when the recipient writing for social communication I Learn and use the “writing process” (prewriting, draft • Develop a personal “voice” that enables the reader to get ing, revising, proofreading) know the to writer • Use revision strategies to develop writing, including con • Use the tone, vocabulary, and sentence structure of infor rerring with teachers and peers, and cut and paste mal conversation • Determine the intended audience before writing that includes for social • Maintain a portfolio writing inter S Use legible print and/or cursive writing action as a method of reviewing work with teachers and S Use word parents / caregivers. processing. Standard 4 r Students will read, write, listen, and speak for social interaction. U 2-4

~~LISTENING SPEAKING Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHATSTUDENTS LISTEN TO, Grades 2-4, for Social WHEN STUDENTS SPEAK, Grades 2-4, for Social Interaction Interaction~~

Listen to establish, maintain, and enharce personal • Speak to establish, maintain, and enhance personal rela relationships in, for example: tionships in, for example: - class and group discussions - informal conversations with peers and faml:ar adults - conferences with teacher - small group discussions - role play. - conferences with teacher.

WHAT STUDENTS DO FOR SOCIAL WHATSTUDENTS DO FOR SOCIAL INTERACTION: The competencies that 2-4 students INTERACflON: The competencies that 2-4 students demonstrate as they learn to listen include to: demonstrate as they learn to speak include to:

• Respect the age, gender, position, and culture of the • Respect age, gender, position, and cultural traditions of speaker the listener when speaking • Listen to friendly notes, cards, letters, and personal narra • Discuss the content of friendly notes, cards. letters. and tives read aloud to get to know the writer and/or class personal narrative with a partner or smaU grout’ :r’i order mates and fellow listeners to get to know the writer and each other • Listen for the tone of voice and content that signal friend • Avoid interrupting in social conversation. ly communication. WHATSTUDENTS DO ACROSS ALL FOUR ENGLISH • WHAT STUDENTS DO ACROSS ALL FOUR ENGLISH LANGUAGE ARTS STANDARDS: The competencies LANGUAGE ARES STANDARDS: The competencies that 2-4 students demonstrate as they learn to speak that 2-4 students demonstrate as they learn to listen indude to include to: • Respond respectfully • ‘Listen and respectfully responsively • Initiate communication with peers and familiar adults of • Attend to a listening activity for an extended period • Use age-appropriate vocabulary time • Speak in grammatically correct sentences Avoid interrupting • Use gestures appropriate to conveying meaning Respond appropriately to what is heard. • Establish eye contact to engage the audience • Speak loudly enough to be heard by the audience. Standard 1. Gae Students will read, write, listen, and speak for 5—6 information and understanding.

~~READING Students will read a minimum of25books or the equivalent per year across all content areas and standards.~~

WHAT STUDENTS READ, Grades 5-6, for WHAT S11JDENTSDO ACROSS ALL FOUR ENGLISH Information and Understanding LANGUAGE ARTS STANDARDS: The competencies that5-6 students demonstrate as they learn to read include to: Read from informational texts such as: - textbooks related to all school subjects reference materials • Identify purpose of reading primary sources S Adjust reading rate according to purpose for reading and biographies autobiographies • Use word recognition and context clues to read f1uentl’ - essays • Determine the meaning of unfamiliar words by - newspapers and magazines using context clues, a dictionary’, or a glossary -. age-appropriate online and electronic databases and web sites. • Identify signal words (finally or in addition)that provide clues to organizational formats such as time order WHAT STUDENTS DO FOR INFORMATION AND • Use knowledge of punctuation to assist in UNDERSTANDING The competencies that 5-6 comprehension students demonstrate learn read include as they to to: • Apply corrective strategies to assist in comprehension (suhas rereading, discussion with teacher, peers, or par- • Locate and use school and public library resources, with ents/caregivers) some direction, to acquire information • Read aloud, using inflection and intonation appropriate • Use table of contents and indexes to locate information to text read and audience • Read to collect and interpret data, facts, and ideas • Maintain a personal reading list to reflect reading goals and accomplishments. • Read the steps of a procedure in order to accomplish a task, for example, complete a science experiment or install software • skim materials to gain an overview of content or locate specific information • Use text features such as headings, captions, and titles, to understand and interpret informational text • Recognize organizational formats to assist in comprehen sion of informational text Identify missing information and irrelevant information Distinguish between fact and opinion • Identify information that is implied rather than stated • Compare and contrast information about one topic from different sources • Recognize how new information is related to prior knowledge or experience. Standard 1 •‘ rades: Students will read, write, listen, and speak for U5-6 information and understanding.

~~WRITING Students will write an average of 1000words per month across all content areas and standards.~~

WHAT STUDENTSWRITE,Grades5-6, forInformation WHATSTUDENTSDO ACROSSALLFOURENGLISH and Understanding LANGUAGE.ARTS STANDARDS:Thecompetencies that5-6studentsdemonstrateas they learn to write include to: • Write the following in order to transmit information: - business letters - directions • Understand the for for news articles purpose writing; example, explain, describe, narrate, persuade, and feelings - summaries express

- • Determine the intended audience • reports of approximately one to five pages. before writing • Use tone and language appropriate for audience and WHAT STUDENTS DO FORINFORMATION AND purpose UNDERSTANDING The competencies that 5-6 • Use prewriting activities; for example, brainstorming, students demonstrate as they learn to write indude to: freewriting, note taking, and outlining • Use the “writing process” (prewriting, drafting, revising, proofreading, and editing) • Use at least three sources of information with appropriate • Use teacher conferences and review to revise written citations to peer develop reports work • Take notes to record and relevant data, facts, organize • Observe rules of and and ideas punctuation, capitalization, spelling: •. • State a main idea and support it with details and examples - punctuation of simple and compound sentences, of • Compare and contrast ideas and information among two dialogue, of titles of articles or three soumes - spelling of commonly misspelled words, of homonyms, of content-area vocabulary • Write labels or captions for graphics such as charts, maps, graphs, and diagrams used to convey information • Use correct grammatical construction: - of and adverbs • Adopt an organizational format such as chronological parts speech: nouns, adjectives (com and order that is appropriate for informational writing parative superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinat • Use paragraphing to ideas and information organize ing), prepositions and prepositional phrases, and • Maintain a portfolio that includes informational writing. inter)ections - complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents • Use signal words to provide clues to the organizational format;for example,in addition,finally, as a result, similarly, on the otherhand • Use dictionaries, thesauruses, and style manuals • Use word processing skills.

~~f r’. Standard 1 U: Students will read, write, listen, and speak for 5_6:. information and understanding.~~

~~LISTENING SPEAKING .. Students will listenon a daily basis. Students will speak on a dailybasis.~~

~~WHATSTUDENTS LISTEN TO, Grades 5-6, for WHEN STUDENTS SPEAK, Grades 5-6, for Intormation and Understanding Information and Understanding~~

• Listen to interpret data, facts, and ideas in, for example: • Speak to share data, facts, and ideas in, for example: - short lectures - small and large group class discussions - class discussions - presentations to classmates and other students - interviews - school assemblies. - presentations - multimedia presentations WHAT STUDENTS DO FORINFORMATION AND - newscasts. UNDERSTANDING: The competencies that 5-6 students demonstrate as they learn to speak include to: WHAT STUDENTS DO FOR INFORMATION AND UNDERSTANDING The competencies that5-6 • Speak in order to: students demonstrate as they learn to listen include to: - ask probing questions - interview peers • Listen in order to: - share information from personal experience - share information from a var etv of texts - follow instructions which provide information about - synthesize and paraphrase information a task or an assignment - state a main idea and support it with facts, details, - identify essential details for note taking and examples - distinguish between fact and opinion - compare and contrast information - information that is implicit rather than stated identify - make connections between sources of information - connect new information to prior knowledge or • Present of five to seven minutes for teachers and experience. reports peers on topics related to all school subjects • Summarize main of the conclusion WHAT STUDENTS DO ACROSS ALLFOUR ENGLISH points as part LANGUAGE ARES STANDARDS: The conapetencies •. Use notes or outlines appropriate to the presentation. that 5-6 students demonstrate as they learn to listen include to: WHAT STUDENTS DO ACROSS ALLFOUR ENGLISH LANGUAGE AKI’SSTANDARDS: The competencies that 5-6 students demonstrate as they learn to speak • Listen respectfully and responsively include to: • Identify own purpose for listening • • Recognize content-specific vocabulary or terminology Respond respectfully • Initiate communication with teachers, and others • Listen for unfamiliar words and learn their meaning. peers, in the school community • Use language and grammar appropriate to purpose for speaking • Use facial expressions and gestures which enhance com munication • Establish eye contact during presentations and group dis cussions • Use audible voice and pacing appropriate to content and audience • Use visual aids to support the presentation. Standard 2 !‘ rades: Students will read, write, listen, and speak for 1J5-6 literary response and expression.

~~READING Students will read a minimum of 25books or the equivalent per year aoss all content areas and standards.~~

WHAT STUDENTS READ, Grades 5-6, for Literary WHAT STUDENTS DO,ACROSS ALL FOURENGLISH Response and Expression LANGUAGE ARTS STANDARDS: The competencies that 5-6 students dexnontrate as they learn to read include to: • Read, view, and interpret imaginative texts and performances, suchas: - short stories • Identify of reading - short novels purpose - plays • Adjust reading rate according to purpose for reading - myths and legends • Use word recognition and context clues to read fluently -. folktales • Determine the meaning of unfamiliar words by using - poems context clues, a dictionary, or a glossary - films and video ptrductions • Identify words addition)that - electronic books. signal (finally or in provide clues to organizational formats such as time order • Use knowledge of punctuation to assist in WHAT STUDENTS DO FOR LITERARY RESPONSE comprehension AND EXPRESSION: The competencies that 5-6 • corrective to assist in students demonstrate as they learn to read include to: Apply strategies comprehension (such as rereading, discussion with teacher, peers, or par ents Icaregivers) • Read, view, and interpret imaginative texts from a variety • Read aloud using inflection and intonation appropriate of genres o text read and audience • Define the characteristics of different genres • Maintain a personal reading list to reflect reading goals and • Select imaginative text based on personal needs and accomplishments. interests and read silently for enjoyment for extended periods • Read aloud from a variety of genres, for example, read the lines of a play or recite a poem • Recognize that the same story can be told in different genres; for example, novel, poem, or play • Identify literary elements (setting, plot, character, rhythm. and rhyme) of different genres • Recognize how the author uses devices such as simile, metaphoi and personification to create meaning • Recognize how authors treat similar themes • Identify the ways in which characters change and devel op throughout a story • Compare characters in literature to people in own lives.

~~e. 4 rades: Standard 2 Students will read, write, listen, and speak for literary response and expression.~~

~~WRITING Students will write an average of 1000words per month across all content areas and standards.~~

WHAT STUDENTSWRITE,Grades5-6,forLiterary WHATSTUDENTSDO ACROSSALLFOURENGLISH Response and Expression LANGUAGEARTSSTANDARDS:Thecompetencies that5-6studentsdemonstrateas they learnto write include to: • Write original imaginative texts, such as: - stories - poems and songs • Understand the for for - plays purpose writing; example. explain, describe, narrate, persuade, and feelings • Write interpretive and responsive essays. express S Determine the intended audience before writing WHATSTUDENTSDO FORLITERARYRESPONSE S Use tone and language appropriate for audience and pur AND EXPRESSION:The competenciesthat5-6 pose studentsdemonstrateas they learntowriteinclude to: • Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining • Use the “writing process” (prewriting, drafting, rev:smg, • Writeoriginalimaginativetexts: proofreading, and editing) - use organizing structures such as stanzas, chapters, • Use teacher conferences and review to revise vritei and verses peer scenes, work - create a lead that attracts the reader’s interest • Observe rules of and - provide a title that interests the readers punctuation, capitalization, spelling: - - develop characters, create a setting, and establish a punctuation of simple and compound sentences. ot plot dialogue, of titles of articles - use examples of literary devices such as rhythm, - spelling of.commonlv misspelled words. of rhyme, simile, and personification homonyms, of content-area vocabulary - establish consistent point of view; for example, first or • Use correct grammatical construction: third person - parts of speech: nouns, adjectives and adverbs (com - create desired effect use vocabulary to a parative and superlative), pronouns (nominative and • Write interpretive essays, in order to: objective), conjunctions (coordinating and subordinat - summarize the plot ing), prepositions and prepositional phrases, and - describe the characters and how they change interjections - describe the setting and recognize its importance to - complete simple, compound. and complex sentences, the story using: correct subject/verb agreement, verb tense, and - draw a conclusion about the work pronouns with clear antecedents - the of devices suchas simile interpret impact literary • Use signal words to provide clues to the organizational and personification format;for example,in addition,finally, asa result,similarly, - the of and recognize impact rhythm rhyme on the otherhand the to • Respond to literature, connecting response person • Use dictionaries, thesauruses, and style manuals al experience • Use word processing skills. • Use resources such as personal experience and themes from other texts and performances to plan and create imaginative text Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing. Standard 2 12rades: Students vill read, write, listen, and speak for U5-6 literary response and expression.

~~LISTENING SPEAKING S Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHAT STUDENTSLISTENTO,Grades5-6,for WHEN STUDENTS SPEAK,Grades5-6, for Literary Literary Response and Expression Response and Expression~~

Listen to comprehends interpret, and respond to imagina • Speak to present interpretations and responses to ii’riagi tive texts and performances such as: native texts in, for example: - stories - class and small group discussions - plays - formal presentations to classmates - poems and songs - group and individual conferences with teachers films and video productions. - school assemblies.

WHAT STUDENTS DO FORLITERARYRESPONSE WHATSTUDENTSDO FORLITERARYRESPONSE AND EXPRESSION: The competencies that 5-6 students AND EXPRESSION:Thecompetenciesthat5-6 students demonstrate as they learn to listen include to: demonstrate as they learn to speak include to:

~~• Listen in order to: • Speak in order to:~~

- - distinguish different genres. such as story, biography, . . present original works such as stories, poems, and poem, or play plays to adults and peers - identify characters’ motivation - share book reviews - recognize the use of literary devices, such as simile, - summarize the plot, describe motivation of characters, personification, rhythm, and rhyme in presentation of and explain the importance of setting imaginative texts and determine their impact on - connect a personal response to literature to prior meaning experience or knowledge - use personal experience and prior knowledge to inter - recognize the importance of cultural, ethnic, and his pret and respond to imaginative texts and perfor torical characteristics in texts and performances mances - ask questions and respond to questions for clarification - historical influences and identify cultural and in texts • Use notes or outlines appropriately in presentations. performances. WHAT STUDENTS DO ACROSSALLFOURENGLISH •WHATSTUDENTSDO ACROSSALLFOUR ENGLISH LANGUAGEARTS STANDARDS:The competencies LANGUAGEART SSTANDARDS:The competencies that 5-6 students demonstrate as theylearnto speak that5-6studentsdemonstrateas they learn to listen indude to: include to: • Respond respectfully • Listen and respectfully responsively • Initiate communication with peers, teachers, and others • Identify own purpose for listening in the school community • Recognize content-specific vocabulary or terminology • Use language and grammar appropriate to the purpose for speaking • Listen for unfamiliar words and learn their meaning. • Use facial expressions and gestures which enhance com munication • Establish eye contact during presentations and group dis cussions • Use audible voice and pacing appropriate to content and audience • Use visual aids to support the presentation. Standard 3 Students will read, write, listen, and speak for critical analysis and evaluation.

~~READING Students will read a minimum of25booksor the equivalent per year across all contentareas and standards.~~

WHATSTUDENTSREAD,Grades5-6, for Critical WHAT STUDENTS DO ACROSSALLFOURENGLISH Analysis and Evaluation: LANGUAGEARTSSTANDARDS:Thecompetencies that 5-6studentsdemonstrateas they learnto read includeto: Read to analyze and evaluateinformation, ideas,opin ions, themes, and experiences from the following: - books, fiction and nonfiction • IdentifY purpose of reading - essays including scientific and historical essays • Adjust rate to for - newspapers and magazines reading according purpose reading advertisements • Use word recognition and context clues to.read fluently - electronic resources. • Deterrrune themeaning of unfamiliar words by using context clues, a dictionary, or a glossary WHAT STUDENTS DO FORCRITICAL ANALYSIS • Identify signal words (finally or in addition)that provide ANDEVALUATION:The competencies that 5-6 clues to organizational formats such as time order students demonstrate as they learn to read include to: Use knowledge of punctuation to assist in comprehension Evaluate information, ideas, opinions, and themes in • Apply corrective strategies to assist in comprehension (such discussion with teacher, texts by identifying: as ireading, peers, or parents/caregivers) - the central idea and supporting details - details that are primary and those that are less impor- • Read aloud, using inflection and intonation appropriate • tant to text read and audience - precise and vague language • Maintain a personal reading list to reflect reading goals - statements of fact, opinion, and exaggeration and accomplishments. - missing or unclear information • Use established and personal criteria to analyze and eval uate the quality of ideas and information in text • Identify different perspectives (such as social, cultural, ethnic, historical) on an issue presented in more than one text • Recognize how ones own point of view contributes to forming an opinion about information and ideas. Standard 3 r rades: Students will read, write, listen, and speak for U56 critical analysis and evaluation.

~~WRITING . . . Students will write an average of 1000words per month aoss all content areas and standards.~~

WHAT STUDENTSWIUTE,Grades 5-6, forCritical WHAT STUDENTSDO ACROSSALLFOURENGLISH Analysis and Evaluation: LANGUAGEARISSTANDARDS:Thecompetencies that5-6studentsdemonstrateas they learnto write include to: Write the following to analyze and evaluate ideas, infor mation, themes and experiences: - expository essays • Understand the purpose for writing; for example, - persuasive texts explain, describe, narrate, persuade, and feelings - movie and book reviews express - advertisements. • Determine the intended audience before writing • Use tone and language appropriate for audience and WHAT STUDENTS DO FOR CRiTICAL ANALYSIS purpose AND EVALUATION: The competencies that 5-6 • Use pre-writing activities; for example, brainstorming, students demonstrate as they learn to write include to: freewriting, note taking, and outlining • Use the “writing process” (prewriting, drafting, revising, proofreading, and editing) • Use strategies such as note taking, semantic webbing or • Use teacher conferences and review to revise written and to and peer mapping, outlining plan organize writing work • Use supporting evidence from text to evaluate ideas, • Observe rules of punctuation, capitalization, and information, themes, or experiences spelling: • Analyze the impact of an event or issue from personal, - punctuation of simple and compound sentences, of peer group, and school community perspectives dialogue, of titles of articles .S Analyze literary elements in order to evaluate the quality - spelling of commonly misspelled words, of of ideas and information in text homonvms, of content-area vocabulary • Use information and ideas from other subject areas and • Use correct grammatical construction: personal experiences to form and express opinions and - parts of speech: nouns, adjectives and adverbs (com judgments parative and superlative), pronouns (nominative and • Adopt an organizational format appropriate for critical objective), conjunctions (coordinating and subordinat analysis and evaluation such as compare/contrast ing), prepositions and prepositional phrases, and interjections • Use precise vocabulary in writing analysis and evalua - complete simple, compound, and complex sentences, tion using: correct subject! verb agreement, verb tense, and • Maintain a writing portfolio that includes writing for pronouns with clear antecedents ‘criticalanalysis and evaluation. • Use signal words to provide clues to the organizational format; for example,in addition,finally, as a result, similarly, on the otherhand • Use dictionaries, thesauruses, and style manuals • Use word processing skills. rades. Standard 3 Students will read, write, listen, and speak for critical analysis and evaluation.

~~LISTENING SPEAKING~~

~~Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHATSTUDENTSLISTENTO,Grades 5-6,for WHEN STUDENTS SPEAK, Grades5-6, forCritical CriticalAnalysis and Evaluation Analysis and Evaluation~~

Listen to analyze and evaluate information, ideas, opin • Speak to present opinions and judgments in, for example: ions, themes, and experiences in, for example: - class and group discussions - discussions in small and large group settings - formal presentations to classmates - speeches in class and group sethngs, such as assem - individual/group conferences with teachers blies - presentations at school assemblies. - reviews of books, films, and stage plays - panel presentations WHAT STUDENTS DO FORCRITiCALANALYSiS - multimedia pisentations. ANDEVALUATION:Thecompetenciesthat 5-6 studentsdemonstrateas they learnto speak includeto: WHAT STUDENTS DO FORCRrflCh. ANALYSIS AND EVALUATION:Thecompetenciesthat5-6 • Speak in order to: students demonstrate as they learn to listen include to: - ask questions and respond to questions for clarification - express an opinion or a judgment about information, Listen in order to: ideas, opinions, themes, and experiences in books. arid - form an opinion on a subject based on information, essays, articles, advertisements ideas, and themes expressed in presentations - use role play as a strategy to analyze or evaluate an event or issue - recognize that the criteria used to analyze and evalu - ase :nformation and ideas from other subject areas ate presentations may be influenced by ones point of and from personal experiences to form and view and for listening express purpose opinions and judgments - and use the perspectives of others, includ recognize - articulate a thesis statement and support it with mg teachers and peers, in order to analyze and evalu details, examples, and reasons ate presentations - persuade, using appropriate language, tone, volume, - use prior knowledge and experiences in order to more and gestures evaluate and content of fully analyze presentations • Use notes or outlines appropriately in presentations. - recognize persuasive presentations arid identify the techniques used to accomplish that purpose, such as WHAT STUDENTSDO ACROSSALLFOURENGLISH choice of language.and use of sound effects LANGUAGEARTSSTANDARDS:Thecompetencies - evaluate the quality of the speaker’s presentation that5-6studentsdemonstrateas they learntospeak style by using criteria such as volume, tone of voice. includeto: and rate.

WHAT STUDENTSDO ACROSSALLFOURENGLISH • Respond respectfully with others LANGUAGEARTSSTANDARDS:The competencies • Initiatecommunication peers, teachers, and in the school community that5-6 studentsdemonstrate as they learnto listen • Use and to the include language grammar appropriate purpose to: for speaking • Use facial expressions and gestures which enhance com munication • Listen respectfully and responsively • Establish eye contact during presentations and group dis cussions Identify own purpose for listening • Use audible voice and pacing appropriate to content and • Recognize content-specific vocabulary or terminology audience • Listen for unfamiliar words and learn their meaning. • Use visual aids to support the presentation.

~~‘-U,.. Standard 4 1’ rades: Students will read, write, listen, and speak for 5—6 social interaction.~~

~~READING Students will read a minimum of 25 books or the equivalent per year aoss all contentareas and standards.~~

WHAT DO ACROSSALL WHATSTUDENTSREAD, Grades5- for Social STUDENTS FOURENGLISH ARFS STANDARDS:The Interaction: LANGUAGE competencies that5-6studentsdemonstrateas theylearnto read include to: • Read the following to establish, maintain, and enhance personal relationships: Identify purpose of reading - friendly letters, notes, cards • Adjust reading rate according to purpose for reading - diaries and journals published • Use word recognition and context clues to read fluently - electronic mail(e-mail). • Determine the meaning of unfamiliar words by using context dues, a dictionary, or a glossary WHATSTUDENTSDO FORSOCIAL • words in addition)that INTERACTION:The competenciesthat5-6students Identifysignal (finally or provide cluestoorganizationalformats such as time order demonstrateas they learnto readinclude to: • Use knowledge of punctuation to assist in comprehension • Share reading experiences to build a relationship with Apply corrective strategies to assist in comprehension peers or adults; for example, read together silently or (such as rereading, discussion with teacher. ‘eers. or par- aloud with a partner or in small groups ents/caregivers) • Respect the age, gender, position, and cultural traditions • Read aloud, using inflection and intonation appropriate of the writer to text read and audience • Recognize conversational tone in friendly communication • Maintain a personal reading list to reflect read:ng goals and • Recognize the types of language appropriate to social accpmplishrnents. communication; for example, jargon! colloquialisms, informal, and conventions of e-mail.

~~, -, rrades Standard 4 Students will read, write, listen, and speak for 5-6 social interaction.~~

~~WRITING Students will write an average of 1000words per month across all content areas and standards.~~

WHATSTUDENTSWRITE,Grades5-6,forSocial WHATSTUDENTSDO ACROSSALLFOURENGLISH Interachon: LANGUAGEARTSSTANDARDS:Thecompetencies that5-6studentsdemonstrateas they learn to write include to: Write the following to establish, maintain, and enhance personal relationships: - - • Understand the for writing; for example, - friendly letters, notes, and cards purpose explain, describe, narrate, persuade, and feelings - personal journals express - friendly electronic messages (e-mail). Determine the intended audience before writing Use tone and language appropriate for audience and pur WHAT STUDENTS DO FORSOCIAL pose INTERACTION: The competencies that5-6students • Use prewriting activities; for example, brainstorming, demonstrate as they learn to write include to: freewritirig, note taking, and outlining • Use the “writing process” (prewriting, drafting, revising, proofreading, and editing) • Share the of writing for social communication with process • Use-teacher conferences and review to revise written and adults; for example, write a condolence note, get peer peers work ell card, or thank you letter with a writing partner or in small groups • Observe rules of punctuation, capitalization, and spelling: - punctuation of simple and compound sentences, of • Respect gender, position, and cultural traditions of age, of titles of articles the recipient dialogue, - spelling of commonly misspelled words, of that the • Develop a personal voice enables reader to get to homonvms, of content-area vocabulary krow the writer • Use correct grammatical construction: • \‘.rite personal reactions to experiences, events, and - parts of speech: nouns, adjectives and adverbs (com observations, using a form of social communication parative and superlative), pronouns (nominative and • Maintain a portfolio that includes writing for social com objective), conjunctions (coordinating and subordinat munication. ing), prepositions and prepositional phrases, and interjections - complete simple, compound, and complex sentences, using: correct subject! verb agreement, verb tense, and pronouns with clear antecedents • Use signal words to provide clues to the organizational format; for example,in addition,finally, as a result, similarly, on the otherhand • Use dictionaries, thesauruses, and style manuals • Use word processing skills. Standard 4 •‘ rades: Students will read, write, listen, and speak for U5-6 social interaction.

~~LISTENING SPEAKING~~

~~Students will listen on a daily basis. Students will speak on a daily basis.~~

~~WHAT STUDENTSLISTENTO,Grades5-6,forSocial WHENSTUDENTSSPEAK,Grades5-6, for Social Interaction Interaction.~~

• Listen in the classroom and school environment to estab • Speak in the classroom and school environment to estab lish, maintain, and enhance personal relationships in, for lish, maintain, and enhance personal relationships in, for example: example: - conversations - conversations - small and large group discussions - small and large group activities - conferences with teacher. - conferences with teacher.

WHAT STUDENTS DO FORSOCIAL WHAT STUDENTS DO FORSOCIAL INTERACrION:Thecompetenciesthat5-6students INTERACTION: Thecompetenciesthat5-6students demonstrateas they learnto listen includeto: demonstrate as they learnto speakincludeto:

• Discuss the content of friendly notes, cards, and letters • Respect the age, gender, position, and cultural traditions with a teacher or classmate in order to to know the of the speaker get writer and each other • Recognize friendly communication based on volume, • Use the informal language of social communication tone, and rate of the speaker’s voice • Respect the gender, culture, and interests of the lis Recognize that social communication may include infor age, tener. mal language such as jargon and colloquialisms • Recognize the meaning of speakers’ nonverbal cues. WHAT STUDENTS DO ACROSSALLFOURENGLISH LANGUAGEARI’SSTANDARDS:Thecompetencies WI-TATSTUDENTS DO ACROSSALLFOURENGLISH that5-6studentsdemonstrateas they learnto speak LANGUAGE AIUSSTANDARDS: The competencies include to: that 5-6 studentsdemonstrateas they learnto listen include to: • Respond respectfully • Initiate communication with teachers, and others • Listen respectfully and responsively peers, in the school community • Identify own put-pose for listening • Use language and grammar appropriate to the purpose • Recognize content-specific vocabulary or terminology for speaking • Listen for unfamiliar words and learn their meaning. • Use facial expressions and gestures that enhance commu nication • Establish eye contact during presentations and group dis cussions • Use audible voice and pacing appropriate to content and audience • Use visual aids to support the presentation. *primary Reading List*

~~Title Last Name First Name Genre~~

Aardema Verna - Retold “Buzz,” Said the Bee Lewison Wendy “Not Now” Said the Cow Oppenheim “You Look Ridiculous” said the Rhinoceros tot he Waber. Bernard ‘Twas the Night Before Thanksgiving Pilkey Day Patterns 17 Kings and 42 Elephants Mahy Margaret A Family Story Weiss Nicki A Was Once an Apple Pie Lear Edward About Me Moncure Jane Belk Aesop’s Fables Rackham Arthur Airplane Ride Florian D. Albert and the Albatross Hoff S. Alexander and the Wind-up Mouse Lionni Leo Alfred’s Alphabet Walk Chess Victoria Au Baba’s Farm Anonymous Au: Child of the Desert London Jonathan All About Deer Arnosky Jim All Wet! All Wet! Skofield James Alligator Shoes Dorros A. Alligators All Around Sendák M.

1 Title Last Name First Name Genre Always Room for One More Nic Heodhas Sorche Amazing Grace Hoffman M. Amelia Belelia (series) Parish Amy Goes Fishing Marzollo An Arthur Adventure Brown Marc Anansi the Spider McDermott Gerald Folk/Fairy And I Mean It, Stanley Bonsall Andy: That’s My Name De Paola T. Angus and the Cat Flack Mjory Angus Gets Lost Flack Marjory Animals A to Z McPhail D. Anna Banana and Me Blegvad Lenore Anybody Home? Fisher. Aileen Apartment Three Keats Ezra Jack Apple Tree Apple Tree Blocsma M. Applebird Wildsmith B. Are You My Mother? Eastman Are You My Mother? Eastman P.D. Are You My Mother? Eastman Are You There Bear? Mans R. Art Lesson dePaola Tomie Picture Book Arthur (books) Brown M.

2 Title Last Name First Name Genre Arthur’s Christmas Cookies Hoban L. Arthur’s Funny Money Hoban L. Arthur’s Halloween Costume Hoban L. Arthur’s Honey Bear Hoban Arthur’s Honey Bee Hoban Lillian Arthur’s Prize Reader Hoban Lillian Ask Mr. Bear Flack Marjorie At Mary Bloom’s Aliki At the Beach Rockwell Anje and At the Zoo Kloes C. Audubon Cat Bonners Susan Away and Ago: Rhymes of the Never Was and McCord David Ayu and the Perfect Moon Cox David Babar’s Birthday Surprise DeBrunhoff Laurent Babar’s Little Circus Star Brunhoff Baby Says Steptoe J. Baby’s Catalogue, The Ahlberg J./A. Banana Split from Outer Space Siracusa Bantam of the Opera Auch Mary Jane Barkley Hoff L. Barney’s Horse Hoff S. Bean Boy Bowden

3 Title Last Name First Name Genre Bear and the Fly: A Story, The Winter P. Bear’s Bargain Asch Frank Bears in the Night Berenstain S./J. Bears on Wheels Berenstain S./J. Bed Book, The Plath Sylvia Bedspread, The Fair Sylvia Before the Monkey’s Cage Becker Edna Benedict Finds a Home Demarest Chris L. Bennett Cerfs Book of Riddles Cerf Bently and Egg Joyce William Best Present is Me, The Wolf Janet Best, Worst Day Graves Big Aldis Dorothy Big Dog, Little Dog: A Bedtime Story Eastman P.D. Big Mamma and Grandma Ghana Sheif-Medearis A. Big Old Bones Carrick Carol Fantasy/SF Bikes Rockwell A. Binky Brothers, Detectives Lawrence Blueberries for Sal McCloskey Robert Bobbin Girl, The McCully Emily A. Brave as a Mountain Lion Scott Ann Herbert Bremen Town Musicians, The Plume Ilse

4 Title Last Name First Name Genre Brimhall Comes to Stay Delton Brimhall Turns to Magic Delton Brookie and Her Lamb Goffstein M.B. Brown Bear, Brown Bear, What Did You See? Martin B. Bug Club, The Building a House Barton B. Buster Loves Buttons! Manushkin Busy Day: A Book of Action. Maestro B./G. Button Box Reid Margarette Math Button Soup Orgel Buttons for General Washington Roop Peter/Connie Buzz Buzz Buzz Barton B. C D B! Steig William Lang Can I Keep Him? Kellogg Steven Can You Find It? Most Bernard Lang Caps for Sale Slobodkina e. Case of the Hungry Sailor, The Bonsall Cat and Dog Minarik E.H. Cat Count Lewin Betsy Cat in the Hat Seuss Cat in the Hat Comes Back, The Wood D.IA. Cat is Back at Bat Stadler

5 Title Last Name First Name Genre Cat on the Mat Wildsmith B. Cat’s Tongue Merriam Eve Catch That Cat! Krahn Fernando Cats Are Good Company Landshoff Ursula Cats Do, Dogs Don’t Simon Norma Catwing LeGuin. Ursula Fantasy/SF . CDB! Steig William Chair for my Mother, A. Williams Vera Chang!s Paper Pony Coerr Charlie Needs a Cloak dePaola Tomie Folklore Charlotte’s Web White E.B. Cherries and Cherry Pits Williams Vera B. Chester Hoff . Chester’s Way Henkes Kevin •Picture Book

Chick and the Duckling . Ginsburg M. Chicka Chicka Boom Boom . Martin Jr. Bill Patterns Chicken Aren’t the Only Ones Heller Ruth Science Chocolate Chip Mystery Mclnnes Chocolate Chip Mystery, The Mclnnes Chop, Chop, Choppity- Chop . Anonymous Cinderella Perrault Charles City Noise Kuskin K

6 . Title Last Name First Name Genre City Seen from A to Z Isadora Rachel Clifford (books) Bridwell N. Clifford the Big Red Dog Bridwell Norma Color Wizard, The Brenner Colours Pienkowski J. Come On Up! Kim Commander Toad Yolen Jane Fantasy/SF Cookie’s Week Ward C. Corduroy Freeman Doi Covers Giovanni Nikki Cross-Country Cat Calhoun Mary Curious Clownfish Maddern Eric Science Curious George Rey H.A. Dance Away Shannon George W.B. Dandelion Freeman Don Daniel’s Duck Bulla Danny and the Dinosaur Hoff S. Dark, Dark Tale, A Brown Ruth Day the Goose Got Loose, The Lindbergh Reeve• Folklore Dear Mr. Blueberry James Simon Picture Book Dear Rebecca, Winter is Here George Jean Picture Book Dear Zoo Campbell E.

7 Title Last Name First Name Genre December Bunting Eve Demi’s Find the Animal A*B*C Demi Did You Hear That? Blocsma M. Digby and Kate Baker Digby and Kate Again Baker Digging Up Dinosaurs Aliki Dinosaur Dream Nolan Dennis Fantasy/SF Dinosaur in Trouble Gordon Dinosaurs Dinosaurs Barton B. Dinotopia Gurney James Discovery of America, The Maestro Betsy Do Animals Dream? Pope Joyce Do You Want to be My Friend? Cane E. Dog and Cat Fehiner Paul Dog and Cat Shake a Leg Spohn Dog and the Deep Dark Woods, The Gackenback Dick Dog Named Sam Boland Dogs Brown Margaret Wise Dogs and Dragons, Trees and Dreams Kuskin Karla Don’t.Forget the Bacon Hutchins P. Doorbell Rang Hutchins Pat Math Dragons Are Singing Tonight Prelutsky Jack Poetry

8 Title Last Name First Name Genre Dream Child, The McPhail David Dreamcatcher Osofsky Audrey Folk/Fairy Duncan & Dolores Samuels Barbara Each Peach Pear Plum Ahlberg J./A. Early Morning in the Barn Tafuri N Eating Fractions McMillan Bruce Math Edward and the Pirates McPhail Davil Edward the Emu Knowles Sheena Egyptian Cinderella Heller Ruth Folk/Fairy Elmer McKee David Emmett’s Pig Stoltz Enormous Watermelon, The Parkes/Smith Folklore Evan’s Corner Hill Elizabeth Everybody Says Aldis Dorothy Everyone Ready? Brandenberg F. Fair! Lewin Ted Family Soccer Geddes D. Farm Morning McPhail David Father Bear Comes Home Minarik Else Favorite Poems Old and New Ferris Helen Feelings Aliki Fireside Book of Children’s Songs Winn Marie

9 Title Last Name First Name Genre First Flight McPhail David Fish Eyes Ehiert Lois Patterns Fishing Yukish J. Five Little Chickens Anonymous Five Little Ducks Beck L Fix It! McPhail D. Fly Away Home Bunting Eve Follow Me! Gerstein Mordicai Foot Book Stanek Muriel Foot Book, The Seuss Dr. Fossils Tell of Long Ago Aliki FOX (series) Marshall James Fox and His Friends (Series) Marshall Fox in Socks Seuss Fox on Stage Marshall J. Fox on the Box Gregorich Fred’s First Day Warren Cathy Frederick Lionni Leo Freight Train (and other titles) Crews D. Frida’s Office Day Lewis Friend for Minerva Louise, A Stoeke Janet Morgan Friend, The (and other titles) Burningham J.

10 Title Last Name First Name Genre — Friends Heine Helme Frog and Toad Arnold Lobe! Frog and Toad (Series) Lobel A. Frog Prince Revisited Scieszka Jon Folk/Fairy Frogs and the Ballet Elliott Donald Fun on Wheels Cole Joanna Funny Bones Ahlberg A./J. Fur Mark J. Gabriella’s song• Fleming Candace Gardener, The Stewart Sarah George and Martha Marshall James George and Martha Rise and Shine Marshall James Get Ready, Set, Read (series) Ghost Named Fred, A Benchley Gilberto and the Wind Ets Marie Hall Gingerbread Boy, The Galdone Paul Gingerbread Man Schmidt Karen Giving Tree, The Silverstein Shel Giving Tree, The Silverstein Shel Go Around Dollar Adams Barbara Math Go Away Dog Nodset J. Go, Dog, Go Eastman P.D.

~~11 Title Last Name First Name Genre Goat Parade, The Kroll~~

Golasses - Who Needs ‘Em Smith Lane Golden Goose, The Hillert Golly Gump Swallowed a Fly Cole Golly Sisters Go West Byars Betsy Golly Sisters, The (Series) Byars Goodnight Horsey Ash F. Goodnight Moon Brown Margaret Wise Goodnight Owl Hutchins P. Grandfather’s Journey Say Allen Grandpa’s Face Greenfield Eloise Great Cat McPhail David Great Enormous Turnip TolstoiJOxenbury A./H. Great Kapok Tree Cherry Lynne Science Great Leaf Blast-Off, The Himmelman Greedy Python and The Foolish Tortoise, The Buckley Richard Grey Lady and the Strawberry Snatcher Bang M. Guess Who’s Just Moved in Next Door? McNaughton Cohn Poetry Hailstones and Halibut Bones O’Neill Mary Poetry Handa’s Surprise Browne E. Happy Birthday Moon Asch F. Happy Birthday to You Seuss Dr.

~~12 Title Last Name First Name Genre Hattie and the Fox Fox M. Hattie Rabbit (Series) . Gackenbach~~

Have You Seen My Duckling! Tafuri S N. Have You Seen the Crocodile? West C. Hayloft, The Peters Hello, House Hayward Hello, Two Wheeler! Mason Help! Ahlberg A Henny Penny Galdone Pai1 Henrietta Goes to the Fair Hoff L. Henrietta’s Fourth of July Hoff L. Henry and Mudge Rylant Cynthia Henry and Mudge (Series) Rylant C. Henry and Mudge: The First Book of Their Rylant Cynthia Here Are My Hands Martin/Archambault B.IJ. Hershel and the Hanukkah Goblins Kimmel Eric Folk/Fairy Home for a Bunny Brown Margaret Wise Homework Caper Lexau Honey I Love Greenfield Eloise Honk. Smith S. Hooray for Snail! Stadler J. HoponPop Seuss Dr. S

13 Title Last Name First Name Genre Horray for the Golly Sisters Byars Betsy Horse in Harry’s Room, The Hoff S. House Cat, The Wynne Annette House for Hermit Crab, A Cane Eric Fantasy/SF House is a House for Me, A Hoberman MaryAnn House That Jack Built, The Stow J. How Big is a Foot? Myller roif Math How Do I Put It On? Watanabe S. How Do You Know It’s Winter... Spring... Etc. Fowler Allan How Hippo! Brown M. How Many Bugs in a Box? Carter D. How Many Days to America? Bunting Eve How the Rooster Saved the Day Lobe! Arnold Humphry the Lost Whale Tukuda/Hall Wendy/Richard I Am Better Than You Lopshire I Am the Mummy Heb-Nefert Bunting Eve I Can Winter S. I Can Ride It! Watanabe Shigeo I Feel the Same Way Moore Lilian I Have a Cat Wirth et. al Marian I Have a Dream King Dr. Martin I Like Books Browne A.

14 Title Last Name First Name Genre I Love to Dance Zeck Gerry I See a Song Cane E. I Want to Be Somebody New Lopshire R. I Was Walking Down the Road Barchas S. I Went Walking Williams Fm Telling You Now Delton J. Icky Squishy Science Markie Sandra If IRan the Zoo Seuss Dr. If I were an Ant Moses Amy If You Gave a Mouse a Cookie Numeroff L.J. If You Give a Moose a Muffin Numeroff Laura Joffe If You Give a Mouse a Cookie Numeroff Laura Joffe If You Take a Paintbrush: A Book of Colors Testa F. Imogene’s Antlers Small David Important Book Brown Margaret Wise Patterns In a Dark, Dark Room Schwartz In a Dark, Dark Wood Yukish J. In the Attic Oram Hiawyn In the City Pasternac S. In the Month of Kislev-A Story for Hunukkah Jaffe Nina Folk/Fairy In Winter When It’s Zero Moore Margaret/John Inside, Outside, Upside Down Berenstain S./J.

~~15 Title Last Name First Name Genre Into the Sea Guiberson Brenda Ira Sleeps Over Waber B.~~

It could Still be a Mammal.. .Tree. . .Bird, Etc. Fowler Allan It’s a Secret Hautzig It’s Football Time Geddes D. It’s Mine Lionni. L. Itchy Itchy Chicken Pox Maccanone Grace Jack and the Beanstalk Faulkner Matt Jahdu Hamilton Jambo Means Hello: Swahili Alphabet Book Feelings Muriel James and the Giant Peach Dahl Roald Fantasy/SF Jed’s Junior Space Patrol Marzollo Jesse Bear What Will You Wear? Caristrom N.W. Jillian Jiggs Gilman P. Jim, Jimmy, James Kent Jack Jimmy Lee Did It Cummings P. Josefina Story Quilt, The Coerr Eleanor Julius Hoff S. Jump Frog Jump . Kalan R. Jungle Norden Carol Jungle Book Kipling Rudyard Just a Little Different Dobkin

16 Title Last Name First Name Genre Just Like Daddy Ash F. Just Like Everybody Else Kuskin K. Just Me Ets M.H. Just So Stories Kipling Rudyard Just Three Wise William Just Watch Livingston Myra Cohen Katie Morag Delivers the Mail Hedderwick Main Katy No-Pocket Payne Emmy Keeping Quilt, The Polacco Patricia Kick, Pass and Run Kessler King Bidgood’s in the Bathtub Wood D./A. Kiss for Little Bear Minarik Else

Kites Sail High - A Book About Verbs Heller Ruth Lang Knights of the Kitchen Table Scieszka Jon Fantasy/SF Knots on a Counting Rope Martin Jr. Bill Koko’sStory Patterson Francine Korean Cinderella Heller Ruth Folk/Fairy S Lamplighter Bard Livingston Myra Cohn Last Puppy, The Asch S Frank Legend of the Bluebonnet, The dePaola Tomie Legend of the Indian Paintbrush dePaola Tomie Folk/Fairy Leo and Emily (Series) Brandenberg

~~17 Title Last Name First Name Genre~~

Leo and Emily and the Dragon . Brandenberg Leo the Late Bloomer Kraus R. Leo, Zack and Emmie (Series) Ehrlich Leonardo da Vinci Diane Stanley . Leonel and Louise Krensky Let’s Be Enemies Sendak M. Let’s Make Rabbits Lionni Leo Lift-the-Flap Books Ziefert H. Little Bear Minarik Little Bear (Birthday Soup) Minarik Else Little Bear (Series) Minarik Little Black, a Pony Farley Little Blue and Little Yellow Lionni Leo Little Engine that Could, The Piper Watty Little House, The Burton Virginia Little Jumping Joan Anonymous Little Old Lady Who Was Not Afraid of Anything Williams Linda Patterns Little Raccoon and No Trouble at All Moore Little Red Hen Domanska J. Little. Red Hen Zemach Margot

~~Little Ships, The . Borden Louise Little Turtle, The Lindsay Vachel~~

18 Title Last Name First Name Genre Locks, Crocks, and Skeeters: the Story of the Parker Nancy Winslow Lon Po Po Young Ed Folk/Fairy Long Way Westward, The Sandin Look Hopberman Mary Ann Look What I Can Do Aruego J. Look What I Did With a Leaf?! Sohi Morteza Science Lorenzo McPhail Lost and Found House Joerns Consuelo Lyle, Lyle, Crocodile Waber Bernard M and M (Series) Ross Macbeth Coville Bruce-Retold Magic School Bus (Series) Cole/Egen Joanna/Bruce Fantasy/SF Mama Don’t Allow Hurd Thacher ManDaLa Adoff A. Margaret and Taylor Henkes Kevin Margie and Me Wirth Beverly Marmalade’s Nap Wheeler C. Marmalade’s Picnic Wheeler C. Marmalade’s Yellow Leaf Wheeler C. Martin’s Hats Bios J. Marvén of the Great North Woods Lasky Kathryn Marvin Mooney Will You Please Go Now Seuss Dr.

19 Title Last Name First Name Genre Marvin’s Best Christmas Present Ever Paterson Katherine Mary Middling Fyleman Rose Max Isabdora R. May I Bring a Friend? de Regniers Beatrice Me Too Winter S. Mean Margaret Seidler Tor

Merry Go Round - A Book About Nouns Heller Ruth Lang Messages in the Mailbox-How to Write a Letter Leedy Loreen Mice on Ice Yolen J. Mighty Movers Levitt Mike Mulligan and His Steam Shovel Burton Virginia Lee Milk and Honey: A Year of Jewish Holidays Yolen Jane Mine’s the Best Bonsall Ming Lo Moves the Mountain Lobe! Arnold Minty: A Story of Young Harriet Tubman Schroeder Alan Miro in the Kindgom of the Sun Kurtz Jane Miss Rumphius Cooney Barbara Mississippi Going North Baker Sanna Mitten, The: A Ukrainian Folktale Brett Jan Mixed-Up Chameleon, The Cane Eric Moja Means One: Swahili Counting Book Feelings Muriel Math Molly Limbo Hodges Margaret

20 Title Last Name First Name Genre — Molly the Brave and Me O’Connor Monday I Was an Alligator Pearson Monkey-Monkey’s Trick McKissack Monsters Na mm Diane Moon Bear Asch F. Mooncake Asch F. Moother Goods, the Old Nursery Rhymes Rackham Arthur Mop for Pop • Foster/Erickson More Spaghetti I Say Gelman R.G. More Than One (and other titles) Hoban T. Morris Goes to School Wiseman Bernard Morris Tells Boris Mother Moose Stories & Wi9seman Bernard

~~Morris the Moose Wiseman B. • Mouse on the Motorcycle Cleary Beverly Fantasy/SF Mouse Soup Lobel A.~~

Mouse Tales Lobel A. . Mouse Tales Lobel Arnold Mr. Grumpy’s Outing Burningham J. Mr. Rabbit Willson Dixie Mr. Rabbit and the Lovely Present • Zolotow Charlotte Mr. Semolina-Semolinus MannalMitakidon Anthony/Christ Mufaro’s Beautiful Daughters Steptoe John Folk/Fairy

21 Title Last Name First Name Genre Muggie Maggie Cleary Beverly Music, Music for Everyone Williams Vera Musicians of the Sun McDermott Gerald My Ballet Class Isadora Rachel My Book Mans R. My Dog,Your Dog Low Joseph My Friend John Zolotow Charlotte My Name is York Van Steenwyk Elizabeth My Teddy Bear Nakatani C. Myra Bottner Barbara Mystery of the Farmer’s Three Fives Friskey Napping House, The Wood Audrey Nate the Great (series) Sharmat New Kid on the Block Prelutsky Jack Nicholas Pipe San Souci Robert Nina, Nina Ballerina O’Connor No One Should Have Six Cats! Smith Susan Mathias No Roses for Harry! Zion Gene Nobody Listens to Andrew Guilfoile e. Noisy Nora Wells R. Norma Jean, Jumping Bean Cole Not Now Bernard McKee D.

22 Title Last Name First Name Genre Now One Foot, Now the Other dePaola Tomie Now We Can Go Jonas A. Odd One Out Peppe R. Old Black Fly Aylesworth Jim Patterns Old Man with a Beard, The Old Turtle’s Soccer Team Kessler Oliver and Amanda Pig VanLeeuwen J. Oliver, Clarence and Violet Stevenson On Market Street Lobel A. One Fish, Two Fish, Red Fish, Blue Fish Seuss Dr. One Grain of Rice Demi One Hunter Hutchins P. One Misty, Moisty Morning Anonymous One Rich Raja Front Sheila/Charles Patterns Only a Pigeon Kurtz Jane and Only One Harshman Marc Math Orcas Around Me: My Alaska Summer Page Debra Our Cat Chute Marchette Out of the Blue- Poems About Color Poetry Over the Top of the World Steger/Bowermaster Overnight at Mary Bloom’s Aliki Owl at Home Lobel A.

~~23 Title Last Name First Name Genre Owl Babies Waddell Martin Science Ox-Cart Man Hall Donald Paddington Goes to Town Bond Michael Paddington’s Storybook Bond Michael~~

Paddy Pork - Odd Jobs Goodall J. Pancake, The Rossetti Christina Pancakes for Breakfast dePaola Tomie Paperbag Princess, The Munsch Robert Park Book, The Zolotow Charlotte Passage to Freedom Mochizuki Ken Pat the Cat Hawkins/Jacqui Cohn Pattern Books Mayer M. Pease Porridge Hot Traditional Penrod’s Pants Christian M.B. Penrod’s Picture Christian Peter and the Wolf Prokofiev Sergei Peter Spier’s Rain Spier P. Peter’s Chair Keats E.J. Petunia Duvoisin Roger Picnic McCully E.A. Pie Rats Ahoy! Scarry Pierre Sendak Maurice

24 Title Last Name First Name Genre Pig Pig Goes to Camp McPhail David Pigwig Dyke John Pinky and Rex (Series) Howe Pirates, Pirates Over the Salt, Salt Sea Wolcott P. Plant Sitter, The Zion Gene Plants That Never Ever Bloom Heller Ruth Science Pocket for Corduroy, A Freeman Don Poems Children Will Sit Still For de Regniers Beatrice S. Poems to Read to the Very Young Frank Josette Poetry Place Anthology Bennett Rowena Poky Little Puppy, The Lowery Janette Polar Express VanAllsburg Chris Poor Boy, Rich Boy Bulla clyde Poor Potatoes Underground Prelutsky Jacxk Porcelain Cat, The Hearn Michael Project Panda Watch Schlein Miriam Pumpkin, Pumpkin Titherinton J. Put Me in the Zoo Lopshire R. Qis for Duck Elting Mary Quick as a Cricket Wood D.IA. Quilt Story, The Johnson/dePaola Tony/Tomie Quilt, The Jonas A.

~~25 Title Last Name First Name Genre Rabbit Skip, The Brown Margaret Wise~~

Rabbit, The - Listen! And Help Tell the Story Carison Bernice Wells Rain Kalan R. Random House Book of Poetry for Children Prelutsky Jack Rapunzel Zelinsky Paul 0. Read Aloud Anthology Anderson Hans Christian Read Aloud Rhymes for the Very Young Prelutsky Jack Poetry Red Leaf, Yellow Leaf Ehiert Lois Science Reflections Jonas A. Resources for Creative Teaching in Early Hicks JoAnne Deal Rhino and Mouse Palmer Ring of Tricksters, A Hamilton Virginia Rockin’ Reptiles Calmenson/Cole Stephanie/Joan. Roger’s Umbrella Pinkwater Daniel Roll Over!! Peek m. Rosie’s Walk Hutchins R. Rough Faced Girl Martin Rafe Folk/Fairy Round and Round the Money Goes: What Money Is Berger Melvin/Gilda Math Ruby Emberley Michael Folk/Fairy Rumpelstilskin’s Daughter Stanley Diane Run a Little Reeves James Runaway Bunny, The Brown Margaret Wise

26 Title Last Name First Name Genre Sam and the Firefly Eastman Samantha the Snob Cristaldi Sammy and the Seal Hoff S. Sand Cake Asch F. Sarah Plain and Tall MacLachian Patricia Sarah’s Unicorn Coville Saturday Cazet Say Hello, Vanessa Sharmat Marjorie School Bus Crews D. School is Over Greenaway Kate Sea King’s Daughter, The Shepard Aaron Secrets of a Small Brother Margolis Richard Seen Any Cats? Modell F. Seven Candles for Kwanzaa Pinkney Andrea Davis Seven Chinese Brothers Mahy Margaret Shaka: King of the Zulus Diane/Venna Stanley/Peter Sheep in a Jeep Shaw N. Shooting Star: Annie Oakley, the Legend Dadey Debbie Show and Tell Smith Signs Goor Ron/Nancy Silly Times with Two Silly Trolls Jewell Simon’s Book Drescher H.

27 Title Last Name First Name Genre Sing a Song of Popcorn DeRegniers Betrice Schenic Poetry Sing Song: A Nursery Rhyme Book Rossetti Christina Singing Bee! A Collection of Favorite Children’s Hart Jane Sir Andrew Winter P. Sisters McPhail David Sky Is Full of Song, The Hopkins Lee Bennett. Sky Pioneer: A Photobiography of Amelia Earhart Szabo Corinne Sky Was Blue Zolotow Charlotte Skyfire Asch F. Skyscraper Lee Dennis Sleeping Ugly Yolen Jane Sleepy Bear Dabocovich L. Sleepy Ronald Gantos Jack Smallest Cow in the World Paterson Snail Save the Day Stadler Snakes Simon Seymour Snow McKee Snow Lion McPhail David Snowman, The Briggs R. Snowy Day Keats Ezra Jack Some Swell Pup: Or Are You Sure You Want a Dog? Sendak Maurice and Some Things Go Together Zolotow Charlotte

28 Title Last Name First Name Genre Something, The Babbitt N. Sometimes Things Change Eastman P.D. Sootface-an Ojibwa Cinderella Story San Souci Robert Folk/Fairy Spiders in the Fruit Cellar Jossee Barbara Spots, Feathers and Curly Tails Tafuri N. Squanto, Friend of the Pilgrims Culla Clyde Squirrel’s Tree Party DeLage Starting First Grade Cohen Miriam Stinky Cheese Man Scieszka Jon’ Folk/Fairy Stone Soup McGovern A. Story and Verse for Children Huber Miriam Sugar and Spice--The ABC of Being a Girl McGinley Phyllis

Summer Is ... Zolotow Charlotte Sunshine Ormerod Jan Super Sam and the Salad Garden Wolcott P. Surprise Party Prager A. Surprise Party Hutchins Pat Sylvester and the Magic Pebble Steig William Fantasy/SF Tail, Toes, Eyes, Ears, Nose Burton M. Take a Look, It’s in a Book Krauss Ronnie Tale of Peter Rabbit, The Potter Beatrix Tales of Amanda. Pig Van Leuwen Jean

29 Title Last Name First Name Genre Talking Eggs San Souci Robert Folk/Fairy Talking Like the Rain Kennedy x.J. Poetry Teddy Bear, Teddy Bear• Lawson C. Teeny Tiny Woman Yukish J. Ten Apples Up on Top Lesieg T. Ten Little Monkeys Christelow Eileen Terrible Tuesday Townson Hazel That’s Just Fine, and Who-o-o Did It Lexau The Best Train Set Ever Hutchins •Pat The Boy and the Goats Hillert M. The Magic Pot Porridge Galdone Paul The Real Hole Cleary Beverly The Three Sillies Galdone Paul The Wisk at the Top Bulla Clyde There Was an Old Person of Dover Lear Edward There’s an Ant in Anthony Most Bernard Lang There’s An Awful Lot of Weirdos in our McNaughton Cohn Poetry These Are My Pets Mayer Things I Like Browne A. Three Billy Goats Gruff, The Galdone Paul Folklore Three by the Sea Marshall James Three by the Sea Marshall James

30 Title Last Name First Name Genre Three Up a Tree Marshall Tiger is a Scaredy Cat Phillips Titch Hutchins P. To Love a Cat Bare Colleen Stanly Today We Are Brother and Sister Adoff Arnold Tom Thumb Hillert. M. Too Much Noise McGovern A. Tool Book Gibbons G. Toot Toot Wildsmith B. Tough Jim Cohen M. Toy Brother, The Steig William Train, The McPhail D. Tree of Life Bash Barbara . Trek, The Jonas A. Truck Song Siebert Diane True Book of Animal Babies, The Podendorf lila E. True Francine, The Brown M.T. Trunk, The Wildsmith B. Tuntuni the Tailor Bird Bang Turnip, The Morgan Pierr Folklore Twelve Ways to Get to Eleven Merriam Eve Math Two Ways to Count to Ten Dee Ruby Math

31 Title Last Name First Name Genre Two, Four, Six, Eight: A Book About Legs Kessler EthelfLeonard Tye Mae and the Magic Brush Bang M. Ugly Duckling, The Andersen Hans Christian Umbrella Yashima Taro Unbreakable Code, The Hunter Sarah Uncle Foster’s Hat Tree Cushman Under the Shade of the Mulberry Tree Demi Up and Up Hughes Shirley Ups and Downs with Oink and Pearl Chorao Very Busy Spider, The Cane E. Very Hungry Caterpillar, The Cane E. Wacky Wednesday Le Sieg Theodore Wagon Wheels Brenner S Wake Up, Jeremiah Himler Ronald Walking Shoes Rockwell Water’s Journey Schmmid Eleonore Science Water’s Way Peters Lisa Westburg Science Way Mothers Are Schlein Miriam Way to the Zoo,The Gregory Gail We Are Best Friends Aliki We Are Best Friends Aliki We’Hide You Seek AruegolDewey J./A.

32 Title ‘ Last Name First Name Genre We Never Get to Do Anything Alexander M. We’re Going on a Bear Hunt RosenlOxenbury M./H. Weekend at Muskrat Lake Weiss Nicki What a Tale! Wildsmith B. What Comes in 2’s, 3’s, & 4’s? Aker Suzanne ‘Math What Do You Do with a Kangaroo? Mayer Mercer What Game Shall We Play? Hutchins P. What is Red? O’Neill Mary What’s the Matter, Kelly Beans? Enderle/Tessler Juith/Stephan Wheels of the Bus, The Kovaiski Maryann When Africa Was Home Williams Karen Lynn When Birds Could Talk and Bats Could Sing Hamilton Virginia When I Was Young in the Mountains Rylant Cynthia When Jessie Came Across the Sea Hest Amy Where Can It Be? Jonas Ann Where Does My Cat Sleep? Simon Norma Where the Wild Things Are Sendak M. Where’s Spot? (books) Hill E. Where’s the Fish? Gomi T. Whistle for Willie Keats Ezra Jack Who Is Tapping at My Window? Deming A.G. Who is Who? McKissack

33 Title Last Name First Name Genre Who Will Be My Friends? Hoff Who’s Counting? Tafuri N. Whose Mouse Are You? Kraus R. Why Mosquitoes Buzz in People’s Ears Aardema Verna Folklore Why the sun and MoonLive in the Sky Dayrell Elphinstone Wilfred Gordon MacDonald Partirdge Fox Mem Will It Rain? Keller Holly Wilma Unlimited: How Wilma Rudolph Became Krull Kathleen Winnie-the-Pooh Mime A.A: Witch, Goblin and Ghost Book of Things to Do Alexander S. Wizard of Oz Baum L. Frank Fantasy/SF Yak Smith William Jay Yo!Yes? Raschka Chris Yoo Hoo, Moon! Blocksma You’llSoon Grow into Them, Titch Hutchins Pat Yucky Reptile Alphabet Book Pallotta Jerry Science Zooin My Garden, The Nakatani C.

~~Number: 741~~

34 *Intermedjate Book List*

Title Last Name First Name Genre - 101 Words and How They Began Steckler Arthur 20,000 Leagues Under the Sea Verne Jules Fantasy/Sci Fi A Book of Americans Benet Rosemary/Step A Porcupine Named Fluffy Lester Helen Aaron and the Green Mountain Boys Gauch Patricia Abel’s Island Steig William Adventures of Mi Baba Bernstein Hurwitz J. Adventures of Mi Baba Bernstein Hurwitz Johanna Adventures of Odysseus, The Phillip (Retold by) Neil Poetry Aesop for Children Aesop’s Fables Aesop Afternoon on the Amazon Pope Osborne M. Aldo Applesauce Hurwitz Johanna Aldo Ice Cream, Class Clown Alexander and the Wind-Up Mouse Lionni Leo Mice in Wonderland Carroll Lewis Fantasy/Sci Fi Alligator with the Lean Mean Smile Nordlicht Lillian Amazing Bone, The Steig William Amazon Diary: Jungle Adventures of Alex Winters Talbott Hudson Amber Brown (series) Danziger P.

1 Title Last Name First Name Genre Amber Brown Goes Fourth Danziger Amber Brown is Not a Crayon Danziger Amelia Bedelia (books) Parish P. Amelia Bedelia Helps Out Parish Peggy American Hero, An Denenberg Barry American History Through Poetry Hopkins Lee Bennett Poetry American. Tall Tales Stoutenberg Adrien Amigo! Schweitzer Byrd Baylor Amish Boy Rowland Florence Amos and Boris Steig William Amy Goes Fishing Marzollo Jean Ananse, the Spider: A Tale from the Ashanti McDermott Gerald Anastasia Krupnik Lowry L. Anastasia Krupnik Lowry Lois Anastasia’s Album Brewster Hugh Anatole and the Cat Titus Eve And Then What Happened, Paul Revere? Fritz Jean Andy Bear: A Polar Bear Grows Up at the Zoo Cutchins/Johnston Judy/Ginny Angelina Ballerina . Holabird Katharine Animal Tracks Dorros A. Animals of the Sea Selsam Millicent Anna, Grandpa, and the Big Storm Stevens Carla

2 Title Last Name First Name Genre Annie and the Old One Miles Miska Annie and the Wild Animals Brett Jan . Ant and the Grasshopper, The Aesop Anteater Named Arthur, An Any Me I Want to Be Kuskin Karla Appalachia: Voices of the Sleeping Birds Rylant Cynthia Apple Is My Sign Riskind Mary Are You There God? It’s Me Margaret Superfudge Blume J. Arthur Mitchell. Tobias ‘ Tobi Arthur’s Eyes Brown Marc ‘Arthur, For the Very First Time MacLachlan Patricia Author: A True Story Lester Helen Baby McLachlan Patricia Bad Girls 0 Voight Cynthia Bailey School Kids (series) Burr D. Baily School (Series) Dadey/Jones Ballad of Lucy Whipple Cushman Karen Baseball Fever Hurwitz J. Baseball Fever Hurwitz Johanna

~~Baseball Fever . Hurwitz Johanna Be a Perfect Person in Just Three Days Manes Bear for Miguel Alphin~~

3 Title Last Name First Name Genre Bears of Hemlock Mountain, The Dalgliesh Alice Bearstone Hobbs W. Bearymore Freeman Don Beauty of the Beast Prelutsky Jack Poetry Belinda’s Hurricane Winthrop Elizabeth Belle Prater’s Boy White ruth Belva Lockwood Wins Her Case Ben and Me Lawson Robert Ben’s Dream Van Allsburg Chris Benjamin Banneker, Genius of Early America Patterson Lillie Benjamin West and His Cat Grimalkin Henry Marguerite Berry Woman’s Children DeArmond Dale Best Bad Thing, The Best Christmas Pageant Ever Robinson Barbara Best Friends Cohen Miriam• Best Friends for Francis Hoban Russell Best of Rube Goldberg, The Keller Charles• BFG, The Dahi R. Bicycle Rider Scioscia Mary Big Balloon Race, The Coerr Eleanor Big Hello, The S Schulman Janet Bingo Brown (series) Byars

~~4 Title Last Name First Name Genre~~

Bingo Brown’s Guide to Romance . Byars Betsy Bird Watch Yolen Jane Poetry Black Americans, The Meltzer Milton Blind Outlaw Rounds Glenn Blubber Blume Judy Bodies of Water, Fun, Facts, and Activities Arnold Caroline Boggart Cooper Boggart and the Monster, The Cooper Susan Bone Poems Moss Jeff Poetry Bony Legs Cole J. Boxcar Children (books) Warner G.C. Brave Irene Steig William Brian’s Winter Paulsen Gary

Bridge to Terabithia . Paterson K Bridge to Terabithia Paterson Katherine Bridge to Terabithia Paterson Katherine Bridsong Haley Gail Bringing Me News O’Neill Mary Poetry Bronzeville Boys and Girls Brooks Gwendolyn Bull Catcher Carter Alden

~~Bull Run Fleischman . Bunnicula (series) Howe~~

5 Title Last Name First Name Genre Butterfly that Stamped Kipling Rudyard By the Great Horn Spoon! Fleischman Sid Call of the Wild, The London Jack Cam Jansen Adler D. Cam Jansen (Series) Adler Cam Jansen (series) Adler Candy Corn Contest Reilly Giff P. Captain Underpants Case of the Cool-Itch Kid, The Reilly Giff P. Cat Wings LeGuin Ursula Fantasy/Sci Fi Centerfield Ballhawk (and other books) Christopher M. Chair for My Mother, A Williams V. Chalk Box Kid Bulla C.R. Chang’s Paper Pony Coerr E. Chanticleer and the Fox Cooney Barbara Charles A. Lindbergh: Human Hero Giblin James Cross Charlie and His Wheat-Straw Hat Hiser Berniece T. Charlie Needs a Cloak dePaola Tomie Charlotte’s Web White E.B. Charlotte’s Web White E.B. Charlotte’s Web White E.B. Cherries and Cherry Pits Williams V.

6 Title Last Name First Name Genre Children of the Wild West Freedman Russell Chin Chiang and the Dragon’s Dance Wallace Ian Chipmunk Song Ryder Joanne Chocolate Fever Smith R. Kimmel Chocolate Touch Catling P.S. Chocolate Touch Catling Cindy, a Hearing Ear Dog Curftis Patricia Circle of Seasons, A Livingston Myra Clara and the Bookwagon Levinson Class Clown Hurwitz Johanna Cloud Book Dadey/dePaola D/T Cloud Book, The dePaola Tomie Cloudy With a Chance of Meatballs Barrett Jan Fantasy/Sci Fi Cloudy with a Chance of Meatballs Barrett Judi Computers Srivastava Jane Jonas Confess-O-Rama Koertge Ron Corpses, Coffins, and Crypts Colman Penny Count Your Way Through Japan Haskins Jim Courage of Sarah Noble, The Daigliesh Alice Cow Who Fell in the Canal, The Krasilowsky Phyllis Crictor Ungerer Tomi Crow Boy Yáshima T.

7 Title Last Name First Name Genre Dabble Duck Ellis Anne Dagmar Schultz (series) Hall Daisy Rothschild Melville Leslie Dancing Cloud Buff Mary Dancing on the Edge Nolan Han Dancing Stars, an Iroquois Legend Rockwell Anne Dangerous Skies Staples Suzanne Fisher Danny and the Dinosaur Hoff Syd Dark Side of Nowhere Shuserman Neal Day Jimmy’s Boa Ate the Wash, The Noble Trinka Day Luis Was Shot, The Barth Edna Dear Daddy.... Dupasquier Phillippe Dear Mr. Henshaw Cleary Beverly Dear Mr. Henshaw Cleary Beverly Desert is Theirs, The Baylor Byrd Did You Carry the Flag Today, Charley? Caudill Rebecca Digging Up Dinosaurs Aliki Dinah for President Mills Claudia Dinosaur Time Parish Peggy Dominic Don’t You Dare Read This, Mrs. Dunphrey Haddix Margaret Don’t You Look Back: Poems by Langston Hughes Hopkins Lee Bennett

8 Title Last Name First Name Genre Don’t You Turn Back, Poems by Langston Hughes Hopkins Lee Bennett Door in the Wall, The DeAngeli Marguerite Double Life of Pocahontäs, THe Fritz Jean Drop of Water, A Wick Walter Drum, the Doll, and the Zombie Bellaire Drummer Boy of Vicksburg, The Wisler G. Clifton Earthquake in 3rd Grade Myers Elephant in Duck’s Garden Delton Judy Elephant Who Couldn’t Forget McNulty Faith Elephant Woman: Exploring the World of Elephants Pringle Laurence Elizabeth Blackwell:Doctor’s Triumph Kline Nancy Ella Enchanted Levine Gail Carson Empires Lost and Won Marrin Albert Encyclopedia Brown Sobol D.J. Encyclopedia Brown: Boy Detective Sobol Donald Evening Gray, Morning Red; Handbook of American Wolff Barbara Everyone Ready? Brandenburg Franz Explorer of Barkham Street, The Stolz Mary Extra Cash for Kids Belliston/Hanks LarryfKurt Fables Lobel Arthur Falling Up: New Book of Poems and Drawings Silverstein Shel Family Under the Bridge Carison Natalie Savage

9 Title Last Name First Name Genre R. Fantastic Mr. Fox . Dahi Farm Book, The Smith E. Boyd Felita Mohr Nicholasa Finger Rhymes Brown Marc Fire Bug Connection, The George Fireworks, Picnics, and Flags Giblin James First Look at Seashells, A Selsam Millicent First Snow Coutant Helen First Strawberries, The Bruchac Joseph Folklore Fish is Fish Lionnj Leo Flapdoodle Schwartz Alvin Fledgling, The Langton Jean Fledgling, The Langton Jean Fantasy/Sci Fi Flossie and the Fox McKissack Patricia Flour Babies and the Boys of Room 8 Fine

~~. Following My Own Footsteps Hahn Mary Downing For Rent Martin Charles. Frankenstein Moven in on the Fourth Floor Levy Freckle Juice Blume Freckle Juice Blume Judy Freckle Juice Blume .~~

~~. Heine Helme Friends .~~

10 Title Last Name First Name Genre Frizzy the Fearful Sharmat Marjorie Frog and Toad Frog and Toad are Friends. Lobe! Arnold From Sea to Shining Sea Cohn Amy T. Folklore From Sea to Shining Sea . Cohn Amy T. Poetry From the Hills of Georgia: Autobiography in O’Kelley Mattie Lou. From the Mixed Up Files of Mrs. Basil E. Konigsburg E.L. Full Steam Ahead: Race to Build a Transcontinental Blumberg Rhoda Gateway Robinson Lee George and Matha Back in Town Marshall James George the Drummer Boy Benchley Nathaniel

Ghost of Grania O’Malley, The . Morpurgo Michael Ghost Town Teasure Bulla C.R. Ghost Train Mowry Jess Ghosts from Beneath the Sea Brittain Gift of the Pirate Queen Giff P. Gift of the Sacred Dog Goble Paul Gila Monsters Meet You at the Airport Sharmat Marjorie Giraffe and a Half, The Silverstein Shel Girl Names Disaster Farmer Nancy Girl Who Would Rather Climb Trees, The Schlein Miriam Giver, The Lowry L.

11 Title Last Name First Name Genre Giver, The Lowry Lois Fantasy/Sci Fi Glorious Flight Across the Channel with Louis Provensen Alice/Martin Glorious Fourth at Prairietown, The Anderson Joan Going Through the Gate Anderson Janet Golly Sisters Ride Again Byars GoofWho Invented Homework and Other School Dakos Kalli Gooseberry Park Rylant Cynthia Fantasy/Sci Fi Grain of Wheat: A Writer Begins Bulla Clyde Robert Great Bamboozlement, The Flory Jane Great Constitution, The Commager Henry Steele Great Elephant Chase Cross Great Frog Race, The George Kristine Poetry Great Gilly Hopkins, The Paterson Katherine Great Interactive Dream Machine Peck Richard Great Town and Country Bicycle Balloon Chase, The Douglass Barbara Greek News Powell/Steele Anton/Philip Green Willow Dunlop Gregory, the Terrible Eater Sharmat Mitchell Handmade Secret Hiding Places Hogrogian Nonny Handtalk! An ABC of Finger Spelling and Sign Charlip/Miller RemylMary Happy Birthday, Ronald Morgan! Giff Patricia Reilly Harald and the Great Stag Carrick Donald

12 Title Last Name First Name Genre Harlem Myers Walter Dean Poetry Harriet the Spy Fitzhugh L. Harriet the Spy Fitzhugh Louise Harriet the Spy Fitzhugh Louise Hatchet Paulsen Gary Hattie the Backstage Bat Freeman Don Haunting of Grade Three, The Maccarone Hawk, I’m Your Brother Baylor Byrd Hellen Keller Keller Helen Henry & Mudge (series) Rylant Cynthia Henry (books) Cleary B. Henry Huggins (Series) Cleary Henry Reed’s Think Tank Robertson Keith Here Comes the Strikeout Kessler Leonard Hideout, The Bunting Eve High King, The Alexander Lloyd Hill of Fire Lewis T.P. Hill of Fire Lewis Thomas Hist Whist and Other Poems for Children Cummings E.E. Honey Bees Kahkonen S. Hoops Burleigh Robert Poetry Horrible Harry (books) Kline K

13 Title Last Name First Name Genre Houdini Box Selznick Housebuilding for Children Walker Les How Do Plants Get Food? Goldish M. How Juan Got Home Mann Peggy How Night Came Troughton Joanna How Sports Came to Be Wulffson Don How Things Are Made National Geograpic Society How to Eat Fried Worms Rockwell T. How to Survive 3rd Grade Lawlor Hudson River, The Lourie Peter Hugh King Alexander L. Hundred Dresses Estes Eleanor Hunting of Snark, The Carroll Lewis Hurricanes: Earth’s Mightiest Storms Lauber Patricia I Feel the Same Way Moore Lilian I Had Trouble in Getting to Solla Sollew Seuss Dr. I Have a Sister, My Sister Is Deaf Paterson Jeanne I Was All Thumbs Waber Bernard Ida Early Comes Over the Mountain Burch Robert Iditarod Dream Wood Ted If I Had a Paka: Poems in 11 Languages Pmerantz Charlotte Imitate the Tiger Cheripko Jan

14 Title Last Name First Name Genre Improve Your Soccer Skills Woods Paul In a River Valley Frank Josette Poetry In a Sacred Manner I Live Phillip (ed.) Neil In the Year of the Boar and Jackie Robinson Lord Bette Bao In the Year of the Boar and Jackie Robinson Lord Betty Bao In-Between Days Bunting Eve Incident at Hawk’s Will Eckert Indian in the Cupboard Banks L.R. Indian in the Cupboard Reid-Banks Lynn Indian in the Cupboard, The Banks Lynne Inseide the Walls of Troy McLaren Clemence Introducing Beethoven Vernon Roland Introducing Gershwin Vernon Roland Ira Sleeps Over Waber Bernard Is This a Baby Dinosaur? Selsam Millicent Isabelle the Itch Greene Constance C. Island of the Blue Dolphins O’Dell Scott Island of the Blue Dolphins O’Dell Island Winter Martin Charles. It Takes a Village Cowen-Fletcher J. It’s Snowing, It’s Snowing Prelutsky Jack J.J. Leggett Secret Agent Christian

15 Title Last Name First Name Genre Jamaica’s Find Havill J. James and the Giant Peach Dahi R. James and the Giant Peach Dahi Roald Fantasy/Sci Fi Jefferson Shura Mary Francis Jelly Belly Lee Dennis Jim Meets the Thing Cohen M. Jim’s Dog Muffin Cohen M.

Jip: His Story S Paterson Katherine John Brown, Rose and the Midnight Cat Watner Jenny John Henry Keats Ezra Jack Folklore John Tabor’s Ride Lent Blair Johnny the Clockmaker Ardizzone Edward Josefina February Ness Evaline Josefina Story Quilt Coerr E. Journey to the Center of the Earth Verne Jules Fantasy/Sci Fi

Joyful Noise - Poems for Two Voices Fleischman Paul Poetry Julian’s Glorious Summer Cameron Ann Julie of the Wolves George J.C. Julie of the Wolves George Jean Jump Ball Glenn Mel Poetry Jump Ship to Freedom Collier James/Christo Just for the Summer McDonnell Christine S

16 Title Last Name First Name Genre Katy and the Big Snow Burton Virginia Lee Keep the Lights Burning Abbie Roop P/C Keep Your Mouth Closed Dear Aliki Keeping Quilt, The Polacco P. Kennedy Assasinated! Hampton Wilborn Kids from Kennedy Middle School Cooper Kites for Kids Marks Burton/Rita Knights of the Kitchen Table Scieszka Jon Koko’s Kitten Patterson Dr. Francine Leaving Fishers Haddix Margaret Leaving Home: Stories Rochman/McCampbell Hazel/Darlene Leaving Summer Harding Legend of Sleepy Hollow, The Irving Washington. Folklore Legend of the Bluebonnet: An Old Tale of Texas dePaola Tomie Let’s Read and Find Out (series) Branley F. Letter to Amy, A Keats E.J. Letters from a Slave Girl Lyons Liang and the Magic Paintbrush Demi Lightning Time Rees Douglas Like Jake and Me Jukes Mavis Lincoln, A Photobiography Freedman Russell Lion to Guard Us, A Bülla C.R.

17 Title Last Name First Name Genre Lion, the Witch and the Wardrobe Lewis C.S. Fantasy/Sci Fi Lion, the Witch, and the Wardrobe, The Lewis C.S. Listen, Children, Listen, An Anthology of Poems Livingston Myra Cohn Little Brother and Little Sister Grimm Brothers Little Brown Jay: Tale from India Claire E. Little Dragon’s Grandmother WahI Jan Little Engine That Could Piper Watty Little House in the Big Woods Wilder Laura Ingalls Little House on the Prairie Wilder L.I. Little House on the Prairie Wilder Laura Ingalls Little Igloo Beim LIJ Little Time and the Brave Sea Ardizzone Edward Little Whale McGovern Ann Little Women Alcott Louisa May Littles, The (series) Peterson J. Lon PoPo: A Red Riding Hood Story from China Young Ed Lonely, Only Mouse, The Smith Wendy Long Ago Szekers Cyndy Long Way to a New Land, The Sandin Joan Lost at the White House Griest Lostman’s River DeFelice Louis Braille Davidson Margaret

~~18 Title Last Name First Name Genre Luckiest One of All Peet Bill~~

* M & M (series) Ross R. M & M (series) Ross M.C. Higgins the Great Hamilton Mad as a Wet Hen! and Other Funny Idioms Terban Marvin Madeline Bemelmans L. Maggie by My Side Butler Beverly Magic Finger, The DahI R. Magic Listening Cap: More Folk Tales from Japan Tichida Yoshiko Magic School Bus Series Cole Joanna Magic Wings: A Tale from China Wolkstein Diane Make Four Million by Next Thursday Manes Maniac Magee Spinelli Jerry Maniac Magic Spinelli Jerry Martin’s Hats Bbs Joan Marvin Redpost (books) Sachar L. Matchlock Gun Edmonds Walter Maybelle’s Suitcase Tusa Tricia McElligot’s Pool Seuss Dr. Me and Neesie Greenfield E. Me and the Terrible Two Conford Ellen Meet Miss Dracula Aibright

19 Title Last Name First Name Genre Meg Mackinstosh (series) Landon Melindy’s Medal Faulkner/Becker Georgene/John Midnight Fox, The Byers Betsy Mika’s Apple Tree Bulla Clyde Robert Ming Lo Moves the Mountain Lobel A. Ming Lo Moves the Mountain Lobel Arnold Mingho Moves the Mountain Lobe! Arnold Mischievous Meg Lindgren Astrid Miss Nelson Books Miss Nelson Is Back Allard H. Miss Nelson is Missing Allard H. Misty of Chincoteague Henry Marguerite Misty of Chincoteague Henry Marguerite Moffat Museum, The Estes Eleanor Molly Pitcher Gleiter/Thompson Jan/Kathleen Molly’s Pilgrim Cohen Barbara Folklore Monkey Island Fox Paula Monkey Island lox Monster Movie Cole J. Monster’s Ring Coville Bruce Fantasy/Sci Fi Moon Seems to Change, The Branley Franklyn More Stories Julian Tells Cameron Ann

20 Title Last Name First Name Genre More Tales from the Story Hat Mostly Michael Smith Robert Kimmel Mr. Plum’s Paradise Trimby Elsa Mr. Popper’s Penquins Atwater Mrs. Frisby and the Rats of NIMH O’Brien R.C. Mrs. Frisby and the Rats of NIMH O’Brien Robert C. Mrs. Frisby and the Rats of NIMH O’Brien Robert C. Mufaro’s Beautiful Daughters Steptoe John Muggie Maggie Cleary B. Murfuls and Wink-a-Peeps: Funny Old Words for Sperling Susan Kelz Music Music for Everyone Williams V. My Friend Jacob Clifton Lucille My Grandmother’s Cookie Jar Miller Nontzalee My Little Island Lessac Frane My Side of the Mountain Blume J. My Side of the Mountain George Jean My Sister’s Silent World Arthur Catherine Mysteriously Yours, Maggie Marmeistein Sharmat Marjorie Nate the Great (series) Weinman Sharmat M. Nate the Great Series Sharmat Marjorie Nathaniel’s Talking Greenfield Eloise Poetry Navajo, The Osinski Alice

21 Title Last Name First Name Genre Navajo: Herders, Weavers, and Silversmiths Bleeker Sonia Necessary Roughness Lee Marie New Kid on the Block Prelutsky Jack Poetry Nick Joins In Lasker Joe Night Crossing, The Sayles Nilda Mohr N. Nobody’s Cat Norman the Doorman Freeman Don North Star to Freedom Gorrell Gena Not for a Billion Gozillion Dollars Danziger Nothing is Impossible Aldis Dorothy Now One Foot, Now the Other dePaola Tomi Number the Stars Lowiy L. Number the Stars Lowry Lois Number the Stars Lowry Lois Oh, Brother! Lakin Patricia Oh, Kojo!How Could You! Aardema Verna Old Henry Bios Joan Old Man and the Bear, The Hanel Old Turtle’s Winter Games Kessler Leonard Once There Was a Tree Romanova Natalia One Day in the Tropical Rainforest Cràighead J.C.

22 Title Last Name First Name Genre One Day in the Woods Craighead J.C. Only Child Hoover H.M. Only Child Ordinary Jack Cresswell Helen Orphan Train Quartet Nixon Joan Lowery Other Bells for Us to Ring Cormier Otter in the Cove Pagoo Holling Hollis Pain and the Great One, The Blume Painter and the Wild Swans, The Clement Claude Painting the Black Deuker Carl Papa’s Lemonade and Other Stories Rice E. Paul Bunyan Kellogg Steven Folklore Paul Bunyan Swings His Axe McCormick Dell Paul Revere GleiterlThompson Jan/Kathleen Pecos Bill Kellogg Steven Pee Wee Scouts Delton J. Penquins of All People Freeman Don People Could Fly, The Hamilton Virginia Folklore Perfect Crane Laurin Anne Phantom Tollbooth Juster M. Phantom Tollbooth Juster Norton

23 Title Last Name First Name Genre Philip Hall Likes Me I Reckon Maybe Greene B. Picture Book of Abraham Lincoln Adler David Pierre Sendak Maurice Poetry Pig War Baker B. Pilgrims of Plimouth Sewall Marcia Pinballs, The Byars Betsy Pioneer Cat Hooks W.H. Pippi in the South Seas Lindgren Astrid Pippi Longstocking Lindgren Astrid Pippi Longstocking Lindgren Astrid Place to Come Back To Bond Polk Street Giff Patricia Reilly Polk Street School, The (series) Reilly Giff P. Pop! Goes the Turnip. Berson Harold Poppy Avi Fantasy/Sci Fi Pushcart War, The Merrill Jean Question of Trust Bauer Quiet! There’s a Canary in the Library Freeman Don Railway Children Nesbit E. Ralph S. Mouse Ramona (books) Cleary B. Ramona Foreyer Cleary Beverly

24 Title Last Name First Name Genre Ramona the Pest Cleary Randall’s Wall Fenner Rapunzel Grimm Jacob/Wilhelm Rats on the Roof Marshall Real Plato Jones Bawden Red Balloon, The Lamorisse Albert Reddy Rattler and Easy Eagle Sharmat Mitchell Reluctant Dragon Grahame Kenneth Rent a Third Grader Hiller Return of the Great Brain Fitgeradld J.D. Rip Roaring Russell Hurwitz J. Rip Van Winkle Irving Washington Rise and Shine Mariko-Chan Tomioka C. River That Gave Gifts, The Humphrey Margo River, The Paulsen Gary Robbery at the Diamond Dog Diner, The Christelow Eileen Roll of Thunder Hear My Cry Taylor M.D. Roll of Thunder, Hear My Cry Taylor Mildred Roman News Langly/DeSouza Andrew/Philip Ronald Morgan Goes to Bat Giff Patricia Rose Daughter McKinley Robin Rough Faced Girl Martin Rafe

25 Title Last Name First Name Genre Rufus M. Estes Eleanor Rupert and the Griffin Hurwitz J. Russell Sprouts Hurwitz J. Sadako and the Thousand Paper Clowns Coerr Eleanor Sadako and the Thousand Paper Cranes Coerr E. Santiago Beipre Pura Sarah Bishop O’Dell Scott Sarah, Plain and Tall MacLachian Patricia Sarah, Plain and Tall MacLachian

School’sOut - Now What? Bergstrom Joan Sea of Gold & Other Tales from Japan, The Uchida Yoshiko Sea Otters Shaw Evelyn Sea Songs Livingston Myra Cohn Season of the White Stork Fischer-Nagel Andreas/Heide Seasons, The Lambert David Secret Garden, The Burnett Frances Secret Garden, The Burnett Frances Secret Language, The Nordstrum Ursula See You Tomorrow Cohen Miriam Seeing Stick Yolen Jane Sending Messages Stewig John Shade’s Children Nix Garth

26 Title Last Name First Name Genre Shades of Gray Reeder Carolyn Shared Heart Shh! We’re Writing the Constitution Little Jean Shiloh Naylor Phyllis Shiloh Naylor Phyllis Shoemaker’s Boy Aiken Shoeshine Girl Bulla C.R. Shoeshine Girl Bulla Clyde Shortest Kid in the World Bliss C.D. Sideways Stories from Wayside School Sachar L. Sign of the Beaver Speare E.G. Sign of the Beaver Speare Elizabeth Sing a Song of Popcorn deRegnier Beatrice Poetry Sing Down the Moon O’Dell Scott Sing Down the Moon O’Dell Slam! Myers Walter Dean Slave Day Thomas Rob Snake, The: A Very Long Story Sneeze Bees Keller Beverly Snips & Snails & Walnut Whales Fiarotta Phyllis Snow Queen, The Andersen Hans Christian Snow Treasure

27 Title Last Name First Name Genre Soap Soup and Other Verses Kuskin K Soccer Sam Marzollo J. Someone to Count On Hermes Something Special for Me Williams V. Soon After September:Story of Living Things in Blough Glenn SOS Titanic Bunting Eve Soup Peck Robert Newton Soup Peck Robert Newton Soup for President Peck Robert Norton Spice of America, The Swanson June Splasher Gall Alice/Fleming Steps Out of Time Houghton Eric Stone Fox Gardiner J.R. Stone Fox Gardiner John Reynolds Stone Water Gilbert Barbara Snow Stones in Water Napoli Donna Jo Stonewords Conrad Stopping by Woods on a Snowy Evening Frost Robert Stories About Rosie Voigt Stories Julian Tells Cameron A. Stories Julian Tells Cameron Ann Stories Julian Tells, The Cameron Ann

~~28 Title Last Name First Name. Genre~~

Story About Ping, The . Flack/Wiese Marjorie/Kurt Stranded in Harmony Shoup Barbara Strider Cleary Stuart Little White E.B. Sumi and the Goat and the Tokyo Express Uchida Yoshiko Summer Business Martin Charles Summer Business Martin Charles Summer of the Swans Byars B. Sunflower as Big as the Sun, The Ellentuck Shan Surprises Hopkins Lee Bennett Swimmy Lionni Leo Sybil Rides for Independence Brown Drollene Sylvester and the Magic Pebble T*A*C*K Secret Service Miller/Robinson Marvin/Nancy Take a Trip to Japan Ashby Gwynneth Tales of a 4th Grade Nothing Blume Judy Talking Eggs, The San Souci Robert D. Tangerine Bloor Edward

~~Taste of Blackberries, A Smith . D.B. Taxi:A Book of city Words Maestro Betsy Tell Me About Measures Grace Alain Telling of the Tales, A Brooke William J. Folklore~~

29 Title Last Name First Name. Genre The Ear, the Eye, and the Arm Farmer Nancy Fantasy/Sci Fi The Empty Sleeve Garfield Then Again, Maybe I Won’t Cleary B. There’s a Train Going by My Window Kesselman Wendy Thinking Big Kuklin Susan Third Grade is Terrible Baker This is Edinburgh Sasek M. This Place Has No Atmosphere Danziger Paula Fantasy/Sci Fi Three Days on a River in a Red Canoe Williams Vera Three Days on a River in a Red Canoe Williams Vera Three Perfect Peaches DeFelice Cynthia Folklore Three Sillies, The Rockwell Anne Through the Year with Harriet Maestro Betsy/Giulio Thumbeline Andersen Hans Christian Tikki, Tikki, Tembo Mosel ARlene Time Ago Tales of Jahdu Hamilton Virginia Time for Andrew Hahn Time Machine Wells H.G. Fantasy/Sci Fi Time Warp Trio Series Scieszka Jon Toad Food and Measle Soup McDonnell Christine Too Many Tamales Soto G. Tortoise and the .Hare, The Stevens Janet

30 Title Last Name First Name Genre Train Whistles Sattler Helen Roney Travels of Monarch X Hutchins Ross Triplet Trouble (series) Jones M. Tripos Series Christopher True Confessions of charlotte Doyle Avi True Confessions of Charlotte Doyle, The Avi Tuck Everlasting Babbitt N. Tuck Everlasting Babbit Natalie Tuck Everlasting Babbitt Natalie Tuesday Cafe Trembath Don Under the Green Willow Coatsworth Elizabeth Unriddling: All Sorts of Riddles to Puzzle Your Schwartz Alvin Velveteen Rabbit, The Williams Marjorie Victor Gaibraith Clare Viewing Our Past: America’s Historylands National Geographic Virtual War Skurzynski Gloria Wagon Wheels Brenner Barbara Wait Till Helen Comes Hahn Mary• Fantasy/Sci Fi Walk on a Snowy Night, A Delton Judy Walking to the Road of Freedom Ferris Eleanor Washington, D.C.: The Nation’s Capitol Epstein Sam Watch Out for the Chicken Feet in Your Soup dePaola T.

31 Title Last Name First Name Genre Water of Life Grimm Brothers Wayside School Sacher Louis We Cen’t Sleep Stevenson James Weasel DeFelice Cynthia Whales Go By, The Phieger Fred What Happened to Patrick’s Dinosaurs? Carrick Carol What Made Tioddalik Laught Troughton Joanna What’s a Frank Frank?. Tasty Homograph Riddles Maestro Giulio What’s the Matter Sylvia, Can’t You Ride? Anderson Karen Whatchamacallit Book, The Hunt Bernice Kohn When First I Came to this Land Brand Oscar When I Was Young in the Mountains Rylant Cynthia Where Everyday Things Come From Watson Aidren Where is My Friend? A Word Concept Book Maestro Betsy/Giulio Where the Red Fern brows Rawis William Where the Red Fern Grows Rawis Wilson Where the Sidewalk Ends Silverstein Shel Poetry Whipping Boy Fleischman S. Whipping Boy, The Fleischman Sid Whistling Toilets Powell Randy White Marble, The Zolotow Charlotte White Mountains, The Christopher John Fantasy/Sci Fi

32 Title Last Name First Name Genre White Wave: A Chinese Tale Wolkstein Diane Who Was That Masked man, Anyway? Avi Who Will Be My Friends? Hoff Syd Who’s in Rabbit’s House? Why Don’t You Get a Horse, Sam Adams? Fritz Jean Why Mosquitos Buzz in People’s Ears Aardema Verna Why the sun and Moon Live in the Sky Dayrell Elphinstone Widow’sBroom, The VanAllsburg Chris Wind in the Willows, The Grahame Kenneth Wind, The Bendick Jeanne Winnie-the-Pooh Mime A.A. Winnie-the-Pooh Mime A.A. Wish Giver, The Brittain Bill Witch of Fourth Street and Other Stories, The Levoy Myron Wizard of Oz Baum L. Frank Wômbles in Danger, The Beresford Elisabeth Wonder Child and Other Jewish Fairy Tales Schwartz/Rush HowardlBarbar Wonderful Mrs. Trumbly, The Wittman Sally Word or Two with You Merriam Eve Words of Stone Henkes Worm Day Ziefert Wrinkle in Time, A L’Engle M.

~~33 Title Last Name First Name. Genre~~

~~Wrinkle in Time, A . L’Engle Madeleine Fantasy/Sci Fi Writer, A Goffstein M.W~~

Wump Ward S Kellogg Steven Wump World, The Peet Bill Yang and the Terrible Ear (books) Namioka L. Year on Muskrat Marsh Freschet Berniece Young Patriot: the American Revolution as Murphy Jim Zel Napoli Donna Zero at the Bone Cadnum Michael

~~Number: 733~~