Grade 4

Grade 4
Benchmark
Assessments
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A
Table of Contents
Teacher Introduction ........................................................................ iv
Benchmark Test 1
Session 1 ................................................................................................ 1
Session 2 ............................................................................................... 21
Benchmark Test 2
Session 1 ................................................................................................ 39
Session 2 ............................................................................................... 58
Benchmark Test 3
Narrative Performance Task .................................................... 75
Informational Performance Task .......................................... 84
Opinion Performance Task ........................................................ 94
Answer Keys ....................................................................................... 103

Teacher Introduction
Benchmark Assessments
Benchmark Assessments is an integral part of the complete assessment program aligned
with Reading Wonders, state standards, and advances in summative assessment that
feature performance-based tasks, such as the Smarter Balanced Assessment Consortium
(SBAC) assessment system.
Purpose of Benchmark Assessments
Benchmark Assessments reports on the outcome of student learning and provides
summative data in relation to progress through the curriculum. The results of the
assessments can be used to inform subsequent instruction, aid in making leveling and
grouping decisions, and point toward areas in need of reteaching or remediation. The
tests in Benchmark Assessments are constructed to mirror the approach and subject
concentration found in state-mandated end-of-year and performance-based assessments,
such as the SBAC End of Year (EOY) English Language Arts (ELA) test and SBAC
performance-based assessments. Student performance in these assessments can act as a
signal of student readiness for the demands of high-stakes testing as well as a snapshot of
student progress toward end-of-year goals.
Focus of Benchmark Assessments
The tests focus on the following key areas of ELA:
• Comprehension of literature and informational text
• Using text features to access or clarify information
• Vocabulary acquisition and use
• Research skills
• Drafting, editing, and revising text
• Command of the conventions of standard English language
• Writing to sources within the parameters of specific genres
Assessment Items Featured in Benchmark Assessments
Benchmark assessments feature the following item types—selected response (SR), multiple
selected response (MSR), evidence-based selected response (EBSR), constructed response

(CR), technology-enhanced items (TE), and Performance Tasks (PT). (Please note that the
print versions of TE items are available in this component; the full functionality of the items
is available only through the online assessment.) This variety of item types provides multiple
methods of assessing student understanding, allows for deeper investigation into skills and
strategies, and provides students an opportunity to become familiar with the kinds of items
and approaches they will encounter in high-stakes assessments.
iv Teacher Introduction
Overview of Benchmark Assessments

The Benchmark Assessments component consists of three tests—Benchmark Test 1,
Benchmark Test 2, and Benchmark Test 3.
Test 1 focuses on key skills that are part of the instruction in Units 1–3, Test 2 samples key
skills from Units 1–6, and Test 3 features a suite of PTs.
Test 1 and Test 2 feature 39 items that mirror the focus and presentation students will
encounter in end-of-year testing. The tests are broken into two sessions. A listening
comprehension section has been omitted from the print component so as to allow for ease
of administration. One online version of Test 2 contains a listening comprehension section
that can be administered, if you feel students will benefit from the experience.
Test 3 contains examples of PTs that are part of traditional performance-based assessment.
• Narrative
◦ Students craft a narrative using information from the sources.
• Informational
◦ Students generate a thesis based on the sources and use information from the sources
to explain this thesis.
• Opinion
◦ Students analyze the ideas in sources and make a claim that they support using
the sources.
Each PT assesses standards that address comprehension, research skills, genre writing, and
the use of standard English language conventions (ELC). The stimulus texts and research
questions in each task build toward the goal of the final writing topic.
Administering Benchmark Assessments
Benchmark Test 1 should be given to students after Unit 3 is completed. Benchmark 2 should
be given to students close to the end of the year or before students take their EOY test. The
PTs in Test 3 can be administered at various times during the year. The Narrative Task can
be given at the start of the year and again closer to the performance-based assessment
date to measure student growth and test readiness.
Due to the length of the test (and to provide students a test-taking experience that is in
concert with standardized testing), the schedule below is suggested. (Session 1 and Session 2
can be spaced over two days or grouped together with a short break in between.)
• Session 1 of Tests 1 and 2—45 to 60 minutes
• Session 2 of Tests 1 and 2—35 to 50 minutes
• PTs in Test 3—90 to 100 minutes. (Provide students 30 to 40 minutes to read the stimulus
materials and answer the research questions, and 60 to 70 minutes for planning,
writing, and editing their responses. If desired, provide students a short break between
these activities.)
Teacher Introduction v
Scoring Benchmark Assessments

Items 1–39 in Tests 1 and 2 are each worth two points, for a 78-point assessment. Each part
of an EBSR is worth 1 point; MSR and TE items should be answered correctly in full, though
you may choose to provide partial credit. For written responses, use the correct response
parameters provided in the Answer Key and the scoring rubrics listed below to assign a
score.
Short Response Score: 2
The response is well-crafted and concise and shows a thorough understanding of the
underlying skill. Appropriate text evidence is used to answer the question.
Short Response Score: 1
The response shows partial understanding of the underlying skill. Text evidence is featured,
though examples are too general.
Each PT is a 15-point assessment. For PT full-writes, use the rubrics on the following pages.
Score the task holistically on a 10-point scale: 4 points for purpose/organization [P/O];
4 points for evidence/elaboration [E/E] or development/elaboration [D/E]; and 2 points for
English language conventions [C].
Evaluating Scores
The goal of each test is to evaluate student mastery of previously-taught material and to
gauge preparedness for state-mandated testing.
Test 1 can serve as a summative, mid-year assessment.
Test 2 can serve as a summative, EOY assessment.
The PTs that comprise Test 3 can be assigned at points directly following specific instruction
in the task genre to assess student mastery.
The expectation is for students
• to score 80% or higher on Tests 1 and 2; and
• to score “12” or higher on each PT.

For students who do not meet these benchmarks, assign appropriate lessons from the
Tier 2 online PDFs. Use student results in particular test categories to guide intervention.
vi Teacher Introduction
Use the rubrics to score the task holistically on a 10-point scale:
4 points for purpose/organization [P/O]; 4 points for evidence/elaboration [E/E] or
development/elaboration [D/E]; and 2 points for English language conventions [C]
Unscorable or Zero responses are unrelated to the topic, illegible, contain little or no
writing, or show little to no command of the conventions of standard English.
INFORMATIVE PERFORMANCE TASK SCORING RUBRIC

Score Purpose/Organization Evidence/Elaboration Conventions
• effective organizational • convincing support for main

structure idea; effective use of sources
• clear statement of main • integrates comprehensive
idea based on purpose, evidence from sources
4 audience, task • relevant references
• consistent use of various • effective use of elaboration
transitions • audience-appropriate domain-
• logical progression of specific vocabulary
ideas
• evident organizational • adequate support for main

structure idea; adequate use of sources
• adequate statement • some integration of evidence
of main idea based on from sources
3 purpose, audience, task • references may be general
• adequate, somewhat • adequate use of some
varied use of transitions elaboration
• adequate progression of • generally audience-appropriate
ideas domain-specific vocabulary
• inconsistent • uneven support for main idea; • adequate

organizational structure limited use of sources command
• unclear or somewhat • weakly integrated, vague, of spelling,
unfocused main idea or imprecise evidence from capitalization,

2 • inconsistent use of sources punctuation,
transitions with little • references are vague or absent grammar, and
variety • weak or uneven elaboration usage
• formulaic or uneven • uneven domain-specific • few errors
progression of ideas vocabulary
• little or no • minimal support for main idea; • partial command

organizational structure little or no use of sources of spelling,
• few or no transitions • minimal, absent, incorrect, capitalization,
• frequent extraneous or irrelevant evidence from punctuation,
ideas; may be formulaic sources grammar, and
1 • may lack introduction • references are absent or usage
and/or conclusion incorrect • some patterns of
• confusing or ambiguous • minimal, if any, elaboration errors
focus; may be very brief • limited or ineffective domain-
specific vocabulary
Teacher Introduction vii

NARRATIVE PERFORMANCE TASK SCORING RUBRIC

Score Purpose/Organization Development/Elaboration Conventions
• fully sustained organization; • effective elaboration
clear focus with details, dialogue,
• effective, unified plot description
• effective development of setting, • clear expression of
characters, point of view experiences and events
• transitions clarify relationships • effective use of relevant
4
between and among ideas source material
• logical sequence of events • effective use of various
• effective opening and closing narrative techniques
• effective use of
sensory, concrete, and
figurative language
• adequately sustained • adequate elaboration with
organization; generally details, dialogue, description
maintained focus • adequate expression of
• evident plot with loose experiences and events
connections • adequate use of source
3 • adequate development of setting, material
characters, point of view • adequate use of various
• adequate use of transitional narrative techniques
strategies • adequate use of sensory,
• adequate sequence of events concrete, and figurative
• adequate opening and closing language
• somewhat sustained • uneven elaboration with • adequate
organization; uneven focus partial details, dialogue, command
• inconsistent plot with evident description of spelling,
flaws • uneven expression of capitalization,
• uneven development of setting, experiences and events punctuation,

characters, point of view • vague, abrupt, or imprecise grammar,
2
• uneven use of transitional use of source material and usage
strategies, with little variety • uneven, inconsistent use of • few errors
• weak or uneven sequence of narrative technique
events • partial or weak use of
• weak opening and closing sensory, concrete, and
figurative language
• basic organization; little or no • minimal elaboration with • partial
focus few or no details, dialogue, command
• little or no discernible plot; may description of spelling,
just be a series of events • confusing expression of capitalization,
• brief or no development of experiences and events punctuation,
setting, characters, point of view • little or no use of source grammar,
1
• few or no transitional strategies material and usage
• little or no organization of event • minimal or incorrect use of • some
sequence; extraneous ideas narrative techniques patterns of
• no opening and/or closing • little or no use of sensory, errors
concrete, and figurative
language
viii Teacher Introduction

OPINION PERFORMANCE TASK SCORING RUBRIC

Score Purpose/Organization Evidence/Elaboration Conventions
• effective organizational • convincing support/evidence
structure; sustained focus for main idea; effective use of
• consistent use of various sources; precise language
transitions • comprehensive evidence from
• logical progression of sources is integrated
4 ideas • relevant, specific references
• effective introduction and • effective elaborative techniques
conclusion • appropriate domain-specific
• clearly communicated vocabulary for audience,
opinion for purpose, purpose
audience, task
• evident organizational • adequate support/evidence
structure; adequate focus for main idea; adequate use of
• adequate use of sources; general language
transitions • some evidence from sources is
• adequate progression of integrated
ideas • general, imprecise references
3 • adequate introduction • adequate elaboration
and conclusion • generally appropriate
• clear opinion, mostly domain-specific vocabulary for
maintained, though audience, purpose
loosely
• adequate opinion for
purpose, audience, task
• inconsistent • uneven support for main idea; • adequate
organizational structure; partial use of sources; simple command
somewhat sustained focus language of spelling,
• inconsistent use of • evidence from sources is capitalization,
transitions weakly integrated, vague, punctuation,

• uneven progression of or imprecise grammar, and
2
ideas • vague, unclear references usage
• introduction or conclusion, • weak or uneven elaboration • few errors
if present, may be weak • uneven or somewhat
• somewhat unclear or ineffective use of domain-
unfocused opinion specific vocabulary for
audience, purpose
• little or no organizational • minimal support for main idea; • partial
structure or focus little or no use of sources; command
• few or no transitions vague language of spelling,
• frequent extraneous • source material evidence is capitalization,
ideas are evident; may be minimal, incorrect, or irrelevant punctuation,
1
formulaic • references absent or incorrect grammar, and
• introduction and/or • minimal, if any, elaboration usage
conclusion may be missing • limited or ineffective use of • some patterns
• confusing opinion domain-specific vocabulary for of errors
audience, purpose
Teacher Introduction ix
Answer Keys in Benchmark Assessments

The Answer Keys have been constructed to provide the information needed to aid
understanding of student performance.
Correct answers, content focus, standards alignment, and complexity information are listed.
15 B, E Main Idea and Key Details RI.4.2 DOK 2
16 D Context Clues L.4.4a DOK 2
17A C Main Idea and Key Details RI.4.2 DOK 2
17B B Main Idea and Key Details/Text Evidence RI.4.2/RI.4.1 DOK 2
Scoring tables show distinct categories to pinpoint possible areas of intervention or

enrichment.
Comprehension: Selected Response 1A, 1B, 2A, 2B, 4, 6A, 6B, 7A, 7B,
8A, 8B, 10, 12, 13, 21A, 21B, 23A, 23B, 24A, 24B, 27, 28, 29A, 29B, 30A, /34 %
30B, 32, 33
Comprehension: Constructed Response 5, 28 /4 %
Vocabulary 3A, 3B, 9A, 9B, 11, 22A, 22B, 25A, 25B, 26, 31A, 31B /14 %
Research 14, 15, 16, 17 /8 %
Drafting, Editing, Revising 18, 19, 20, 37, 38, 39 /12 %
English Language Conventions 34, 35, 36 /6 %
Total Benchmark Assessment Score /78 %
For PTs, SR items are worth 1 point each. CR items are worth 2 points each. Use the rubrics
to score the full-write. An anchor paper response can be found for each PT. This top-line

response is included to assist with scoring.
Narrative Performance Task
Question Answer CCSS Complexity Score
1 B, D DOK 3 /1
2 see below DOK 3 /2

RI.4.1, RI.4.2, RI.4.7, RI.4.8, RI.4.9
W.4.2, W.4.3a–e, W.4.4, W.4.7
3 see below L.4.1, L.4.2 DOK 3 /2
/4 [P/O]
Story see below DOK 4 /4 [D/E]
/2 [C]
Total Score /15
x Teacher Introduction
GRADE 4 BENCHMARK 1
SESSION 1
Read the passage. Then answer the questions.
Cinder the Crow

Cinder was an American crow, and, like most crows, she was very sociable
and hated to be alone. But Cinder was also quite shy. She lived in a large
group, and she never told another crow what to do. She liked to hear good
gossip, but she never cawed first.
Most of Cinder’s crow friends were brave and bold. They ventured into
other crow communities, searching for new sources of food. They were
clever about getting into closed garbage containers where humans threw
away such delicious morsels! When enemy birds approached, these crows
chased them away. They were brave, even when facing birds that were a lot
larger than they were, like hawks or herons.
Cinder stayed close to home and fed quietly on insects. Her favorite time of
the day was just before bedtime because that’s when all of her friends and
family would gather in the boughs of a big tree. They would exchange news
before falling asleep.
Cinder did not have a husband or children of her own. She was a helper
crow. She happily helped raise the young of her sister, Smoke, and Smoke’s
husband Night.
Each spring, when it was time to build a new nest, Cinder and Smoke
would find a nice, tall tree in their group’s territory. Then they would gather
big sticks and use them to construct the nest’s outer ring. Next, they would
line the nest with soft materials, such as leaves. Smoke would lay her eggs,
and they would wait. Cinder looked forward to the moment when the first
shell would crack open. A tiny pink creature would emerge that needed
much food and attention to survive!
Cinder observed the young ones growing bigger in the nest. She saw their first
flights. Then she watched the young crows play with acorns and stones. She
knew these games would one day help the young gather food for themselves.
Life for Cinder was good until she was seven. Then something strange and
terrible began to happen.
GO ON
Grade 4 • Benchmark Assessment • Test 1 1
GRADE 4 BENCHMARK 1
Large numbers of crows started to get sick. Many of them died. Luckily,
Cinder and Smoke stayed healthy, and so did Smoke’s children. But it was
sad to lose so many good friends. When it was time to roost at night, the
tree was no longer full of dozens of crows, loudly talking over the events of
the day. It was half-empty and much too quiet.
Then Night disappeared. Smoke was sure he had died of the mysterious
sickness. She sat sadly on a bough, refusing to move. Cinder brought her
delicious bugs. She even stole some snacks from a picnic, but Smoke was
much too sad to eat.
Cinder was very worried. She had to find a way to get her sister interested
in living again. As she flew around in circles, trying to think, Cinder heard a
sad cawing from a field below. She landed to see what was wrong.
Two baby crows sat next to a puddle. Their wings looked dusty and droopy.
Their eyes were as dull as pebbles.
“Are you sick?” Cinder asked them gently.
“No,” one of them answered. “Just hungry and lonely. Everyone in our
community got sick except us, and now we are alone.”
“You cannot stay here by yourself,” cawed Cinder in a firm voice. “Follow me.”
Cinder flew with strong, steady wing beats to the tree where her sister was
staying. The little crows followed.
“Smoke,” said Cinder. “I would like you to meet the two new members of
our family, Ashes and Pepper. You and I need to find them food right away.”
At the word food, Pepper got so excited he almost fell out of the tree! Smoke
gave a small, crowish smile and flew off in search of provisions.
Cinder found families for other lost and lonely orphans. She met with
leaders of neighboring crow communities to deal with the problem they all
faced. She even moved her family to a safer area.
The next year, the sickness went away as mysteriously as it had arrived. New
crows were born, and, once more, the skies were full of the clever black birds.
Cinder married a handsome crow named Jet, and, for the first time, she had
a nest full of her own babies – and Smoke became a very good helper.
GO ON
2 Grade 4 • Benchmark Assessment • Test 1
Name: Date:
1 The following question has two parts. First, answer part A. Then,
answer part B.
Part A: Which of these conclusions about Cinder is supported by

the passage?
A At the end of the story, Cinder understands the reasons for the
mysterious sickness.
B At the end of the story, Cinder understands the joy of caring for a
family of her own.
C At the end of the story, Cinder understands that the problems of
all the lost and lonely crow children are over.
D At the end of the story, Cinder understands that the problems of
the community are more important than her own.
Part B: Which sentence from the passage best supports your answer
in part A?
A “Cinder found families for other lost and lonely orphans.”

B “She met with leaders of neighboring crow communities to deal
with the problem they all faced.”
C “The next year, the sickness went away as mysteriously as it
had arrived.”
D “Cinder married a handsome crow named Jet, and, for the first
time, she had a nest full of her own babies.”
GO ON
Name: Date:
answer part B.
Part A: Which statement best describes the relationship between

Cinder and Smoke?
A They both teach the young crows to take their first flights.
B They both want to be leaders and tell others what to do.
C They both remember being lost and lonely orphans themselves.
D They both work together to build nests and care for their children.
in part A?
A “Each spring, when it was time to build a new nest, Cinder and
Smoke would find a nice, tall tree in their group’s territory.”
B “Luckily, Cinder and Smoke stayed healthy, and so did
Smoke’s children.”
C “Cinder found families for other lost and lonely orphans.”
D “She met with leaders of neighboring crow communities to deal
with the problem they all faced.”
GO ON
Name: Date:
answer part B.
Part A: Read the sentences from the passage.
“Two baby crows sat next to a puddle. Their wings looked dusty and
droopy. Their eyes were as dull as pebbles.”
What does the author tell the reader by using the underlined phrase?
A The birds are unable to eat or fly.

B The birds are feeling sick from eating rocks.
C The birds are looking for other orphans.
D The birds are feeling tired and without hope.
Part B: Which detail from the passage best supports your answer in
part A?
A “Their wings looked dusty and droopy.”

B “‘Are you sick?’ Cinder asked them gently.”
C “‘No,’ one of them answered. ‘Just hungry and lonely.’”
D “Cinder found families for other lost and lonely orphans.”
4 Match each theme idea found in the passage to the event in the
passage that shows that theme.
being kind to others Cinder and her sister build a new nest
every spring.
showing courage Cinder’s friends chase away enemy birds.

using thinking skills Cinder finds families for baby birds who
to solve problems are alone and lost.
working together to Cinder meets with leaders of neighboring
complete a task crow communities to talk about the
sickness.
GO ON
Name: Date:
5 Read the paragraph from the passage.
“Cinder was an American crow, and, like most crows, she was very
sociable and hated to be alone. But Cinder was also quite shy. She
lived in a large group, and she never told another crow what to do.
She liked to hear good gossip but never cawed first.”
How does this first description of Cinder help the reader understand
Cinder’s character? Support your answer with details from the passage.
GO ON
GRADE 4 BENCHMARK 1
Gullah Traditions
As Europeans settled in the Americas during the 1600s, thousands of people
were taken from West Africa and brought to the Americas as slaves. Some
of them ended up on the Sea Islands off the coast of South Carolina.
The warm climate of the Sea Islands made them a perfect place to grow rice.
Some Africans came from Sierra Leone in West Africa. Sierra Leone is a
rice-growing region. These people brought with them the knowledge
necessary to cultivate rice.
Today, descendants of these West Africans still live on the Sea Islands. They
are known as the Gullah people. They live in small communities that are
separated from the mainland. They carry on many African traditions.
South Carolina Sea Islands
Ed
i
Sal
sto
ke h
Rive
tch
a
Charleston
ie
Rive
SOUTH CAROLINA
r
Key
City
Sa
va
nn
Island
ah Rive r
Atlantic
River
Ocean
GEORGIA
20 m
20 km
Savannah
The Gullah Language

One thing that makes the Gullah people special is their speech. It is a
mixture of English and several African languages. Gullah was developed by
slaves working in the rice fields. They needed a way to communicate with
one another. They took English as a common tongue but added words from
their home countries. They also changed certain rules of grammar.
Over the years, outsiders have moved to the Sea Islands. Many local people
have also moved away, looking for work. Language experts keep predicting
GO ON
GRADE 4 BENCHMARK 1
that the Gullah language will die out. However, after hundreds of years, this
has not yet happened. Today, many Gullah people hold their language and
culture as an important part of who they are.
Grass Baskets
Gullah women today make baskets like those made by their ancestors.
These coiled sweetgrass baskets come in different shapes. A basket called
fannah, or fanner, is wide and shallow. This type of basket was used both in
Africa and South Carolina to clean rice by fanning, or tossing the grains
into the air. This separated the inedible covering from the part of the rice
that could be eaten.
Today, Gullah women sell their baskets to tourists. The baskets are woven
from different types of grass and are stitched with palm leaves. Sometimes,
they are decorated with pine needles. They are a beautiful mixture of soft
green and brown. The baskets are expensive because it takes a lot of time
and work to create each one.
Sometimes, baskets from other countries are sold as Gullah baskets. These
fake baskets are far less expensive. They tend to be gray, are stiffer, and they
do not hold up as well as the real thing. Gullah basket weavers are trying to
educate the public about the differences between traditional and fake
sweetgrass baskets.
Other Traditions
The Gullah also brought with them the knowledge of how to grow indigo, a
plant used to make a deep blue dye. This dye was valued for making clothes
in the 1800s.
They brought folktales, too. The Gullah character Brer (Brother) Rabbit is a
clever trickster who defeats bigger enemies. A similar character, Koni
Rabbit, pops up in many West African tales.
An Amazing Story
Think back to the ancestors of today’s Gullah. They were taken from their
homes and families. They made a long and difficult journey over the ocean.
They landed on a new continent where they were forced to work for others.
They lost so much.
Yet, they held on to so many things, including words, stories, songs, and
crafts. They also maintained their ways of farming. The strength of the
human spirit can be seen in the story of the Gullah.
GO ON
Name: Date:
answer part B.
Part A: Which sentence best states the main idea of the passage?
A The Gullah people faced difficulty, but they continued
many traditions.
B Many Africans were brought to America as slaves by
European settlers.
C The baskets made by the Gullah people are highly prized.
D Africans from Sierra Leone settled on the islands off the coast of
South Carolina.
in part A?
A “Some of them ended up on the Sea Islands off the coast of

South Carolina.”
B “Sometimes, baskets from other countries are sold as
Gullah baskets.”
C “They were taken from their homes and families.”
D “Yet, they held on to so many things, including words, stories,
songs, and crafts.”
GO ON
Name: Date:
answer part B.
Part A: What conclusion about the Gullah people is supported by

the passage?
A The Gullah people needed a new place to grow rice.

B The Gullah people knew how to grow food for survival.
C The Gullah people could no longer grow rice as they had in
the past.
D The Gullah people had to learn how to grow new kinds of crops
to survive.
in part A?
A “The warm climate of the Sea Islands made them a perfect place
to grow rice.”
B “Some Africans came from Sierra Leone in West Africa.”
C “These people brought with them the knowledge necessary to
cultivate rice.”
D “They live in small communities that are separated from
the mainland.”
GO ON
Name: Date:
answer part B.
“One thing that makes the Gullah people special is their speech. It is a
mixture of English and several African languages. Gullah was
developed by slaves working in the rice fields. They needed a way to
communicate with one another. They took English as a common
tongue but added words from their home countries.”
What does the underlined phrase most likely mean as it is used in

the passage?
A a way of communicating among people who share the

same ancestors
B a way of communicating among people who speak
different languages
C a way of communicating among people who come from
different places
D a way of communicating among people who live on the
same continent
part A?
A “One thing that makes the Gullah people special is their speech.”
B “It is a mixture of English and several African languages.”
C “Gullah was developed by slaves working in the rice fields.”
D “They needed a way to communicate with one another.”
GO ON
Name: Date:
answer part B.
Part A: What is the most likely reason the author included the map
in the passage?
A to show where Europeans settled

B to show where the Gullah people came from
C to show where the Gullah communities are located
D to show why the Sea Islands are good for growing rice
in part A?
A “As Europeans settled in the Americas during the 1600s, thousands

of people were taken from West Africa and brought to the
Americas as slaves.”
B “The warm climate of the Sea Islands made them a perfect place
to grow rice.”
C “Some Africans came from Sierra Leone in West Africa.”
D “They live in small communities that are separated from
the mainland.”
GO ON
Name: Date:
answer part B.
Part A: Read the paragraph from the passage.
“These coiled sweetgrass baskets come in different shapes. A basket

called fannah, or fanner, is wide and shallow. This type of basket was
used both in Africa and South Carolina to clean rice by fanning, or
tossing the grains into the air. This separated the inedible covering
from the part of the rice that could be eaten.”
What does the prefix in- in the underlined word mean?
A different
B not
C outer
D repeated
Part B: Which phrase from the passage best supports your answer in
part A?
A “come in different shapes”

B “wide and shallow”
C “tossing the grains into the air”
D “part of the rice that could be eaten”
11 Which of the following phrases best describe traditions of the Gullah

people? Select all that apply.
A growing rice
B using indigo for dye
C speaking many languages
D living in large communities
E cleaning rice with fanner baskets
F making fake sweetgrass baskets
GO ON
Name: Date:
12 Number the events in the correct order in which they happened, as

explained by the passage.
Europeans brought slaves from West Africa.

The Gullah culture developed over time.
Gullah women began selling fanner baskets to tourists.
Some Gullah people moved away to find work.
Some Africans settled in the South Carolina Sea Islands.
13 Which sentence best states the author’s main idea about

fanner baskets?
A Making fanner baskets takes a very long time.
B Fanner baskets are no longer used to clean rice.
C Making fanner baskets is an important tradition for the
Gullah people.
D Fanner baskets have become important for the economy of the
Gullah people.
GO ON
Name: Date:
Read the directions. Then answer the questions.
14 A student is writing a research report about summer camps. She wrote

an opinion in the report.
Summer camps offer lots of benefits for students. Summer camps are
fun, entertaining, and rewarding. Students can spend the
day or stay overnight. These are some of the benefits of
enrolling a student into summer camp.
Choose the two sentences that should go in the blanks to best support
the student’s opinion.
A Many summer camps are found near state parks.

B Summer camps last for a few days to weeks at a time.
C Students get a chance to meet new friends and learn new skills.
D Summer camps are often held at schools and other
gathering places.
E Students can choose from a variety of exciting activities at camp.
F Summer camps are available in every state, and many are in
other countries.
GO ON
Name: Date:
15 A student is writing a report about volunteering. Read the sentences

from the source and the directions that follow.
There is quite a variety of volunteering activities to choose from. You

can choose to donate clothes or used household goods. You can help
by making neighborhoods and parks more beautiful. You can care for
sick or hurt animals and people. You could help clean up wildlife and
natural areas. Or, you could convince your family to care for foster
pets. The possibilities are endless!
The parts of the student’s report are listed below. Choose two parts of
the report where the information from the source should be placed.
A Helping People
B Helping Schools
C How to Fundraise
D Reasons to Volunteer
E Being a Good Volunteer
F Helping the World Around You
16 A student is writing a report on how having a household pet can be

a good thing. The student found the following sources. Which source
would most likely have information for the report?
A a website article titled “Cats Are Better Than Dogs”

B a fictional novel titled “Shiloh – the Story of a Heroic Dog”
C a nonfiction book titled “Wild at Home: Wild Animals as Pets”
D a magazine article titled “Can Pets Help Your Happiness?”
GO ON
Name: Date:
17 A student has made a plan for research. Read the plan and the
directions that follow.
Research Report
Plan Topic: Architects
Audience: Students
Purpose: To inform
Research Question: How do people learn how to design buildings and
become architects?
Which of these sources is the most useful source for the information
needed to answer the research question?
A a toy catalog about becoming a master builder

B a book about architects and modern buildings in different
countries
C an advertisement for a summer camp where building tree houses
is an activity
D a website that explains a university’s courses and requirements
for architecture
GO ON
Name: Date:
18 For her science class, a student is writing an opinion article about

the space shuttle program. Read the draft of the opinion article and
complete the task that follows.
The space shuttle program started in 1972. President Nixon announced

that the United States would build a space shuttle and send it into
orbit. This happened less than ten years later. The program had
135 missions. Then it was ended in 2011.
The space shuttle has been called the “world’s first reusable spacecraft.”
It is launched like a rocket. It orbits like a spacecraft, and it lands like
a plane. This makes it the best type of spacecraft. The entire shuttle
can be flown many times. It does not have to be built again like some
other spacecrafts do.
Using information from the student’s draft, write a paragraph that

concludes the article and supports an opinion about the space
shuttle program.
GO ON
Name: Date:
19 A student is writing a story for his teacher about two friends who
go hiking together. The student wants to revise his draft to show the
reader what is happening at the beginning of the story. Read the draft
of the story.
Sam and Amil had never gone hiking together. Sam hiked all the time
with his father and older brother. They liked going into the woods
behind the lake near where they lived. Sam knew he would have to be
patient with Amil. But, he did not expect to need this level of patience.
He realized this when he asked his friend how much water he had
brought with him and got a puzzled look in return. “I was supposed to
bring water?” Amil replied. Sam decided he could share what he had
brought, but he was already irritated.
Choose the best sentence to connect the underlined sentences.
A Amil, however, had never gone hiking before.

B Amil’s house was not anywhere near the lake.
C Sam’s older brother would tease him on their hikes.
D Sam, however, packed plenty of water when he hiked.
GO ON
Name: Date:
20 A student is writing a report for her teacher about ideas for the year’s
field trip. The student wants to revise the draft to better develop her
ideas. Read the draft of the report and complete the task that follows.
Field trips are taken for educational purposes. However, if students do

not enjoy the field trip, they will not learn as well. This year, students
should be able to choose where we take our field trip.
There are 23 students in our class. I asked everyone where we should
take our field trip this year. I then made this table to show the number
of votes each location received. Almost everyone wanted to go to the
science center. Therefore, the science center should be the place we go
for this semester’s trip.
Location for Field Trip Number of Votes

Super Space Age Science Center 10
McElwain Soup Factory 7
Neuschwander Museum of Art 4
Ye Olde Historical Hall 2
Choose the sentence that is a better way to use information from the
student’s chart to support the student’s idea in the underlined sentence.
A The science center and the soup factory both got a lot of votes
from the class.
B The museum of art and the historical hall got the fewest votes
from the class.
C Out of the 23 students in our class, 10 think we should go to the
science center.
D Out of the 23 students in our class, only 2 think we should go to
the historical hall.
STOP

GRADE 4 BENCHMARK 1
SESSION 2
The Fisherman and His Wife

Adapted from the Brothers Grimm
Once upon a time, in a miserable little hut by the

sea, there lived a fisherman and his wife. One day,
the fisherman was fishing and pondering nothing
in particular, when he felt a great force tug on his
line. The fisherman hauled in the line with all his
might and discovered he had caught a flounder as
big as a whale.
Suddenly, the flounder said, “Wait, fisherman, I
beg you to let me live. I am actually an enchanted
prince. Please put me back into the water and let
me go free.”
Astonished, the fisherman stopped heaving the line and said, “Well, of
course I will let you go. I had no idea that you were enchanted.”
Then the fisherman left and trudged home.
“Husband, have you caught nothing today?” asked his wife as he entered
through the door.
“Well, I did catch a giant flounder,” said the fisherman. “But he was an
enchanted prince, so I let him go free.”
“Didn’t you make a wish first?” asked the woman.
“What would I wish for?” he asked. “We have everything we need.”
The fisherman’s wife was beside herself. “Are you serious?” she bellowed.
“We live in a shack! Go back and ask the flounder for a nice house we can
live in. That’s the least he can do; you spared his life.”
GO ON
GRADE 4 BENCHMARK 1
The fisherman did not want to go back and bother the enchanted flounder,
but he did want to please his wife. So he returned to the sea and uttered,
“Flounder, flounder, in the sea,
Come back today and talk to me.
My good wife wants to make a wish
And hopes you are a magic fish.”
In a few moments, the flounder appeared and asked, “Well, what does
she want?”
“Ah,” said the fisherman, “we live in a miserable little shack. She would like
to have a nice cozy cottage by the sea.”
“Go home, fisherman,” said the flounder. “She will have what she desires.”
The fisherman returned home, and it was true. Instead of the rundown
shack, he found a cozy cottage. It had a delightful living room and a warm
kitchen. His wife was smiling broadly when he walked in the door.
“Do you see, husband? All you had to do was request it, and here we are,
living like a lord and a lady.”
The fisherman had to agree that this was a very fine home, and he was glad
to see his wife so happy. Everything went well for the next few days, but
then she started grumbling, and finally she demanded that he go back to
the flounder again.
“If he can give us a cheap little cottage, then he can give us a lovely stone
castle. I would rather live in a castle than in this shameful place.”
The fisherman did not want to go back to the flounder, but he did as his
wife instructed. He explained to the magical fish what his wife desired, and
the flounder granted the wish. When the fisherman got home this time, he
found an elaborate stone castle. The solid wooden gates to the castle were
open. He found his wife perched on a throne-like chair.

“Do you see, husband? All you had to do was request it, and here we are,
living like royalty.”
GO ON
GRADE 4 BENCHMARK 1
The fisherman had to agree that this was a very fine castle, and he was
glad to see his wife so happy. Everything went well for the next few days,
but then she started grumbling, and finally she demanded that he go back
to the flounder once again.
“If he can give us a lovely stone castle, then he can make me a queen. I
should be a queen if I’m going to live in a place like this.”
The fisherman did not want to go back to request more from the flounder,
but he did what his wife asked. He explained to the magical flounder what
his wife desired. The flounder said, “You spared my life once, and I am
grateful. In return, I have tried to give you what you wished for, but this time
your wife has gone too far. Go home, fisherman, and see what she has done.”
The fisherman felt terrible about making the flounder upset. He turned
away from the sea and went home. The elaborate stone castle was gone. In
its place he found their old miserable home. He stood and gazed at it for a
moment. He was happy with what had happened, because he had never
thought their old home was so bad after all.
GO ON
Name: Date:
answer part B.
“Do you see, husband? All you had to do was request it, and here we
are, living like royalty.”
What does the underlined phrase tell the reader about the
fisherman’s wife?
A She has very nice things.

B She wishes she had a magic fish.
C She receives visits from the king and queen.
D She comes from a very rich family.
in part A?
A “My good wife wants to make a wish / And hopes you are a
magic fish.”
B “The solid wooden gates to the castle were open.”
C “The fisherman had to agree that this was a very fine castle, and
he was glad to see his wife so happy.”
D “I should be a queen if I’m going to live in a place like this.”
GO ON
Name: Date:
answer part B.
Part A: Read the paragraph from the passage.
The fisherman did not want to go back and bother the enchanted
flounder, but he did want to please his wife. So he returned to the sea
and uttered,
“Flounder, flounder, in the sea,
Come back today and talk to me.
My good wife wants to make a wish
And hopes you are a magic fish.”
What does the underlined word most likely mean as it is used in

the passage?
A welcomed
B underwater
C under a spell
D nowhere to be found
in part A?
A “in the sea”

B “Come back today”
C “My good wife wants”
D “magic fish”
GO ON
Name: Date:
answer part B.
Part A: Read the sentence from the story.
“We live in a shack!”
Which of these is a synonym of the underlined word?
A apartment
B cabin
C house
D palace
Part B: Which sentence from the story best supports your answer in
part A?
A “Once upon a time, in a miserable little hut by the sea, there lived
a fisherman and his wife.”
B “‘Go back and ask the flounder for a nice house we can live in.’”
C “The fisherman had to agree that this was a very fine home, and
he was glad to see his wife so happy.”
D “‘I should be a queen if I’m going to live in a place like this.’”
GO ON
Name: Date:
answer part B.
Part A: Which sentence best states the author’s message?

A Do not be greedy.
B Magic can be dangerous.
C Try to make your family happy.
D A fish should be returned to the sea.
in part A?
A “’Well, of course I will let you go.’”

B “The fisherman did not want to go back and bother the enchanted
flounder, but he did want to please his wife.”
C “He explained to the magical fish what his wife desired, and the
flounder granted the wish.”
D “‘In return, I have tried to give you what you wished for, but this
time your wife has gone too far.’”
GO ON
Name: Date:
answer part B.
Part A: Read the sentence from the passage.
“The fisherman’s wife was beside herself.”
What does the underlined phrase suggest about the fisherman’s wife?
A She was very angry.

B She had many questions.
C She was pleased with her husband.
D She wanted to sit next to her husband.
in part A?
A “‘Husband, have you caught nothing today?’ asked his wife as he

entered through the door.”
B “‘Are you serious?’ she bellowed.”
C “His wife was smiling broadly when he walked in the door.”
D “He found his wife perched on a throne-like chair.”
GO ON
Name: Date:
26 Read the paragraph from the passage.
The fisherman did not want to go back to request more from the
flounder, but he did what his wife asked. He explained to the magical
flounder what his wife desired. The flounder said, “You spared my life
once, and I am grateful. In return, I have tried to give you what you
wished for, but this time your wife has gone too far. Go home,
fisherman, and see what she has done.”
Click on the two conclusions that can be made based on

the paragraph.
A The fisherman is happy to obey his wife.

B The fisherman does not wish to return to speak to the flounder
C The flounder understands why the fisherman wants another
wish granted.
D The flounder wants to give back to the fisherman for his good deed.
E The fisherman’s wife should have gone to see the flounder herself.
F The fisherman’s wife has moved away from her big home.
GO ON
Name: Date:
27 Match each statement with the character it best describes.
the fisherman happy with the way things are

the flounder unable to be pleased
the fisherman’s wife grateful for being saved
28 Reread the last paragraph of the passage.
In your own words, explain what conclusion can be drawn about the
fisherman based on the last paragraph of the passage? Support your
answer with details from the passage.
GO ON
GRADE 4 BENCHMARK 1
Mighty Krakatoa
One of the largest and most destructive volcanoes the world has ever known
exploded on the island of Rakata in 1883. Rakata lies in Indonesia, a large
Asian country made up of thousands of islands.
On May 20, 1883, the volcano known as Krakatoa became active. Ash rose
from the volcano and filled the air. Explosions could be heard 100 miles
away. By the end of the month, the volcano was quieting down. The people
living on nearby islands thought the danger had passed.
That summer, Krakatoa began grumbling again. On August 27, a huge
eruption took place. Two thirds of the island exploded with a force greater
than that of any bomb.
The noise was so loud that people heard it 2,000 miles away in Australia and
4,000 miles away in India! Black smoke shot 50 miles high into the air above
the volcano. A ship 50 miles away reported being tossed around by sudden
high winds. People on the ship felt like they were in a hurricane.
Indonesia
CHINA
INDIA
Pacific Ocean
Sumatra
N
Indian
Ocean
INDONESIA
Krakatoa
Key
Rakata
Indonesia 0 400 mi Java
City
0 400 km
AUSTRALIA
Luckily, no one lived on Rakata Island at the time. The powerful shock
triggered tsunamis, or giant ocean waves that are up to 120 feet tall. Many
people died when these waves slammed into the islands of Java and Sumatra.
GO ON
GRADE 4 BENCHMARK 1
The effects of Krakatoa lasted long after the eruption. The explosion did not
just produce flames and smoke. It threw so much dirt into the air that the
area around the volcano was plunged into complete darkness for two and a
half days. It must have felt as if the world had come to an end!
Material from the volcano landed in the sea. In some places, the layer of
debris was so thick that ships had to wait for some of it to float away or sink
just so they could get by!
Breezes carried dust from Krakatoa around the globe. When sunlight struck
the dust, it was reflected. This had two effects. First, less sunlight reached
the earth, so temperatures dropped around the globe. Second, the
reflections created beautiful colors. For more than a year after the eruption,
people far away marveled at the dramatic red and orange sunsets!
The islands around the volcano were completely covered in a thick layer of
ash. For many years, nothing lived there—not even plants. However, over
time, life gradually returned to the region.
In 1927, the underwater volcano that had created Rakata and Krakatoa
began acting up again. Eventually, it produced a new, smaller island, called
Anak Krakatoa, or “child of Krakatoa.” In 2007, this lively youngster began
erupting. Experts are keeping a close eye on this dangerous location, as is
everyone living on nearby islands.
Major Volcanic Eruptions Since 1800
(Source: World Almanac 2011)
1815 1883 1902 1919 1985
Mt. Tambora Krakatoa Mt. Pelée Mt. Kelut Nevado del Ruiz
(Indonesia) (Indonesia) (Martinique) (Java, Indonesia) (Colombia) Copyright © McGraw-Hill Education
GO ON
Name: Date:
answer part B.
Part A: In paragraph 3, what is the meaning of the word eruption?

A a giant wave
B a big hurricane
C a strong outburst
D a sudden event
in part A?
A “Two thirds of the island exploded with a force greater than that
of any bomb.”
B “A ship 50 miles away reported being tossed around by the
sudden high winds.”
C “People on the ship felt like they were in a hurricane.”
D “The powerful shock triggered tsunamis, or giant ocean waves
that are up to 120 feet tall.”
GO ON
Name: Date:
answer part B.
Part A: What is the most likely reason the author used a cause-and-
effect structure in the passage?
A to introduce the island called Anak Krakatoa

B to explain to the specific location of Krakatoa
C to warn people that the volcano is likely to erupt again soon
D to show that the volcano was the source of many problems
in part A?
A “Rakata lies in Indonesia, a large Asian country made up of

thousands of islands.”
B “The effects of Krakatoa lasted long after the eruption.”
C “Eventually, it produced a new, smaller island, called Anak
Krakatoa, or ‘child of Krakatoa.’”
D “Experts are keeping a close eye on this dangerous location, as is
everyone living on nearby islands.”
GO ON
Name: Date:
answer part B.
Part A: What conclusion about the author’s point of view is

supported by the passage?
A The author believes that Krakatoa’s eruption could have caused

the world to end.
B The author believes that Anak Krakatoa will be even more
powerful than Krakatoa.
C The author believes that Krakatoa created a great amount of
damage and affected a large area.
D The author believes that Krakatoa created so many problems for
the area around Rakata that nothing could live there ever again.
in part A?
A “One of the largest and most destructive volcanoes the world has
ever known exploded on the island of Rakata in 1883.”
B “It must have felt as if the world had come to an end!”
C “For many years, nothing lived there—not even plants.”
D “In 1927, the underwater volcano that had created Rakata and
Krakatoa began acting up again.”
32 What were the author’s most likely reasons for including the map in
the passage? Pick two choices.
A to show the location of Indonesia

B to show how destructive Krakatoa was to the region

C to show how giant waves were formed when the volcano exploded
D to help the reader understand how far away the effects of the
volcano were felt
E to help the reader understand why a new island was formed by
the volcano
GO ON
Name: Date:
33 Why is using a timeline important to understanding the information in

the passage?
A It shows that Krakatoa has erupted several times since 1815.

B It shows that major eruptions have occurred all over the world.
C It shows that Krakatoa was one of a few major eruptions
near Indonesia.
D It shows that most major volcanic eruptions in history have
happened since 1800.
34 Match each sentence with the helping verb that best completes it.
I want to see that movie. I really go. might

I join the choir, but I have not decided for sure. would
Jacob not have eaten the candy. He is must
allergic to chocolate.
35 Choose the two options that are complete and correct sentences.
A So excited about the contest.
B Margo and Hank came for dinner, but John stayed home.
C Sold the cookies for the band but forgot to collect the money.
D Lily’s new friend is Addison, Louisa and I like her, too.
E She couldn’t decide whether to attend the school play or the
basketball game.
GO ON
Name: Date:
36 Choose the two sentences that do not have errors in grammar.

A This is the place where I lost my watch.
B After lunch is the time when us eat lunch.
C Students who ride bicycles must sign up for their bicycle passes.
D Me don’t know the reason why the play has been cancelled.
E If them are late for school, they should report to the office.
37 A student is writing an article for his school newsletter. Read the draft
of the article and complete the task that follows.
The library club is pleased to announce that it is starting a new group

this year. This group is for students who like to read informational
books. A wide range of topics will be read. These include famous
heroes and professional sports. Students will also be invited to
recommend topics. The club will meet each Monday after school.
Mrs. Johns is the sponsor.
The student wants to make sure that his words convince his audience
to join the library club. Choose two words that would best replace the
underlined words.
A contained
B content
C excited
D explored
E seen
GO ON
Name: Date:
38 A student is writing a report for her science class about hurricanes.

Read the draft of the report and complete the task that follows.
Hurricanes begin in the tropics where it is very hot. These are the
areas nearest the equator. Hurricanes often happen in late summer.
This is the season when these areas have the highest amounts of moist
air and heat. These are the two things necessary for hurricanes to
form. People who know about violent storms can predict hurricanes.
They are predicted based on the weather conditions at the time.
Weather satellites predict and track hurricanes. This helps people
prepare for them.
Choose the best phrase to replace the underlined phrase to make the
writer’s meaning more clear.
A People who know about hurricanes

B People who know how to operate satellites
C People who are experts about tropical areas
D People who are trained to forecast the weather
39 A student is writing a report about the book, Folk Music. Read the
draft of the report and complete the task that follows.
Much of the country music we enjoy today came from folk music. Folk
music is music which has been passed down throughout the ages. In
our country, much of it came from rural areas. Often, a song was never
written down but simply passed along by different singers. For this
reason, many forms of the same folk songs exist today. Copyright © McGraw-Hill Education
Which more exact phrase best replaces the underlined phrase?
A from different country areas

B from country areas to the city
C from one generation to the next
D from non-written to written music
STOP

GRADE 4 BENCHMARK 2
SESSION 1
Believe it or Not
“What if I told you I wasn’t really a teacher, but rather something more? You
wouldn’t believe me, would you? You might even think the heat was getting
to me, or that I hadn’t been getting enough sleep. After all, I’ve been at this
school for nearly forty years. What else could I possibly be but a teacher?
You’d be completely amazed if I told you.”
Mr. Conroy’s brass-rimmed glasses glinted in the late afternoon sunlight,
and he looked thoughtful. We’d been learning about grammar, a subject
even Mr. Conroy had difficulty turning into fun, but now it seemed as
though he was going to end class with one of his funny stories, which
I always enjoyed. Looking back, I think we learned as much from his stories
as we did from the lessons themselves. “Being a schoolteacher was always
just a way to win people’s trust,” he began sheepishly, “but the truth of it is,
I’m from a faraway planet that no Earth-person will ever see.”
“Why not?” asked Edwin Santos. Edwin always liked to demonstrate how
attentive and curious he was.
“Because it’s invisible, of course” Mr. Conroy replied, as if the answer
were obvious.
“What’s this planet of yours called?” Marianne Cheever called out from the
back of the room. When something caught Marianne’s interest, she could
be very enthusiastic, and clearly this was a topic worthy of her attention.
Mr. Conroy put his hand to his face and coughed loudly.
“Come on, Mr. Conroy, please tell us!” Marianne pleaded.

“I just told you,” he said, “but alright, I’ll repeat it.” He coughed - even more
loudly this time.
“How do you spell that?” I asked curiously.
“Sorry, Nina. It can’t be spelled in any of Earth’s alphabets,” he replied.
GO ON
GRADE 4 BENCHMARK 2
Suddenly, everyone was asking questions at once; the classroom had turned
into a circus. Mr. Conroy told us to ask one at a time. Parvez Shah got his
question in first. “If you are from” --Parvez coughed, attempting to imitate
Mr. Conroy-- “why are you here?”
Mr. Conroy perched on the corner of his desk as he told us about his planet,
which was severely overcrowded and could not support its rising
population. The scientists there were scanning the universe for planets with
similar climates and environments to those found on Earth. Finally, they
saw the purest, bluest amethyst set on a shimmering chain of white gold; it
was spectacular. They sent a brave astronaut to investigate the planet--Mr.
Conroy. He liked it immensely, so he stayed, got a job, got married, and had
a family. It was nothing he could have ever imagined; but he was incredibly
grateful to have had the chance.
“But won’t they come looking for you?” I asked with concern.
“No,” he said with an impish smile. “In my last message home, I told them I’d
crashed my ship, the air was poisonous, Earth people were unfriendly, and I’d
contracted a contagious illness. They won’t expect me back anytime soon.”
“But don’t you miss your home planet?” asked Edwin.
“No,” said Mr. Conroy. “I did at first, but on Earth, the foods are so much
tastier, and the scenery is so much nicer. Also, though it pains me to admit
it, young people here are much, much more intellectually gifted than in”--
he coughed.
“I think this is a great big lie!” said Marianne passionately.
Mr. Conroy looked appalled. “A lie, Marianne?” he stammered. “I consider
that somewhat harsh.”
Marianne reconsidered, “I meant a tall tale, a story.”
“Stories and lies are quite different.” said Mr. Conroy. “Both are untrue, but
the difference is that stories entertain, and lies spread false information.”
Mr. Conroy turned to me. “By the way, Nina,” he said, “I liked your story about
how your very hungry dog ate your homework last night. It was quite funny.”
“Thank you, Mr. Conroy,” I said, blushing and feeling guilty. “I’m glad you
considered that a story.”
GO ON
Name: Date:
answer part B.
“No,” he said with an impish smile. “In my last message home, I told
them I’d crashed my ship, the air was poisonous, Earth people were
unfriendly, and I’d contracted a contagious illness. They won’t expect
me back anytime soon.”
What does the word poisonous most likely mean, as it is used in

the passage?
A cruel
B deadly
C dirty
D thick
Part B: Which detail from the passage best supports your answer
in part A?
A “’I’d crashed my ship’”

B “’people were unfriendly’”
C “’a contagious illness’”
D “’won’t expect me back’”
GO ON
Name: Date:
answer part B.
Part A: Which sentence best states the lesson that Nina learns?
A Stories can be useful and important.
B It is okay to tell a lie if it is also funny.
C Aliens are not as smart as human beings.
D It is important to tell the truth no matter what.
in part A?
A “‘I think this is a great big lie!’ said Marianne passionately.”

B “‘Also, though it pains me to admit it, young people here are
much, much more intellectually gifted than in’—he coughed.”
C “‘Stories and lies are quite different,’ said Mr. Conroy.”
D “’Both are untrue, but the difference is that stories entertain, and
lies spread false information.’”
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Name: Date:
answer part B.
“The scientists there were scanning the universe for planets with
similar climates and environments to those found on Earth. Finally,
they saw the purest, bluest amethyst set on a shimmering chain of
white gold; it was spectacular. They sent a brave astronaut to
investigate the planet—Mr . Conroy.”
The Latin root spectare means “to watch.” Which phrase best states
the meaning of spectacular?
A impressive to see
B viewed from far away
C deserving further study
D looking like something else
part A?
A “scanning the universe for planets”

B “similar climates and environments to those found on Earth”
C “purest, bluest amethyst set on a shimmering chain of white gold”
D “sent a brave astronaut to investigate the planet”
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Name: Date:
4 Number the events in the order in which Mr. Conroy said they
happened.
Mr. Conroy taught the class a lesson about telling
the truth.
The aliens sent down an astronaut to investigate Earth.
Earth was examined by aliens from another planet.
Mr. Conroy taught English for forty years.
Mr. Conroy married and had children.
5 What conclusion can be drawn about Nina’s point of view in the last
two paragraphs? Support your answer with details from the passage.
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GRADE 4 BENCHMARK 2
The Long Journey of the Orange

Our language is haunted by the past. Behind many of our modern words
are the ghosts of older words. Some of these ghosts talk to us in foreign
languages. Some speak in older versions of our own language. Many words
have stories to tell.
Take the word orange, for instance. Like the fruit, the word came to us from
Spain; the Spanish word is naranja. The French liked the fruit, and soon una
naranja became une orange in French. The English word for the fruit became
orange.
Crossing the Sea
That is not the whole story of the orange. Spain is famous for its oranges.
Did you know the fruit is not native to Spain?
Oranges were actually brought from somewhere else. In the year AD 711, a
great army from North Africa crossed the Mediterranean Sea and invaded
Spain. The Spanish fought hard, but the country was soon conquered.
Spain became part of the great Muslim Empire. This empire stretched from
the Middle East across North Africa and into Spain. The first caliphs, or
rulers, who headed this empire were Arab. They came from the city of
Damascus in the Middle East.
The Journey of the Orange
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GRADE 4 BENCHMARK 2
The Journey of the Orange from the Middle East

Orange trees were cultivated in most parts of the Middle East. The caliphs
and their people loved oranges. They did not want to live in places without
oranges. So, when they traveled to other lands, they planted orange trees.
Spain’s first orange trees were planted in the eighth century. The trees grew
well in the warm climate and dry soil. The people of Spain quickly learned
to love the fruit. Soon, Spain was famous for growing the finest oranges in
the world.
The caliphs also brought their word for the delicious fruit. The Arabic word
for orange is naranj.
Does this mean oranges originally came from the Middle East? Is Arabic
the origin of the word orange? Nope. The story of the orange goes back even
further.
Out of India
India lies 1,500 miles away from the Middle East. The majority of Indians
speak a language called Hindi. In Hindi, the word for orange is narangi.
Hindi grew out of a much older Indian language called Sanskrit. This is one
of the oldest written languages in the world. Some Sanskrit writings date
back as far as 1500 BC.
Oranges first grew in India before traveling west. There are still places in
northern India where wild orange trees grow. The ancient Sanskrit word for
orange is naranga.
This is where the trail ends. No one can say for sure how the fruit and the
word traveled from northern India to the Middle East. Oranges probably
made the journey west with traders along the Silk Road. This was a series
of routes that connected India and China to the Middle East and moved
into Europe.
Between 1000 BC and AD 1400, traders of silk, cotton, spices, and other
precious items traveled along the Silk Road. It seems likely that long ago,
one of those precious items carried out of India was a bag of naranga seeds.
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Name: Date:
answer part B.
Part A: Which sentence best states the main idea of the passage?
A Most likely, the orange was first brought from India to the Middle
East and finally made its way to Spain.
B Most likely, the orange was first brought from the Middle East to
France and finally made its way to Spain.
C Most likely, the orange was first brought from China to India and
finally made its way to the Middle East.
D Most likely, the orange was first brought from France to Spain and
finally made its way to the Middle East.
Part B: Which sentence best supports your answer in part A?

A “The French liked the fruit, and soon una naranja became une
orange in French.”
B “Orange trees were cultivated in most parts of the Middle East.”
C “Spain’s first orange trees were planted in the eighth century.”
D “No one can say for sure how the fruit and the word traveled from
northern India to the Middle East.”
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Name: Date:
answer part B.
Part A: The author organized the passage by going through the

history of how the orange traveled across the world. What is most
likely the reason the author wrote the passage this way?
A to show how the orange was first grown in India and China
B to show that the orange caused great battles to be fought
throughout the world
C to show how important the Silk Road was for bringing the orange
to other parts of the world
D to show how different languages and cultures contributed to the
history of the orange
in part A?
A “Many words have stories to tell.”

B “The Spanish fought hard, but the country was soon conquered.”
C “Orange trees were cultivated in most parts of the Middle East.”
D “Oranges probably made the journey west with traders along the
Silk Road.”
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Name: Date:
answer part B.
“Oranges were actually brought from somewhere else. In the year

AD 711, a great army from North Africa crossed the Mediterranean
Sea and invaded Spain. The Spanish fought hard, but the country was
soon conquered. Spain became part of the great Muslim Empire. This
empire stretched from the Middle East across North Africa and into
Spain. The first caliphs, or rulers, who headed this empire were Arab.
They came from the city of Damascus in the Middle East.”
What is the meaning of the word conquered, as it is used in

the passage?
A defeated
B extended
C invaded
D planted
in part A?
A “Oranges were actually brought from somewhere else.”

B “In the year AD 711, a great army from North Africa crossed the
Mediterranean Sea and invaded Spain.”
C “Spain became part of the great Muslim Empire.”
D “This empire stretched from the Middle East across North Africa
and into Spain.”
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Name: Date:
answer part B.
Part A: Besides showing the journey of the orange, what other

important fact does the map show?
A the size of the great Muslim empire of the Middle East

B how oranges most likely came to be in the Middle East
C the places where most oranges were grown in Spain
D how a great army probably moved across the Mediterranean Sea
in part A?
A “In the year AD 711, a great army from North Africa crossed the
Mediterranean Sea and invaded Spain.”
B “This empire stretched from the Middle East across North Africa
and into Spain.”
C “Soon, Spain was famous for growing the finest oranges in
the world.”
D “No one can say for sure how the fruit and the word traveled from
northern India to the Middle East.”
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Name: Date:
answer part B.
“Orange trees were cultivated in most parts of the Middle East.”
What does the word cultivated most likely mean, as it is used in

the passage?
A accepted
B developed
C enjoyed
D transferred
in part A?
A “Oranges were actually brought from somewhere else.”

B “The caliphs and their people loved oranges.”
C “The trees grew well in the warm climate and dry soil.”
D “The people of Spain quickly learned to love the fruit.”
11 What are the main ideas of the passage? Pick two choices.
A Middle Eastern caliphs and their people planted orange trees
wherever they went.
B The histories of specific words can reveal a lot about the histories
of the things described by those words.
C The word for oranges has migrated among a series of languages

as oranges have spread around the world.
D The majority of Indians speak a language called Hindi, which
comes from a much older language called Sanskrit.
E The Silk Road was a series of routes between India, China, the
Middle East, and Europe that were used between 1000 BC and
AD 1400 for trading items such as silk, cotton, and spices.
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Name: Date:
12 Match each idea to the sentence from the passage that best
supports it.
The history of the orange “Oranges probably made
can be traced back to India. the journey west with
traders along the Silk Road.”
Spain is well known for its “Behind many of our
wonderful oranges. modern words are the
ghosts of older words.”
Many of our words come “Oranges first grew in India
from other languages. before traveling west.”
Traders most likely brought “Soon, Spain was famous for
the orange from India. growing the finest oranges
in the world.”
13 What can the reader conclude about the author’s point of view in this
passage?
A The author believes the history of oranges is worth tracing as far

back in time as possible.
B The author believes the oranges grown in India taste better than
the oranges grown in Spain.
C The author believes further research will prove whether oranges
traveled along the Silk Road.
D The author believes the Sanskrit word for oranges was the first
word that oranges were called by.
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Name: Date:
14 A student is writing a research report about plants and animals in the

desert. He wrote an opinion in the report. Read the sentences from the
report and the directions that follow.
Deserts have many interesting plants and animals, but it is too hot to
walk in the desert in the middle of the day to see them. Some of the
plants that live on deserts are cacti in all shapes and sizes. Plus, yucca
plants and trees that can survive on small amounts of water are in the
desert. The animals often eat these plants to survive. For example, the
jackrabbit munches on cacti. There is even one type of toad that lives
in the desert and hibernates during the winter.
The student found a source about daytime temperatures in the

desert. Choose two sentences from the source that support the
student’s opinion.
A The temperature at night can go below 50 degrees Fahrenheit

even if it is hot at an earlier time.
B The temperature will reach almost 120 degrees Fahrenheit on
most days with a clear and sunny sky.
C The highest temperature recorded in the afternoon in one of the
biggest deserts is 136 degrees Fahrenheit.
D The average annual temperature of dry deserts is 64 degrees
Fahrenheit, which includes all temperatures throughout the year.
E The lack of water in the air causes the big change in temperature
from daytime to nighttime in the desert.
F The high temperatures mean that few people want to live in most
of the hottest deserts.
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Name: Date:
15 A student is writing a research report about eating a balanced diet.

The student took notes and thought of four main ideas for her report.
Match each main idea with the note that best supports the idea.
Eat mainly fruits and At least half of each meal
vegetables. should be fruits or vegetables.
Eat the right portions for your Junk foods, such as chips and
body size and age. sweets, should not be eaten
every day.
Foods with sugar and fat People should eat grains, dairy,
should be eaten in small protein, fruits, and vegetables.
quantities only.
Foods from every section of The amount of calories you
the Food Pyramid should be need each day depends on your
part of your daily diet. height, weight, and age.
16 A student has made a plan for research. Read the plan and the
directions below.
Research Report Plan

Topic: Products that come from the Southwest Region of the
United States
Audience: Students in my class
Purpose: To inform
Research Question: What are some everyday products that come from
the Southwest region of the United States?
Which source is most likely the most useful for the information
needed to answer the research question?
A an atlas with maps of different regions in the United States

B a magazine article about places to visit in the Southwest region
C http://www.visitthewest.com The West of the United States has a
lot of things to explore.
D http://www.gosouthwest.com/industry/ The industry of the
Southwest region of the United States creates popular goods.
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Name: Date:
17 A student is writing a report about Abraham Lincoln’s childhood. He

found the following sources. Which source would most likely have
information for the report?
A a history book that discusses when Abraham Lincoln was president

B a biography that includes information on Abraham Lincoln from
his birth to his death
C an almanac that gives information about the weather on the day
Abraham Lincoln was married
D an encyclopedia that has an entry about Abraham Lincoln and his
famous speeches and debates
18 A student is writing a description of the history museum he visited on

his field trip. Read the draft of the description and complete the task
that follows.
The Reynolds History Museum was an interesting place to visit. The

best display was called “Inventions.” Each section of the display
showed an invention and how it has changed over the years. For
example, the telephone display had an old fashioned phone with a
huge handle. Then there was a cell phone at the end. The music
invention part showed old vinyl albums, 8-track tapes, and CDs. The
sign on the wall said that CDs were first made in the early 1980s
because of new technology. Each invention had changed a lot. This
was because of new technology.
Write a paragraph that explains the idea that technology changes

inventions as stated in the underlined sentences of the student’s draft.
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Name: Date:
19 A student is writing a story for her teacher about going on a picnic.

The student wants to revise the draft to show the sequence of events.
Read the draft of the story and complete the task that follows.
When Emily wanted to go on a picnic, she checked the weather. No

rain in the forecast. She created a list of items she wanted to bring,
and then she asked her friends where to go. Once they decided to go
to the park, they packed food. They brought ham sandwiches and
cantaloupe. They filled a jug with ice water and put some cups in the
basket, too. Emily’s friend, George, said to bring a ball for a soccer
game. They placed that in George’s backpack. Finally, it was time to
go, and they hurried to the park.
Choose the best sentence to connect the underlined sentences.
A Before they packed the food, the friends discussed what kind of
sandwiches to make.
B After they packed up all the food, Emily asked her friends what
they should do at the picnic.
C Once they filled the jug with ice water, they decided to leave right
away because it might rain.
D When the ham sandwiches were wrapped in plastic, Emily said
that her mom got them at the store.
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Name: Date:
20 A student is writing a letter for her teacher about free-time activities.

The student wants to revise the draft to make her opinion more clear.
Read the draft of the letter and complete the task that follows.
Dear Mrs. Franklin,

I am writing to you about the choice of free-time activities because a
lot of my classmates want to play board games. The problem is there
are not enough board games in our classroom for kids our age. Some
of the games are old and missing pieces. Many are for younger kids.
My friends and I have been discussing the problem, and we wonder if
our class could have new board games. We could do a survey to see
what games our classmates like. This could solve the problem of not
enough activities during free time.
Thanks,
Bethany
Choose the sentence that best states the opinion of the letter.
A The students should stop arguing about what they should do

during free time.
B The school should spend money on purchasing new board games
because more are needed for free time.
C Some of the board games should be thrown away because
students are not playing with them during free time.
D The students should work together to determine what they like to
do during free time and then report back to the teacher.
STOP

GRADE 4 BENCHMARK 2
SESSION 2
What It Takes
“Maestro?” The old violinist turned to see a man in a tuxedo reaching out to
shake his hand. This was one of the duties that went with being famous.
Wherever he went, strangers would ask for his autograph, or they’d ask if
they could stand next to him for a photograph—sometimes they just stared.
He didn’t mind, as long as the fans did not invade his privacy. At a concert
hall like this, he liked to know that people still remembered him. He had
retired from the concert stage years ago after performing on concert stages
all over the world for more than 60 years. He liked it when people called
him “maestro.” This Italian word for “master” was used in every country to
show the deepest respect, and he felt he had earned it.
His family had been poor. When he was just a child in Vienna, Austria, he
decided to become the greatest violinist in the world. He spent his
childhood and his teenage years practicing endlessly, and as a young man,
he had worked nights to pay for his classes. He almost starved so he could
save money, and he knew the pain of rejection when the Viennese Imperial
School of Music turned him down twice before finally taking him on as
a student.
The maestro smiled and shook the stranger’s hand. “I’m sure you won’t
remember me,” the stranger said. “My name is Basil Harrison.”
The moment he heard the stranger’s name, the maestro’s mind flashed back
to a hot summer afternoon 30 years earlier, back when he taught master
classes at the Los Angeles Conservatory of Music. The auditions were

tough, and he accepted only a handful of the best applicants. The maestro
could be very severe—some might say cruel.
He remembered the pale boy who auditioned that day. The boy had chosen
to play a challenging piece by the composer Bach. The composition was a
minefield for the most experienced musicians, but the young violinist
soared like an eagle over every danger. He turned the minefield into a
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GRADE 4 BENCHMARK 2
meadow filled with flowers. The maestro also gave him a very fast and
complicated polka to play. The boy played it flawlessly. He made the notes
leap and swirl!
The great man had made no comment that day. He did not applaud. He did
not even smile. He asked how long the boy had been playing and why he
had chosen the violin. He asked if he planned to be the world’s greatest
violinist and what would he be prepared to go through to make that dream
come true. Finally, he asked the boy what he would do if he failed to get into
the Conservatory.
Thirty years later, here was that same boy standing in front of him. “What
did you decide to do with your life?” he asked.
“I’m a lawyer. Of course, I’m sorry my dream of being a violinist never came
true. I guess I wasn’t good enough.”
The maestro looked him sternly in the eye. “You were brilliant,” he said.
“The best violinist who ever auditioned for me.”
The man looked as if fireworks had just exploded. For a few moments he
was unable to speak, and when he found his voice again it was not much
more than a whisper. “Why did you tell me I didn’t have what it takes?
Those were your words: ‘Sadly, he doesn’t have what it takes to be a
first-class concert violinist.’”
“You remember I asked what you would do if you failed to get into the
Conservatory? What was your reply?”
“I said I’d put away my violin and never touch it again.”
“And that’s what you did?”
“Yes.”
The maestro smiled. “You see, I was right,” he said.
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Name: Date:
answer part B.
Part A: What conclusion about the narrator is supported by the

passage?
A The narrator is the same person as the stranger in the story.

B The narrator understands the maestro because they both play
the violin.
C The narrator is not a character in the story but knows what the
maestro is thinking.
D The narrator is not a character in the story and can tell only what
the characters say and do.
in part A?
A “He didn’t mind, as long as the fans did not invade his privacy.”
B “The maestro smiled and shook the stranger’s hand.”
C “Thirty years later, here was that same boy standing in front
of him.”
D “The man looked as if fireworks had just exploded.”
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Name: Date:
answer part B.
Part A: Which words best describe the maestro?

A serious and quiet
B warm and respected
C confused and unsure
D stern and demanding
in part A?
A “The old violinist turned to see a man in a tuxedo reaching out to

shake his hand.”
B “He spent his childhood and his teenage years practicing endlessly,
and as a young man, he had worked nights to pay for his classes.”
C “The maestro could be very severe—some might say cruel.”
D “He asked how long the boy had been playing and why he had
chosen the violin.”
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Name: Date:
answer part B.
“He remembered the pale boy who auditioned that day.”
What does the root aud- in the word auditioned mean?
A relating to something that is not pleasant

B relating to something heard or listened to
C relating to something that happened in the past
D relating to something that is not well known
in part A?
A “The boy had chosen to play a challenging piece by the

composer Bach.”
B “He did not applaud.”
C “He asked how long the boy had been playing and why he had
chosen the violin.”
D “Thirty years later, here was that same boy standing in front
of him.”
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Name: Date:
answer part B.
Part A: Read the sentences from the story.
“The composition was a minefield for the most experienced musicians,

but the young violinist soared like an eagle over every danger. He
turned the minefield into a meadow filled with flowers.”
Why did the author most likely use the underlined sentence?
A to show why the boy wanted to be a violinist

B to show how well the boy played his instrument
C to show why the boy did not succeed as a violinist
D to show how disappointed the maestro was in the boy
Part B: Which detail from the passage best supports your answer
in part A?
A “He did not even smile.”

B “‘Of course, I’m sorry my dream of being a violinist never
came true.’”
C “‘You were brilliant,’ he said. ‘The best violinist who ever
auditioned for me.’”
D “’You see, I was right,’ he said.”
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Name: Date:
answer part B.
“‘Those were your words: ‘Sadly, he doesn’t have what it takes to be a

first-class concert violinist.’”
What does the phrase “first-class” most likely mean, as it is used in

the passage?
A hoping for greatness C very determined

B truly excellent D famous worldwide
in part A?
A “He spent his childhood and his teenage years practicing endlessly,
and as a young man, he has worked nights to pay for his classes.”
B “The maestro smiled and shook the stranger’s hand.”
C “The boy had chosen to play a challenging piece by the
composer Bach.”
D “He asked if he planned to be the world’s greatest violinist and
what would he be prepared to go through to make that dream
come true.”
26 Match each statement about a character with the detail from the
passage that best supports it.
Basil is surprised that the “He almost starved so he
maestro remembers him. could save money...”
The maestro overcame “The man looked as if

challenges to become a violinist. fireworks had just exploded.”
Basil thinks he had not “He did not even smile.”
performed well.
The maestro is admired by “Wherever he went, strangers
many people. would ask for his autograph...”
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Name: Date:
27 Draw lines to match each character with three details describing

the character.
maestro is regularly asked to pose for
photographs with fans
maestro was rejected twice by the Viennese

Imperial School of Music
maestro gave up his goal of becoming a

great violinist
Basil Harrison was rejected once by the Los

Angeles Conservatory of Music
Basil Harrison worked nights to earn money for

violin classes
Basil Harrison did not touch his violin for years
28 What is the theme of the passage? Use details from the passage to
support your answer.
GO ON
GRADE 4 BENCHMARK 2
It’s a Dog’s Life

Everybody who has ever had a dog has wished their four-legged friend could
live longer. After all, dogs are people’s best friends. They greet us in the
morning when we wake up. They wait patiently for us while we head to
school or work. And they are faithfully there to meet us at the end of a long
day. Dogs play with us, comfort us when we are sad, and stay by our side
whenever we need them. If only they could stay there forever. But the fact of
the matter is that dogs do not live nearly as long as people do.
How Old Does This Breed Get?
Dogs come in many different shapes and sizes. They are grouped into
different types, or breeds. Each breed has an average life span. A breed has
specific traits that relate to the dog’s overall health. These traits usually have
to do with how large the dog is and how much it weighs. Some dogs are
more active than others. Some dogs become overweight easily or have
heart problems. All of these things help to create the average life span of a
dog breed.
People often choose a dog because its breed has a long average life span. For
example, someone might buy a Miniature Poodle because it is likely to live
up to 15 years or more. Miniature Poodles have one of the longest life spans
of all breeds. Other breeds, such as the Irish Wolfhound, have shorter life
spans of about six years. This is about half the length of time as a Poodle.
But there is certainly no guarantee that every Miniature Poodle will live a
long and healthy life. Every dog is an individual, just like every person.
There is no way to know how long it will live. And, of course, a dog’s life
span also depends on how well its owner takes care of it.
Does Age Really Matter?
The average life span of all dog breeds is 13 years. If we measured that on
the same scale as human years, each dog year would equal about seven
human years. No wonder dogs seem to grow up so fast!
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GRADE 4 BENCHMARK 2
In the end, we can only hope that our dogs will live long, happy lives by our
sides. Instead of looking for a long-lasting breed, it is more important to
look for a dog that fits your lifestyle and personality. In fact, many people
have found the “perfect” dog while visiting their local animal shelter. Shelter
dogs make wonderful pets because they are so grateful to be given a home.
As an added bonus, these dogs are often a mix of breeds, so they have the
best traits from each.
Whatever dog you end up with, the best thing you can do is forget about
how long it will live. Instead, you should enjoy the time you spend with it. If
you focus on making happy memories, then your dog will stay in your heart
long after it has left your side.
Human Years and Dog Years
13
12
11
Age in Human Years
10
9
8
7
6
5
4
3
2
1
0 7 14 21 28 35 42 49 56 63 70 77 84 91
Age in Dog Years
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Name: Date:
answer part B.
Part A: What does the information in the section titled “Does Age
Really Matter?” show about the author’s point of view?
A The author believes the best dog to choose is one that will live
longer than ten years.
B The author believes a new dog owner should figure out how many
human years old a dog is before choosing it as a pet.
C The author believes a dog owner should always choose a dog that
is expected to live longer than other breeds.
D The author believes the most important part of choosing a dog is
selecting one that the dog owner will get along well with.
in part A?
A “If we measured that on the same scale as human years, each dog
year would equal about seven human years.”
B “Instead of looking for a long-lasting breed, it is more important to
look for a dog that fits your lifestyle and personality.”
C “Whatever dog you end up with, the best thing you can do is
forget about how long it will live.”
D “If you focus on making happy memories, then your dog will stay
in your heart long after it has left your side.”
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Name: Date:
answer part B.
Part A: Which conclusion can be drawn from reading this passage?

A Dog owners can expect most dog breeds to live more than
ten years.
B A dog that eats healthy food but does not get any exercise will not
live very long.
C Dog owners should buy breeds that have long life spans.
D People who buy dogs from a shelter are happier than people who
buy them elsewhere.
in part A?
A “Some dogs are more active than others.”

B “People often choose a dog because its breed has a long average
life span.”
C “The average life span of all dog breeds is 13 years.”
D “In fact, many people have found the ‘perfect’ dog while visiting
their local animal shelter.”
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Name: Date:
answer part B.
Part A: Read the paragraphs under the heading “How Old Does this
Breed Get?” Then answer the question that follows.
Which phrase best describes how the author chose to organize this
section?
A by listing dog breeds in the order of their life spans

B by comparing and contrasting different dog breeds
C by explaining the causes and effects of choosing the wrong breed
D by stating the problems that some breeds have and how to
solve them
in part A?
A “Some dogs become overweight easily or have heart problems.”

B “People often choose a dog because its breed has a long average
life span.”
C “This is about half the length of time as a Poodle.”
D “And, of course, a dog’s life span also depends on how well its
owner takes care of it.”
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Name: Date:
32 Why is looking at the graph important to understanding the

information in the passage? Select two answers.
A The line graph shows how a dog ages faster than a human.
B The line graph shows which dog breed readers should buy based
on life span.
C The line graph shows readers a dog’s age compared to a
human’s age.
D The line graph suggests that most dogs live to be 91 years old in
dog years.
E The line graph explains that dogs do not live to be older than 13 in
human years.
33 Which sentence from the passage best states the main idea?
A “Dogs play with us, comfort us when we are sad, and stay by our
side whenever we need them.”
B “But the fact of the matter is that dogs do not live nearly as long
as people do.”
C “A breed has specific traits that relate to the dog’s overall health.”
D “Instead of looking for a long-lasting breed, it is more important to
look for a dog that fits your lifestyle and personality.”
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Name: Date:
34 Which sentence is correct?

A If I wrote a graphic novel, I would call it Jamie’s Adventures At
The Park.
B If I wrote a graphic novel, I would call it Jamie’s Adventures at
the Park.
C If I wrote a graphic novel, I would call it Jamie’s adventures at
the Park.
D If I wrote a graphic novel, I would call it Jamie’s adventures at
the park.
35 Select the two sentences that use correct verb tenses.

A I think he will be making an excellent tuba player.
B He will be playing the tuba in the band this year.
C For the last two years he been playing the flute.
D He be wanting to do something different this year.
E We think he will be very good at everything he tries to do.
36 Choose the two sentences that do not contain spelling errors.

A Jacob gave the library a call and their closed today.
B I am not going to the party because I do not fill well.
C Jennifer was so hungry that she ate two large tacos.
D We went to the mall and met George and Teresa there.
E The soup is to hot to eat, so we will have to let it cool down.
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Name: Date:
37 A student is writing a story for her teacher about a talent show. Read
the draft of part of her story.
When we saw a flyer for the school talent show in the hallway,
Annabelle and I decided we would both enter. I would sing, and she
would perform a gymnastics routine. I was ________ the day of the
talent show because I was afraid I would make a mistake and the
crowd would laugh at me. However, I had no reason to be. I gave my
best performance ever, and the crowd applauded when I finished.
Which word best fills in the blank in the paragraph?
A awful C great
B fine D nervous
38 A student is writing a review for his teacher about a play he recently

saw with his class. Read the draft of the review.
On Friday our class went on a field trip to see the play “The House of
Magic.” I thought it was okay. Most of the actors were very good, and I
liked the characters they played. My favorite character was Minerva
because I thought she was very funny. I also think they did a very good
job on the bright, colorful set. If I were reading the story instead of
watching it, I would picture the set to look a lot like it did.
However, I also think the play was too long. There were many scenes
in the play that were boring and did not add to the story very much. I
nearly fell asleep during the part where they were having dinner.
Choose a more exact way to say what the writer means in the
underlined words.
A This play was an average length.

B There was the usual amount of actors in the play.
C There were both good and bad things about this play.
D This was one of the most interesting plays I have ever seen.
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Name: Date:
39 A student is writing an opinion letter for her teacher about tigers. Read
the draft of the letter and complete the task that follows.
Tigers are the greatest wild animals on Earth. They are graceful,
strong, and very beautiful. They have always been the kings of jungles
of Asia. But the number of tigers in the wild is dropping. These tigers
are being hunted in great numbers. More tigers are being killed than
are being born in the wild. Soon we may have no tigers.
It is very important that countries where tigers live in the wild do
something about this. We should encourage the governments of these
countries to pass laws against hunting tigers. While many countries
already have these laws, not all of them are enforced.
The student wants to make sure her words will convince her audience
of the importance of saving tigers. Choose the sentence that would
best replace the underlined sentence.
A Therefore, more tigers are not alive.

B If we are not careful, tigers will fight back.
C As a result, tigers are greatly endangered.
D Someday, we will only be able to see tigers in zoos.
STOP

GRADE 4 BENCHMARK 3

Task:
Your class has been learning about different groups of people from around
the world and how they have affected the culture of the United States. You
decide to learn more about this subject. You have found three sources about
this topic in your school library.
After you have reviewed these sources, you will answer some questions
about them. Briefly scan the sources and the three questions that
follow. Then, go back and read the sources carefully so you will have the
information you will need to answer the questions and complete your
research.
In Part 2, you will write a story using details from the three sources.
Directions for Part 1
You will now look at three sources. You can look at any of the sources as
often as you like.
Research Questions:
After looking at the sources, use the rest of the time in Part 1 to answer
three questions about them. Your answers to these questions will be scored.
Also, your answers will help you think about the information you have read,
which should help you write your story. You may refer to the sources when
you think it would be helpful. You may also look at your notes.
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Grade 4 • Benchmark Assessment • Narrative Performance Task 75
GRADE 4 BENCHMARK 3
Source #1: Foods of the New World
“American” Food
What are your favorite foods? Many Americans might answer that question
with a familiar response. Pizza, hamburgers, hot dogs, tacos, and ice cream
are foods most Americans enjoy. But these foods all have their origins in
other countries. Pizza and ice cream were invented in Italy. The Germans
were the first to make hamburgers and hot dogs. Tacos have been eaten in
Mexico for hundreds of years. Immigrants from those countries brought all
of these foods to the United States.
There are other foods that were brought to Europe from the Americas.
Europeans did not know these foods before they came to the Americas and
experienced the food, including many foods that we eat today. Some of
them are very common; it is hard to believe the Europeans did not have
many of these foods!
The Humble Potato
One of the foods Americans enjoy today is the potato. The plant is used to
make French fries and potato chips. The Inca Indians of Peru, in South
America, were the first to grow it. They grew and harvested potatoes ten
thousand years ago! But Europeans did not taste them until 1536, when the
Spanish Conquistadores conquered Peru. Potato farms had popped up along
the coast of Spain by the end of the century. The potato was introduced to
Ireland around the same time. Farmers soon found that potatoes were easier
to grow than nearly any other crop. An acre of potatoes could feed far more
people than an acre of wheat or oats could. With time, the potato became very
important to Europeans. A potato famine in Ireland caused the country to lose
a third of its people to starvation and immigration. Copyright © McGraw-Hill Education
Spaghetti Without Tomato Sauce?

Another vegetable Europeans did not have before they visited the New
World was the tomato. Today, pasta dishes such as spaghetti and lasagna are
rarely eaten without tomato sauce. But tomatoes were not served with pasta
until the late eighteenth century. This was more than two hundred years
after they were first brought to Europe. Like potatoes, tomatoes were
probably first grown by the Incas. The first tomatoes were not farmed.
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76 Grade 4 • Benchmark Assessment • Narrative Performance Task
GRADE 4 BENCHMARK 3
Instead, they were gathered from vines where they grew wild. Today, there
are still wild tomatoes growing in the Andes Mountains in Peru.
Fruit Cocktail
Early Europeans did not know many of the fruits that we eat today. The
settlers who landed in Jamestown, Virginia, and Plymouth, Massachusetts,
found blueberries and cranberries. The natives of the West Indies enjoyed a
large, prickly fruit that puzzled the Spaniards. Its pinecone-like appearance
led them to name it the “pineapple.” The avocado is one of the oldest foods
of the Americas. The Conquistadores first found it growing around the
Aztec city of Tenochtitlan. Today, it is still a popular ingredient in
“Tex-Mex” food.
The next time you sit down to enjoy your favorite food, think about who
brought it to us. Was it something the Europeans brought with them? Did it
come from the West Indies or Peru? Or perhaps it was something that
America first introduced to the world.
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GRADE 4 BENCHMARK 3
Source #2: The Potato Famine

Potatoes are not native to Europe, but they have been an important source
of food throughout Europe for many years. Spanish explorers brought
potatoes to Spain from the Andes Mountains of Peru. From there, the
potato traveled to many other countries. One of the first countries in Europe
to begin growing potatoes was Ireland.
By the 1800s, the people of Ireland depended on the potato, especially poor
peasants. The best farmland in Ireland was used to graze cattle and sheep.
Peasants were given land that often had very poor soil. Most only had a few
acres to feed their families. Potatoes were easy to grow in any type of soil
and in any weather. This made them practically their only source of food
year round. Then, in 1845, disaster struck when a disease called the potato
blight began to destroy Ireland’s potato crop. While no one knows for sure,
it might have arrived on a ship coming from the United States. It caused the
potatoes that grew to be rotten. People could not eat them.
As a result, farmers could no longer feed themselves and their families. In
order to survive, poor Irish people had to seek help from churches and
workhouses. The churches of Ireland fed as many people as they could, but
they could not feed everyone who was hungry. Workhouses were places
where people could go and receive food and a place to live in exchange for
labor. These workhouses became very overcrowded. They soon could not
help the hungry either.
It was the beginning of a long famine, a time when food was extremely
scarce. Thousands of people left Ireland. Many came to the United States,
Canada, or Australia on dirty, overcrowded ships. In many cases, the fares
were paid by Irish charities. The people on those ships suffered greatly, but
those who stayed behind suffered even more. The ships were sometimes
called “coffin ships” because so many people died aboard them, possibly as
many as 20,000. But in six years of famine, more than a million people
starved to death or died of disease in Ireland.
That famine was one of the worst disasters in Irish history. It caused Ireland
to lose one out of three of its people when they either died or emigrated.
But it did make the Irish realize the importance of not relying on a single
food source, a lesson the world remembers today.
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GRADE 4 BENCHMARK 3
Source #3: Three Waves of Immigration

The First Irish-Americans
Millions of people have immigrated to the United States in the last two
centuries. They have come from countries like Germany, Italy, Sweden, and
Russia. In the late eighteenth century, the first wave of European immigrants
came to the United States from Ireland, a small island west of Great Britain.
When the American Revolution began, one out of ten colonists was born in
Ireland or had at least one parent or grandparent who was.
The majority were farmers. Some had been successful Irish landowners.
Others had been peasants. At first they continued to work the land in their
new home. But new factories soon opened in the cities. Canals and railroads
were built that connected these cities. This led many Irish immigrants to
move to the cities. There, they worked in the factories and helped build the
canals and railroads. Over time, these people learned the unique ways of
their new homeland.
Escaping a Famine
Getting used to American life was more difficult for the Irish immigrants
who came after the first wave of immigrants. Previously, immigrants had
crossed the sea with the hope of escaping from unfair laws. But the second
wave only wanted to survive. Thousands came to the United States in the
1840s to escape the hunger caused by Ireland’s great potato famine.
Life was not easy for these immigrants. Like the ones that came before,
many had been peasants. They had lived in the countryside and made their
living as farmers. They hoped to find homes in the cities and jobs in the
large urban factories of New York and Boston. However, their American
neighbors did not welcome them. They believed foreigners would be
dangerous to America’s growing democracy. The Irish were denied work in
factories. Landlords shunned them. Irish slums sprung up in several

American cities.
The Irish Golden Age
The Irish were known for sticking together, and they always helped others
in need. Over time, their independence and hard work helped them
overcome their problems. By the twentieth century, the immigrants and
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GRADE 4 BENCHMARK 3
their children had also conformed to American society. At the same time,
conditions in Ireland had again become difficult. The island fought a civil
war for its independence from Great Britain. The economy suffered as a
result of this war. Farmers had trouble exporting their crops. People who
moved to Ireland’s cities found very few jobs there. So the third wave of
Irish immigration began. These immigrants had a different goal from those
before them. They wanted to prosper just as so many Americans of Irish
heritage already had.
In America’s largest city, New York, Irish immigrants who had fled the
potato famine suffered from poverty and discrimination. However, less than
a hundred years later, Al Smith, the grandson of these immigrants, was
elected governor of New York State. Since then, other descendants of Irish
immigrants have thrived and succeeded as important American citizens.
GO ON
Name: Date:
1 Source #1, “Foods of the New World,” gives information about

potatoes. Choose two facts from Source #2, “The Potato Famine,” that
give different information about potatoes.
A “Potatoes are not native to Europe, but they have been an

important source of food throughout Europe for many years.”
B “Spanish explorers brought potatoes to Spain from the Andes
Mountains of Peru.”
C “One of the first countries in Europe to begin growing potatoes
was Ireland.”
D “By the 1800s, the people of Ireland depended on the potato,
especially poor peasants.”
E “Potatoes were easy to grow in any type of soil and in any
weather.”
F “Then, in 1845, disaster struck when a disease called the potato
blight began to destroy Ireland’s potato crop.”
2 Source #2 discusses how the potato famine affected the people of

Ireland in the 1840s. Explain how the information in Source #3 adds
to the reader’s understanding of the effects of the famine. Give two
details from Source #3 to support your explanation.
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Name: Date:
3 Which source would most likely be the most helpful in understanding

why the Irish came to the United States in the 1800s? Explain why this
source is most likely the most helpful. Use two details from the source
to support your explanation.
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GRADE 4 BENCHMARK 3

You will now look at your sources, take notes, and plan, draft, revise, and
edit your story. First read your assignment and the information about how
your story will be scored. Then begin your work.
Your Assignment:
Your task is to write a story about the United States in the 1840s. You will
write your story from the point of view of an Irish immigrant who has come
to the United States to escape the potato famine.
Your story will be read by parents, teachers, and other students in your
school. You should use information from the sources you have read to write
your story. In your story, describe why you first come to America, what your
life is like in the new world, and how living in the United States is different
from Ireland. When writing your story, find ways to use information and
details from the sources to improve your story. Make sure you develop
your character(s), the setting, and the plot, using details, dialogue,
and description.
REMEMBER: A well-written story
• has a clear plot and clear sequence of events
• is well-organized and has a point of view
• uses details from multiple sources to support your story
• uses clear language
• follows rules of writing (spelling, punctuation, and grammar usage)
Now begin work on your story. Manage your time carefully so that you can
plan, write, revise, and edit the final draft of your story. Write your response
on a separate sheet of paper.
STOP

GRADE 4 BENCHMARK 3
Informational Performance Task

Task:
Your school’s history fair is taking place soon. Your class has decided to focus
on prehistoric people. You become interested in learning more about the
development of Neanderthal people. You have found three sources about
this topic in the school library.
After you have reviewed these sources, you will answer some questions
about them. Briefly scan the sources and the three questions that
follow. Then, go back and read the sources carefully so you will have the
information you will need to answer the questions and complete your
research.
In Part 2, you will write an informational article using details from the three
sources.

often as you like.
Research Questions:
After looking at the sources, use the rest of the time in Part 1 to answer
three questions about them. Your answers to these questions will be scored.
Also, your answers will help you think about the information you have read,
which should help you write your article. You may refer to the sources when
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84 Grade 4 • Benchmark Assessment • Informational Performance Task
GRADE 4 BENCHMARK 3
Source #1: Neanderthal Man
Early Humans
Neanderthals were early people who lived around 200,000 years ago. They
were first discovered in Neander Valley in Germany. The valley was named
after a German pastor, Joachin Neander. The Neanderthals disappeared
about 28,000 years ago. The people who came after Neanderthals became
known as Homo sapiens, or “people who think.” This group includes
modern day humans. It appeared as though Neanderthals had many talents,
even though they did not appear smart.
The First Bones
Neanderthal skulls were first discovered in 1829 in Belgium. In 1856, bones
of the first Neanderthal man were found. The bones came from the skull,
the right arm, the left arm, and the ribs.
In 1866, a German man named Ernst Haeckel decided an ancient skull
belonged to a Homo sapiens man. The thick skull and sloping forehead
made Haeckel think this ancient man could not have been very smart.
Haeckel was soon proved to be wrong on both counts. Neanderthals were
not Homo sapiens, but they were related. People believed Neanderthals
were unintelligent and clumsy.
In 1908, an almost complete male skeleton was found in France. When it
was rebuilt, the scientist constructed it so the skeleton slouched badly. Its
hands hung below its knees. This suggested Neanderthals slouched like
apes when they walked.
Years later, it was discovered that the scientist purposely recreated the
skeleton so that it slouched, even though it was not correct. However, the
idea of Neanderthal man as a slow-witted ape was already set.
As of today, the bones of more than 400 Neanderthals have been found.
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Grade 4 • Benchmark Assessment • Informational Performance Task 85
GRADE 4 BENCHMARK 3
Neanderthal (left), Homo Sapiens (right)
Signs of Culture
Neanderthal sites have been found all over Europe and parts of Asia. The sites
show that the Neanderthals were civilized people. Recent research shows that
Neanderthals were the first humans to wear clothes. They controlled fire and
developed tools. They hunted meat for food. Neanderthals were also skilled in
sewing and stitching. They used needles that were made of bone.
In 2009, researchers in southern Spain dug up a large number of painted
shells and beads made by Neanderthals around 50,000 years ago. Homo
sapiens did not reach that part of Europe until 10,000 years later. The beads
were made of fine clay. The Neanderthals would have had to create this clay
and heat it in an oven like modern pottery.
Unlike other early peoples, Neanderthals buried their dead. Some did lay
flowers on graves, but there is no evidence of rituals or ceremony. Some
think they buried the dead to remove the bad smell. As far as researchers
know, no other early humans treated the dead this way.
Neanderthals Today
Neanderthals seem to have disappeared long ago, but traces of them are
found in modern-day humans. Recent evidence suggests that Homo sapiens
and Neanderthals share a common ancestor that lived about 500,000 years
ago. The same research shows that most people living today share a link
with Neanderthals through DNA structure. Researchers are learning more
about the mystery of Neanderthals every day.
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GRADE 4 BENCHMARK 3
Source #2: Neanderthal Discoveries
Discovery
The first humans with Neanderthal traits were believed to have lived 350,000–
600,000 years ago. However, the first true “Neanderthals” appeared between
200,000 and 250,000 years ago. Neanderthal skulls were first discovered in
Belgium in 1829. In 1856, scientists discovered the bones of the first
Neanderthal. They found bones from the skull, arms, and ribs. Neanderthals
are considered the immediate ancestors of modern-day humans.
Homes
Early Neanderthals lived in the Ice Age for about 100,000 years. Because of
damage to their land, little information about the species is known.
Remains of Neanderthals have been discovered in most of Europe,
including the countries of Germany, Spain, and Italy. Remains have also
been found in parts of Asia. Researchers have estimated that the total
population of Neanderthals in all these areas was about 70,000.
Neanderthals lived mostly in cold climates. They would migrate north if the
temperature got warmer.
Appearance
Neanderthals had a muscular build, with short limbs and a large nose.
Evidence suggests they had strong arms and hands. Neanderthal males
were about 5 feet, 5 inches tall. Females were about 5 feet tall. Males
weighed about 170 pounds, while females weighed about 146 pounds. Some
studies suggest that Neanderthals may have had red or blonde hair, with
light skin. They also had large eye sockets. This meant they had great vision.
Neanderthals had a large brain size because of their large bodies.
Hunting
While earlier studies suggest Neanderthals were not good at hunting, new
evidence shows they hunted many prey. Scientists have discovered sharp
wooden spears and animal remains. It appears as though they hunted
animals such as deer and boar. When they were near water, they hunted
food such as seals, dolphins, and fish. Neanderthals also hunted to make
clothing. They used the animal hide and tools made of bone to make
the clothing.
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GRADE 4 BENCHMARK 3
Way of Life
Neanderthals likely lived in small groups and spoke a common language.
One discovery showed a fracture on top of the skull. This seemed to be
caused by a blade, which suggests violence among the groups. Another
skull had a fracture and a damaged eye at a young age. Even though there
was violence, studies also show that they looked after each other. Even with
these injuries, the Neanderthal lifespan was approximately 40 years.
Disappearance
In 2014, a scientist studied Neanderthal bones and tools. He discovered that
Neanderthals died out in Europe between 39,000 and 41,000 years ago. The
reason Neanderthals disappeared still remains a mystery. Scientists have
several ideas about this. Some believe they disappeared because of climate.
Neanderthals went through a very cold weather period, and they may have
had little food to eat as a result. Another idea is that there was a violent
conflict among the Neanderthals that led to their deaths. They also may
have disappeared due to the spread of disease. Finally, scientists believe
Neanderthals may have been replaced by modern humans who came to
the region.
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GRADE 4 BENCHMARK 3
Source #3: Why Study Neanderthals?

Crossing Paths
Many studies suggest that Neanderthals disappeared about 40,000 years ago.
Studies also suggest that modern humans started to appear in small groups
about 45,000 years ago. This means that Neanderthals and modern humans
may have lived together in Europe for more than 5,000 years. This amount of
time allowed the two species to share ideas, cultures, and genes. It is important
to understand how this time influenced modern human development.
Similarities
There are many similarities among Neanderthals and modern humans.
Researchers have discovered that Neanderthals and modern humans are
similar in appearance and behavior. They have the same posture and foot
structure. They also have the same basic structure and function of limbs.
Neanderthals’ brain size is similar to modern humans’ brain size.
Neanderthals relied on their physical structures to survive in the cold
climates they lived in.
Neanderthals and modern-day humans also shared similar traits in their
behavior. They both made stones into tools, controlled fire, and relied on
meat for survival. Hunting was a main source of food. Both groups ate meat,
fish, plants, and vegetables. Neanderthals used tools such as spears to hunt.
The style of hunting tools has developed over time, but the purpose of their
use has stayed the same.
Both species shared basic language abilities and culture. Some scientists
thought Neanderthals could not speak; however, one discovery proved this
to be wrong. In 1983, a Neanderthal skeleton was found. In the skeleton,
there was a bone in the throat that was directly related to the structure of
the human throat. This proved that Neanderthals had basic language skills.
Humans used these basic language skills and developed them further into
more complex speech.
Differences
There are few differences between Neanderthals and modern humans. The
main difference in appearance is that Neanderthals were stronger and more
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GRADE 4 BENCHMARK 3
muscular than the average human today. Researchers discovered that they
had large muscles and large, long faces with sloping foreheads. They also
had larger noses than modern humans.
Linking Past and Present
While some people believe the past is not important to our current way of
life, one can see that it has influenced present-day lives. Researchers study
the past to learn about our ancestors and where we came from. The way
modern humans think and act is an effect of Neanderthals. Many genes,
such as ones found in our skin, hair, and nails, are rich in Neanderthal
DNA. We share common characteristics that show why we look the same
and behave similarly. The Neanderthals paved the way for modern life.
Since their disappearance, modern humans have used their way of life as a
starting point to develop and change as humans.
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Name: Date:
1 Match each source with the detail that is included in that source.
Neanderthals and modern humans Source #3: Why Study

have the same structure and function Neanderthals?
of limbs.
Neanderthals lived in different parts Source #2: Neanderthal
of the world. Discoveries
The population of Neanderthals was Source #1: Neanderthal
about 70,000. Man
2 All of the sources discuss Neanderthals. What does Source #1 explain

about Neanderthals that Source #2 does not? Explain why that
information is helpful for the reader. Give two details from Source #1 to
support your explanation.
GO ON
Name: Date:
3 Source #1 includes an illustration. Explain how this illustration would be

helpful if it were added to Source #3. Give two details from Source #3
to support your explanation.
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GRADE 4 BENCHMARK 3

edit your article. First read your assignment and the information about how
your informational article will be scored. Then begin your work.
Your Assignment:
Your class is creating a website about early people. Your task is to write an
informational article about Neanderthals and their development. Your
article will be read by other students, teacher, and parents.
Using more than one source, develop a main idea about Neanderthals and
their development. Choose the most important information from more than
one source to support your main idea. Then, write an informational article
about your main idea that is several paragraphs long. Clearly organize your
article and support your main idea with details from the sources. Use your
own words except when quoting directly from the sources.
REMEMBER: A well-written informational article

• has a clear main idea
• is well-organized and stays on topic
• has an introduction and conclusion
• uses transitions
• uses details from the sources to support your main idea
• puts the information from the sources in your own words, except when
using direct quotations from the sources
• develops ideas clearly

Now begin work on your informational article. Manage your time carefully
so that you can plan, write, revise, and edit the final draft of your article.
Write your response on a separate sheet of paper.
STOP

GRADE 4 BENCHMARK 3
Opinion Performance Task

Task:
Your class is working on a unit about eating well and exercising. You are
a member of the group assigned to research healthy eating habits. Your
teacher has asked you to write an opinion paper about different kinds of
eating choices. You will share the paper with your group. You have found
three helpful sources in the school library.
After you have reviewed these sources you will answer some questions about
them. Briefly scan the sources and the three questions that follow. Then go
back and read the sources carefully so you will have the information you will
need to answer the questions and complete your research.
In Part 2, you will write an opinion paper using details from the three
sources.

often as you like.
Research Questions:
After looking at the sources, use the rest of the time in Part 1 to answer three
questions about them. Your answers to these questions will be scored. Also,
your answers will help you think about the information you have read, which
should help you write your opinion paper. You may refer to the sources when
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94 Grade 4 • Benchmark Assessment • Opinion Performance Task
GRADE 4 BENCHMARK 3
Source #1: As Green As It Gets

People who choose not to eat meat have chosen to be vegetarians. They eat
mostly foods that come from plants, such as vegetables, fruits, grains and
nuts. There have been many famous vegetarians throughout history. The
famous Greek mathematician and teacher, Pythagoras, lived in the sixth
century. He was a vegetarian and asked his students to be vegetarians as
well. Leonardo da Vinci was a vegetarian who lived during the fifteenth
and sixteenth centuries. He was an artist and is famous for painting the
Mona Lisa. Da Vinci was known to buy caged birds just to set them free.
Johnny Appleseed was an American folk hero who lived in the eighteenth
and nineteeth centuries. A vegetarian who loved all living creatures, he
went around the country planting apple trees. There is a legend that says he
would put out a fire when it attracted insects so they wouldn’t burn. One of
the greatest thinkers of the nineteenth and twentieth centuries was Albert
Einstein. Einstein believed that eating a vegetarian diet helped people live
longer lives.
Why do people choose a vegetarian diet?
People of modern times choose to be vegetarians for many of the same
reasons as the vegetarians of the past. Some people do not believe in harming
animals. Others do not eat meat for religious reasons. Children with
vegetarian parents are likely to become vegetarians. It is also less expensive to
eat a vegetarian diet. There are studies that show that vegetarianism is better
for the environment. It takes less energy and creates less pollution to raise
plants than it does animals. This helps keep the environment “green,” or as
clean and safe as possible. Perhaps the greatest reason people become
vegetarians is for their health.
What are the health benefits of a vegetarian diet?
Vegetarians are often better able to maintain a healthy weight. They are also
better able to digest foods. Vegetarians take in fewer solid fats and other
substances known to be harmful to their bodies. This sometimes decreases
the risk of illnesses like cancer and heart disease. Meats contain certain fats
that harm the body. These fats keep the heart from working properly. This
increases the risk of a heart attack. There have been studies that say
vegetarians may live as much as 20 percent longer than non-vegetarians.
GO ON
Grade 4 • Benchmark Assessment • Opinion Performance Task 95
GRADE 4 BENCHMARK 3
Can people stay healthy on a vegetarian diet?

The American Dietetic Association (ADA) says that a well-planned
vegetarian diet is healthy and may help prevent disease. Young people who
are considering becoming vegetarians need to keep a few things in mind.
They must make sure they get enough calories and fat because their bodies
are still growing. Also, soda and potato chips will not replace vegetables in a
diet. To develop properly, the human body must have the right amounts of
vitamins and minerals. Many of these are found in fruits and vegetables. It
may be better for the digestive system to begin a vegetarian diet slowly.
Finally, young people should always talk with their doctors and their
parents before changing how they eat. Most experts agree that people who
do not eat meat can be just as healthy as people who do. Young people who
exercise regularly and eat a balanced vegetarian diet can grow and develop
as well as young people who are not vegetarians.
GO ON
GRADE 4 BENCHMARK 3
Source #2: The Best of Both Worlds
Most people are omnivorous. An omnivore eats a diet of both plants and
animals. The omnivorous way of eating can be traced back to prehistoric
times. Some studies show that early humans ate fruit, leaves, and nuts.
When they began eating meat, their brains began to develop. This was
caused by the fat and calories in the meat. With this new brainpower, they
soon learned to make tools and weapons. Then, they learned to hunt, which
led to more inventions and discoveries. Eventually, they discovered fire. The
early humans could then cook their own food. It took less energy to chew
cooked food. Cooked food also was much easier to digest than uncooked
foods. Researchers say that the humans of today, just like the ones in the
past, need to eat a balance of meat and plants.
Why do people choose omnivorous diets?
Many modern people are omnivores because they have always eaten that
way and it is easy. Because they eat many different types of food, omnivores
may not need to spend a lot of time planning meals. Many people are
omnivores because they enjoy eating one or more different kinds of meats.
Some people insist that eating meat is good for the body.
Is an omnivore diet best?
Some research shows that when children of poorer countries come to America,
they grow in both strength and size. This is because more meat is added to
their diets. A different study shows that the meat-eating Eskimos of modern
times live longer than the Eskimos of primitive times. This is because the
primitive Eskimos were vegetarians, or people who do not eat meat. Eventually,
Eskimos began eating meat and meat products. They ate whale blubber, sea
oil, and animal fats. Still, they suffered no health-related problems.
Another study concludes that vegetarians make more trips to the doctor
than people who eat meat. It also says they are more likely to have allergies.
The same study says that meats contain important vitamins and minerals
that are not found in other foods or are present only in small amounts. The
study says that most vegetarians do not get enough vitamin B12. Vitamin
B12 keeps nerve cells and blood cells healthy. This study suggests that
people should eat meat but in small portions.
GO ON
GRADE 4 BENCHMARK 3
What makes a bad omnivorous diet?

Even though omnivores eat all types of foods, they should make healthy
food choices. Sometimes, they eat the wrong kinds of foods. They may eat
junk food or fast food. These kinds of food may have added ingredients.
Any diet high in salt, added sugar, and solid fat is harmful to the body.
Omnivores may eat too much of one type of food and not enough of another
type. This creates an unbalanced diet, which may be unhealthy. Poor eating
habits sometimes cause people to become overweight and can lead to
chronic disease. A chronic disease is one that lasts a long time.
Even the researchers who believe people should eat meat admit it should be
eaten in small amounts, and that red meat should be avoided whenever
possible. Most omnivores would say that eating a balance of meats and
vegetables gives people the best of both worlds.
GO ON
GRADE 4 BENCHMARK 3
Source #3: Protein: The Good and the Bad

Proteins are found in every cell of our bodies. Our bodies use protein to
repair cells and make new ones. Proteins are found in meat, eggs, dairy
products, nuts, seeds, and some beans. People who choose high-protein diets
generally eat few carbohydrates. Our bodies need carbohydrates for energy.
High-protein diets are usually eaten by people who want to lose weight. Body
builders also eat high-protein diets. Protein helps the body build muscle.
Throughout history, there have been groups of people who have eaten diets
high in protein. In Russia, the ancient Chukotka (chook-CHEE) people lived
on fish, marine animals, and caribou meat. The Inuit (IN-oo-it) tribe of
Canada lived on whale meat, fish, seal, and walrus. In the United States, the
Sioux (soo) Indians of South Dakota ate mainly buffalo meat. Generally,
these groups of people were healthy, but there may have been other reasons
for their good health. Ancient people did not eat the fast food and processed
foods that we eat today. Processed foods are foods that have things added to
them that change their taste and make them last longer.
Two types of proteins
Proteins are sometimes called the “building blocks of life.” There are two
types of proteins. These are sometimes called “good” and “bad” proteins.
Vegetables, fruits, nuts, grains, and seeds are considered “good” sources of
protein. Some meats are believed to be “bad” sources of protein. A growing
amount of evidence shows that eating even small amounts of red meat
increases a person’s risk for illnesses like heart disease and stroke. The
worst kind of red meat is said to be processed red meat. Fish and chicken
are not so harmful to the body.
Eating a diet high in protein and low in carbohydrates usually causes people
to lose weight quickly. This may not be safe. The American Heart
Association (AMA) does not recommend low-carbohydrate diets. The AMA

says these diets do not include enough “good” proteins, the fruits and
vegetables the body needs to grow and develop. The American Dietary
Association recommends that young people eat a balance of both
carbohydrates and proteins. People should always talk to their doctors
before changing the way they eat.
GO ON
Name: Date:
1 Match each source with the key idea that is included in that source.
Make sure your diet includes foods Source #2: “The Best of
that help you stay strong and active. Both Worlds”
Healthy eating leads to a longer life Source #1: “As Green as
and a cleaner world. it Gets”
Eating a balance of all types of food Source #3: “Protein: The
keeps you healthy. Good and the Bad”
2 Each source explains types of eating choices. Why is this topic

important? Use one example from Source #1 and one example from
Source #3 to support your explanation. For each example, include the
source title and number.
GO ON
Name: Date:
3 Source #3 includes information about “good” and “bad” proteins.

Explain how this information can be helpful if it were added to
Source #2. Give two examples from Source #2 to support your
explanation.
GO ON
GRADE 4 BENCHMARK 3

edit your opinion paper. First read your assignment and the information
about how your informational article will be scored. Then begin your work.
Your Assignment:
Your assignment is to use the information from the sources to write an
opinion paper to convince your audience about the eating habits that are
most healthful for young people. Make sure you clearly state your opinion
and write several paragraphs supporting your opinion with reasons and
details from the sources.
Develop your ideas clearly and use your own words, except when quoting
directly from the sources. Be sure to give the source title or number for the
details or facts you use.
REMEMBER: A well-written opinion paper
• has a clear opinion
• is well organized and stays on topic
• has an introduction and conclusion
• uses transitions
• uses details or facts from multiple sources to support your opinion
• gives details or facts from the sources in your own words
• gives the title or number of the source for the details or facts you included
• develops ideas clearly
Now begin work on your opinion paper. Manage your time carefully so that
you can plan, write, revise, and edit the final draft of your opinion paper.
Write your response on a separate sheet of paper.
STOP

Answer Key Name:
BENCHMARK ASSESSMENT—TEST 1
Correct
Question Content Focus CCSS Complexity
Answer
1A B Character, Setting, Plot: Character RL.4.3 DOK 3
Character, Setting, Plot: Character/ RL.4.3/
1B D DOK 3
Text Evidence RL.4.1
2A D Character, Setting, Plot: Character RL.4.3 DOK 2
2B A DOK 2
3A D Figurative Language: Similes and Metaphors L.4.5a DOK 2
Figurative Language: Similes and Metaphors/ L.4.5a/
3B C DOK 2
4 see below Theme RL.4.2 DOK 2
5 see below Character, Setting, Plot: Character RL.4.3 DOK 3
6A A Main Idea and Key Details RI.4.2 DOK 2

RI.4.2/
6B D Main Idea and Key Details/Text Evidence DOK 2
RI.4.1
7A B Main Idea and Key Details RI.4.3 DOK 2
RI.4.3/
7B C Main Idea and Key Details/Text Evidence DOK 2
RI.4.1
8A B Figurative Language: Idioms L.4.5b DOK 2
L.4.5b/
8B D Figurative Language: Idioms/Text Evidence DOK 2
RI.4.1
9A C Text Features: Map RI.4.7 DOK 2
RI.4.7/
9B D Text Features: Map/Text Evidence DOK 2
RI.4.1
10A B Prefixes L.4.4b DOK 2
L.4.4b/
10B D Prefixes/Text Evidence DOK 2
RI.4.1
11 A, B, E Main Idea and Key Details RI.4.2 DOK 2
12 see below Character, Setting, Plot: Sequence RI.4.3 DOK 2
13 C Main Idea and Key Details RI.4.2 DOK 2
14 C, E Research W.4.8 DOK 2
15 A, F Research W.4.8 DOK 3
16 D Research W.4.8 DOK 2
Grade 4 • Benchmark Assessment 103

Answer Key Name:
Correct
Answer
18 see below Opinion: Drafting, Editing, Revising W.4.1d DOK 3
19 A Narrative: Drafting, Editing, Revising W.4.3a DOK 3
20 C Informational: Drafting, Editing, Revising W.4.2b DOK 2
21A A Figurative Language: Similes and Metaphors L.4.5a DOK 2

21B C DOK 2
22A C Context Clues: Paragraph Clues L.4.4a DOK 2
Context Clues: Paragraph Clues/ L.4.4a/
22B B DOK 2
23A B Context Clues: Synonyms L.4.5c DOK 2
L.4.5.c/
23B A Context Clues: Synonyms/Text Evidence DOK 2
RL.4.1
24A A Theme RL.4.2 DOK 3
RL.4.2/
24B D Theme/Text Evidence DOK 3
RL.4.1
25A A Figurative Language: Idioms L.4.5b DOK 2
L.4.5b/
25B B Figurative Language: Idioms/Text Evidence DOK 2
RL.4.1
26 B, D Main Idea and Key Details RL.4.3 DOK 3

29A C Context Clues: Sentence Clues L.4.4a DOK 2

L.4.4a/
29B A Context Clues: Sentence Clues/Text Evidence DOK 2
RI.4.1
30A D Text Structure: Cause and Effect RI.4.5 DOK 3
Text Structure: Cause and RI.4.5/
30B B DOK 3
Effect/Text Evidence RI.4.1
31A C Point of View RI.4.8 DOK 3
RL.4.8/
31B A Point of View/Text Evidence DOK 3
RL.4.1
32 A, D Text Features: Map RI.4.7 DOK 3
33 C Text Features: Timeline RI.4.7 DOK 2
104 Grade 4 • Benchmark Assessment

Answer Key Name:
Correct
Answer
34 see below Grammar: Verbs L.4.1c DOK 2
35 A, E Sentences and Sentence Fragments L.4.1f DOK 2
36 A, C Grammar: Pronouns L.4.1a DOK 2
37 C, D Revising L.4.6 DOK 2
38 C Revising L.4.3a DOK 2
Comprehension: Selected Response 1A, 1B, 2A, 2B, 6A, 6B, 7A, 7B, 9A, /26 %
9B, 11, 13, 24A, 24B, 26, 30A, 30B, 31A, 31B, 32, 33
Comprehension: Constructed Response 4, 5, 12, 27, 28 /10 %
Vocabulary 3A, 3B, 8A, 8B, 10A, 10B, 21A, 21B, 22A, 22B, 23A, 23B, /16 %
25A, 25B, 29A, 29B
Research 14, 15, 16, 17 /8 %

4 Students should draw lines to match the following:

• being kind to others: Cinder finds families for baby birds who are alone and lost.
• showing courage: Cinder’s friends chase away enemy birds.
• using thinking skills to solve problems: Cinder meets with leaders of neighboring crow
communities to talk about the sickness.
• working together to complete a task: Cinder and her sister build a new nest every spring.
5 2-pt response: This description helps the reader to understand how Cinder will behave and
how she changes in the story. The story explains that Cinder liked other crows and she liked
knowing things about them, but she minded her own business. Also, although she is described
here as being shy, by the end of the story she acted bravely and met with leaders of other
crow communities.

Answer Key Name:
12 Students should number the events as follows:

1. Europeans brought slaves from West Africa.
2. Some Africans settled in the South Carolina Sea Islands.
3. The Gullah culture developed over time.
4. Some Gullah people moved away to find work.
5. Gullah women began selling fanner baskets to tourists.
18 2-pt response: There is much that we do not know about outer space. There are a lot of
places in the solar system that we need to study so we can understand our universe. Travel in
space on the space shuttle is the best way of doing that.
• the fisherman: happy with the way things are
• the flounder: grateful for being saved
• the fisherman’s wife: unable to be pleased
28 2-pt response: The last paragraph shows that the fisherman was not greedy but kind. He was
satisfied with the house and things they had and did not want to bother the fish.
• I want to see that movie. I really ________ go: must
• I ________ join the choir, but I have not decided for sure: might
• Jacob ________ not have eaten the candy. He is allergic to chocolate: would

Answer Key Name:
Correct
Answer
1A B Context Clues: Paragraph Clues L.4.4a DOK 2
1B D DOK 2
2A A Theme RL.4.2 DOK 2
RL.4.2/
2B D Theme/Text Evidence DOK 2
RL.4.1
3A B Latin Roots L.4.4b DOK 2
L.4.4b/
3B A Latin Roots/Text Evidence DOK 2
RL.4.1
4 see below Character, Setting, Plot: Sequence RL.4.3 DOK 2
5 see below Point of View RL.4.6 DOK 3

RL.4.2/
6B D Main Idea and Key Details/Text Evidence DOK 2
RL.4.1
7A D Text Structure: Sequence RI.4.5 DOK 3
RL.4.5/
7B A Text Structure: Sequence/Text Evidence DOK 3
RL.4.1
8A A Context Clues: Paragraph Clues L.4.4a DOK 2
8B C DOK 2
Text Evidence RI.4.1
9A A Text Features: Map RI.4.7 DOK 3
RL.4.7/
9B B Text Features: Map/Text Evidence DOK 3
RL.4.1
10A B Context Clues: Sentence Clues L.4.4a DOK 2
L.4.4a/
10B C Context Clues: Sentence Clues/Text Evidence DOK 2
RI.4.1
11 B, C Main Idea and Key Details RI.4.2 DOK 3
RI.4.2/
12 see below Main Idea and Key Details DOK 2
RI.4.1
13 A Author’s Point of View RI.4.8 DOK 3
14 B, C Research W.4.8 DOK 2
15 see below Research W.4.8 DOK 2

Answer Key Name:
Correct
Answer
17 B Research W.4.8 DOK 2
18 see below Informational: Drafting, Editing, Revising W.4.2d DOK 3
19 B Narrative: Drafting, Editing, Revising W.4.3c DOK 2
20 B Opinion: Drafting, Editing, Revising W.4.1a DOK 2
21A C Point of View RL.4.6 DOK 3

RL.4.6/
21B A Point of View/Text Evidence DOK 3
RL.4.1
22A D Character, Setting, Plot: Character RL.4.3 DOK 2
22B C DOK 2
23A B Greek Roots L.4.4b DOK 2
L.4.4b/
23B A Greek Roots/Text Evidence DOK 3
RL.4.1
24A B Figurative Language: Similes and Metaphors L.4.5a DOK 3
24B C DOK 3
25A B Context Clues: Sentence Clues L.4.4a DOK 2
L.4.4a/
25B D Context Clues: Sentence Clues/Text Evidence DOK 3
RL.4.1
Character, Setting, Plot: Compare
27 see below RL.4.3 DOK 3

and Contrast
28 see below Theme RL.4.2 DOK 3
29A D Author’s Point of View RI.4.8 DOK 3
29B B Author’s Point of View/Text Evidence RI.4.1 DOK 3
30B C Main Idea and Key Details/Text Evidence RI.4.1 DOK 2
31A B Text Structure: Compare and Contrast RI.4.5 DOK 3

Text Structure: Compare and Contrast/ RI.4.5/
31B C DOK 3
Text Evidence RI.4.1
32 A, C Text Features: Graphs RI.4.7 DOK 3
33 B Main Idea and Key Details RI.4.2 DOK 2

Answer Key Name:
Correct
Answer
34 B Capitalizing Proper Nouns L.4.2a DOK 1
35 A, D Verb Tenses L.4.1b DOK 2
36 C, D Confusing Words L.4.1g DOK 2
37 D Revising L.4.6 DOK 2
39 C Revising L.4.6 DOK 2
Comprehension: Selected Response 2A, 2B, 6A, 6B, 7A, 7B, 9A, 9B, 11, /26 %
13, 21A, 21B, 22A, 22B, 29A, 29B, 30A, 30B, 31A, 31B, 32, 33
Comprehension: Constructed Response 4, 5, 12, 26, 27, 28 /12 %
Vocabulary 1A, 1B, 3A, 3B, 8A, 8B, 10A, 10B, 23A, 23B, 24A, 24B, /14 %
25A, 25B
Research 14, 15, 16, 17 /8 %

4 Students should number the events as follows:

1. Earth was examined by aliens from another planet.
2. The aliens sent down an astronaut to investigate Earth.
3. Mr. Conroy married and had children.
4. Mr. Conroy taught English for forty years.
5. Mr. Conroy taught the class a lesson about telling the truth.
5 2-pt response: Nina realized that Mr. Conroy knew she was not telling the truth about her dog
eating her homework. The passage says she blushed and felt guilty when Mr. Conroy called
her excuse a story rather than a lie. Nina knew that Mr. Conroy was letting her off the hook.
• The history of the orange can be traced back to India: “Oranges first grew in India before
traveling west.”
• Spain is well known for its wonderful oranges: “Soon, Spain was famous for growing the
finest oranges in the world.”
• Many of our words come from other languages: “Behind many of our modern words are the
ghosts of older words.”
• Traders most likely brought the orange from India: “Oranges probably made the journey
west with traders along the Silk Road.”

Answer Key Name:

• Eat mainly fruits and vegetables: At least half of each meal should be fruits or vegetables.
• Eat the right portions for your body size and age: The amount of calories you need each day
depends on your height, weight, and age.
• Foods with sugar and fat should be eaten in small quantities only: Junk foods, such as chips
and sweets, should not be eaten every day.
• Foods from every section of the Food Pyramid should be part of your daily diet: People
should eat grains, dairy, protein, fruits, and vegetables.
18 2-pt response: When inventors make new products, they improve the old product because of
new technology. For example, the first computer was really huge, and no one had one in their
house. Then inventors used technology to figure out how to make computers smaller so people
could also have them in their house. The same is true about cell phones.
• Basil is surprised that the maestro remembers him: “The man looked as if fireworks had
just exploded.”
• The maestro overcame challenges to become a violinist: “He almost starved so he could
save money...”
• Basil thinks he had not performed well: “He did not even smile.”
• The maestro is admired by many people: “Wherever he went, strangers would ask for
his autograph...”
• maestro: is regularly asked to pose for photographs with fans
• maestro: was rejected twice by the Viennese Imperial School of Music
• maestro: worked nights to earn money for violin classes
• Basil Harrison: gave up his goal of becoming a great violinist
• Basil Harrison: was rejected once by the Los Angeles Conservatory of Music
• Basil Harrison: did not touch his violin for years
28 2-pt response: The theme of the passage is that you should never give up. The passage shows
this because one character was rejected from a music school but never stopped trying, and he
later became a great violinist. The other was also rejected, and instead of continuing to try,
he just gave up and never played the violin again.

Answer Key Name:
1 D, F DOK 3 /1

RI.4.1, RI.4.2, RI.4.8, RI.4.9
W.4.3a–e, W.4.4, W.4.7
L.4.1, L.4.2
/4 [P/O]
Narrative see below DOK 4 /4 [D/E]
Story /2 [C]
Total Score /15
2 2-point response: Source #3 gives more information by describing the lives the Irish people
lived after escaping the famine. For example, the description of how they lived in slums and
were not welcomed by the Americans shows that they were willing to endure hard lives in
order to be free from the potato famine. Also, while most Irish had been farmers, when they
moved to the United States, they became factory workers.
3 2-point response: Source #3 would be most helpful because it gives facts about how and why
Irish people came to the United States and how they lived afterwards. The section “Escaping
a Famine” describes what life was like for these immigrants. Source #3 tells how the children
and grandchildren of these immigrants became important American citizens.

Answer Key Name:
Narrative 10-pt anchor paper:
Our voyage on the ship was very long, but I remember little about it. The ship was crowded and
had a horrible smell. What I do remember was seeing the Statue of Liberty from the ship’s deck
for the first time.
“Where are we going now, Mama?” I asked my mother as I held her hand tightly.
“We are going to join your father in Boston, Colleen. Then, I’m not sure what we will do.”
My father had left Ireland two months before with my brother, Michael, so that he could find a job
and a place for us to stay first. It had been a hard two months, since we had to live in the workhouse
to have food, but not much harder than the months before we left. We had been potato farmers in
Ireland. Our few acres were barely enough to grow food to feed just our family. Because we had to
grow enough crops both to eat and to sell, we grew potatoes. That was the one crop that we could
grow a lot of on our land. So, while we did not always have much else to eat, we ate potatoes three
times a day.
Then the potato blight came. All of a sudden, we could not eat the potatoes we grew. They were
black and rotted. We did not know what to do. My father had been talking about going to America
for a while. One evening, as we shared a loaf of stale bread, he explained to us that now was as
good a time as any. He and Michael would leave first and go to Boston, where they would find jobs
and a place for us to live. Then my mother and I would go, too. Boston would be much different
from Ireland, he told us. But we would feel at home, because there would be many other Irish
people there.
It was the next day that we got off the train from New York to Boston. Like the ship, the train
had been crowded. Most of the travelers were Irish, like us, but there were also many who spoke
languages I had never heard. Then I saw my father and brother standing on the platform.
“Papa!” I shouted, running to give him a hug. As we walked from the platform, my mother asked
my father where the two of them had found work.
“I haven’t found any regular work yet,” he said. “There are a lot of people who will not hire
immigrants. But I do odd jobs here and there, and I have managed to make enough money to rent
us a place to live. It’s not much different from our cottage—just a lot less land to take care of.”
But when we reached the end of the alley where our new home was, I was very disappointed. You
could not step out the front door to get a breath of fresh air and a glimpse of a green countryside.
Instead, the cold, damp alley would greet you.

Later that evening, we visited our neighbors, the Callahans. Mr. Callahan worked at the mill. He had
been trying to find jobs there for Michael and my father. Mrs. Callahan had flaming red hair and a
hearty laugh. She was also the best cook I had ever known. On our first night in Boston, we devoured
the hot potato and onion soup that had simmered all day on her stove. I had never thought potatoes
could taste so good.
A big part of me missed my old home. But in a strange way, this new place, and the sense of
community there in our little alley, was already beginning to feel like home too.

Answer Key Name:
Informational Writing Performance Task

RI.4.7, RI.4.9
W.4.2a-e
L.4.1, L.4.2, L.4.3
/4 [P/O]
Informational see below DOK 4 /4 [D/E]
/2 [C]
Total Score /15

• Neanderthals and modern humans have the same structure and function of limbs:
Source #3: Why Study Neanderthals?
• Neanderthals lived in different parts of the world: Source #1: Neanderthal Man
• The population of Neanderthals was about 70,000: Source #2: Neanderthal Discoveries
2 2-pt response: “Neanderthal Man” explains the discovery of Neanderthals and how a
scientist put their skeletons together incorrectly to make them appear more apelike than they
really were. “Neanderthal Man” also explains that Neanderthals hunted, controlled fire, wore
clothes, sewed, and buried their dead. These pieces of information help the reader understand
that Neanderthals had more in common with modern humans than many people think.
3 2-pt response: “Neanderthal Man” includes an illustration of two skulls, one Neanderthal
skull and one Homo sapiens skull. It shows the differences in the mouth, eyes, and nose. It
would have been helpful with “Why Study Neanderthals?” because that source is about how
Neanderthals and modern-day humans are alike and different. “Why Study Neanderthals?”
explains that Neanderthals and modern humans were similar in appearance but Neanderthals
had “large, long faces with sloping foreheads.” The picture helps paint a mental image for
the reader.

Answer Key Name:
Informational 10-pt anchor paper:
Have you ever wondered what people looked like hundreds of thousands of years ago? Could
they talk or walk like us? Many scientists have researched ancient people and discovered that
Neanderthals are the ancestors of modern-day humans. It seems as though they looked similar,
behaved the same, and may have shared ideas and genes. Neanderthals disappeared 40,000 years
ago, and modern humans appeared 45,000 years ago. So, they lived together for 5,000 years.
The first skull of a Neanderthal was discovered in 1839 in Belgium. Then, in 1856, bones of the first
Neanderthal man were discovered. Scientists originally thought Neanderthals were not intelligent,
but recent research proves this to be wrong. Source #1 states that research proves they wore clothes,
hunted food, controlled fire, developed tools, sewed, made clay beads, and buried their dead.
Neanderthals lived during the Ice Age in places such as Germany, Spain, Italy, and Asia. Their
population was about 70,000, and they liked to live in cold climates. They were muscular people
with short limbs and large noses. They had large sockets and large brains which meant they had
good vision and were smart. According to Source #2, “Neanderthal males were about 5 feet,
5 inches tall. Females were about 5 feet tall. Males weighed about 170 pounds, while females
weighed about 146 pounds.” Researchers believe they had red or blonde hair with light skin.
Neanderthals share many similar behaviors as modern-day humans. They hunted animals for food
and clothes. They hunted animals such as deer, boar, seals, dolphins, and fish. They used their
hide to make clothing. Wooden spears were used to hunt. Neanderthals also seemed to speak a
common language that was later developed into today’s speech. Although Neanderthals were
strong and lived together in small groups, there is some evidence that they were violent. Source
#2 explains, “One discovery showed a fracture on top of the skull. This seemed to be caused by a
blade, which suggests violence among the groups.”
In conclusion, Neanderthals share many similar traits with modern humans. They have the same
appearance and acted the same. Source #3 shows that they also share common DNA, which helps
scientists today understand why modern humans are so similar. Although Neanderthals mysteriously
disappeared, they still live on through the traits that exist in modern humans. Neanderthals paved
the way for human development.

Answer Key Name:
Opinion Performance Task

RI.4.1, RI.4.2, RI.4.3, RI.4.8, RI.4.9
W.4.1a–d, W.4.4, W.4.7
L.4.1, L.4.2
/4 [P/O]
Opinion see below DOK 4 /4 [E/E]
Paper /2 [C]
Total Score /15

• Make sure your diet includes foods that help you stay strong and active: Source #3: “Protein:
The Good and the Bad”
• Healthy eating leads to a longer life and a cleaner world: Source #1: “As Green as it Gets”
• Eating a balance of all types of food keeps you healthy: Source #2: “The Best of Both Worlds”
2 2-point response: Making good eating choices is important so that our bodies can grow and
develop properly. Source #1 says that a vegetarian diet helps cut down on the fats that make
our bodies unhealthy and cause chronic disease. Source #3 says that fruits, vegetables, and
meats such as chicken and fish provide “good” proteins” while the proteins in red meat are
“bad” proteins that can harm us.
3 2-point response: If a person is an omnivore, knowing about “good” and “bad” proteins might
help him or her decide which diet is best. Source #2 says omnivores enjoy eating different
kinds of foods. It states that researchers say eating a balance of meat and vegetables gives
people the “best of both worlds.” If readers knew that some kinds of proteins are bad for
them, they might choose another diet or at least choose meats with good proteins.

Answer Key Name:
Opinion 10-pt anchor paper:
Getting a balanced diet is very important for our growth and development. I think an omnivorous
diet is the healthiest diet for young people for three reasons. The first reason is that a vegetarian
diet is difficult for some young people to follow. The second reason is that lots of young people
enjoy the taste of meat. My last reason is that I’m afraid some young people might not eat enough
of the right kinds of foods to stay healthy if they were limited to eating plant foods. Some people
would find it difficult to be a vegetarian.
Unless your parents are vegetarians, you might not have all the foods in your home you need to have
a balanced diet. Source #1 says that a vegetarian “must consume the proper amounts of vitamins
and minerals.” If you don’t have the right foods in your home, you might find it easier to just skip
meals if you don’t have the right foods. Also, if you’re on your own, you might not take the time to
read labels and prepare healthy meals.
People are always having cookouts and get-togethers where there is meat. Lots of people love meat
and don’t want to give it up. On an omnivorous diet, you don’t have to give up meat if you make
the right choices. Source #3 says that red meat is bad for the body. If you don’t eat red meat, you
will be more likely to be healthy. Source #2 suggests we should eat meat in small amounts. If we
do, we should still be able to enjoy meat. It is also possible that young people might not eat the
right kinds of foods to stay healthy.
Source #2 says that young people must have the proper amounts of vitamins such as B12 to stay
healthy. B12 helps keep our blood cells healthy. Also, some people say that people who don’t eat
meat are more likely to have allergies.
I believe an omnivorous diet is best because it is easier for young people, many people enjoy meat,
and people might not eat the kinds of foods to stay healthy on another diet. People have all different
reasons for choosing their diets. Young people should choose the diet they think is best for them.

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Narrative Performance Task .................................................... 75

Informational Performance Task .......................................... 84

Opinion Performance Task ........................................................ 94

Answer Keys ....................................................................................... 103

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Overview of Benchmark Assessments

Scoring Benchmark Assessments

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INFORMATIVE PERFORMANCE TASK SCORING RUBRIC

• effective organizational • convincing support for main

• evident organizational • adequate support for main

• inconsistent • uneven support for main idea; • adequate

unfocused main idea or imprecise evidence from capitalization,

• little or no • minimal support for main idea; • partial command

Teacher Introduction vii

NARRATIVE PERFORMANCE TASK SCORING RUBRIC

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viii Teacher Introduction

OPINION PERFORMANCE TASK SCORING RUBRIC

transitions weakly integrated, vague, punctuation,

Answer Keys in Benchmark Assessments

15 B, E Main Idea and Key Details RI.4.2 DOK 2

16 D Context Clues L.4.4a DOK 2

17A C Main Idea and Key Details RI.4.2 DOK 2

17B B Main Idea and Key Details/Text Evidence RI.4.2/RI.4.1 DOK 2

Scoring tables show distinct categories to pinpoint possible areas of intervention or

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Narrative Performance Task

Question Answer CCSS Complexity Score

2 see below DOK 3 /2

Total Score /15

Cinder the Crow

Part A: Which of these conclusions about Cinder is supported by

A “Cinder found families for other lost and lonely orphans.”

Part A: Which statement best describes the relationship between

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Part A: Read the sentences from the passage.

A The birds are unable to eat or fly.

A “Their wings looked dusty and droopy.”

showing courage Cinder’s friends chase away enemy birds.

5 Read the paragraph from the passage.

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Read the passage. Then answer the questions.

The Gullah Language

A “Some of them ended up on the Sea Islands off the coast of

Part A: What conclusion about the Gullah people is supported by

A The Gullah people needed a new place to grow rice.

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Part A: Read the sentences from the passage.

What does the underlined phrase most likely mean as it is used in

A a way of communicating among people who share the

D “They needed a way to communicate with one another.”

A to show where Europeans settled

A “As Europeans settled in the Americas during the 1600s, thousands

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Part A: Read the paragraph from the passage.

“These coiled sweetgrass baskets come in different shapes. A basket

What does the prefix in- in the underlined word mean?

A “come in different shapes”