Grade4Assessment Book JM4
COMPREHENSIONSTRATEGYA S S E S S M E N T4Grade
Benchmark Education Company629 Fifth Avenue Pelham, NY 10803Copyright 2006 Benchmark Education Company, LLC. All rights reserved.Teachers may photocopy the reproducible assessments in this book forclassroom use. No other part of this publication may be reproduced or transmitted in whole or in part in any form or by any means, electronicor mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.ISBN: 978-1-4108-5055-3For ordering information, call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com.
Comprehension Skills1–2 Analyze Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383–4 Analyze Story Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425–6 Analyze Text Structure and Organization . . . . . . . . . . . . . . . . . . . . . 467–8 Compare and Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509–10 Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5411–12 Evaluate Author’s Purpose and Point of View . . . . . . . . . . . . . . . . . . 5813–14 Evaluate Fact and Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6215–16 Identify Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6617–18 Identify Main Idea and Supporting Details . . . . . . . . . . . . . . . . . . . . 7019–20 Identify Sequence or Steps in a Process . . . . . . . . . . . . . . . . . . . . . . . 7421–22 Interpret Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7823–24 Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Directions for Administering and Scoring Assessments . . . . . . 5Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Ongoing Comprehension Strategy Assessments . . . . . . . . . . . . 28Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3025–26 Make Judgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8627–28 Make Predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9029–30 Summarize or Paraphrase Information . . . . . . . . . . . . . . . . . . . . . . . 9431–32 Use Graphic Features to Interpret Information . . . . . . . . . . . . . . . . . 9833–34 Use Text Features to Locate Information . . . . . . . . . . . . . . . . . . . . . 102Word Solving Skills35–36 Use Knowledge of Word Structure to Determine Word Meaning . . . 10637–38 Use Context Clues to Determine Word Meaning . . . . . . . . . . . . . . . 11039–40 Identify Synonyms, Antonyms, and Homonyms . . . . . . . . . . . . . . . 11441–42 Identify Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Posttest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Individual Pretest/Posttest Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . 139Group Pretest/Posttest Scoring Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Ongoing Strategy Assessment Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 2006 Benchmark Education Company, LLCComprehension Strategy Assessment Grade 43
IntroductionComprehension Strategy Assessment provides assessmentsfor measuring students’ grasp of comprehension strategies in bothreading and listening. Information from these assessments can be usedto support instruction.This book contains three types of assessments: The Pretest is designed to assess students’ reading comprehensionstrategies at the beginning of the school year. It contains a series ofseven reading passages, both fiction and nonfiction, with a total of thirtysix multiple-choice items. Information from the Pretest can be used to helpplan instruction, make curriculum decisions, and select reading materialsto match students’ needs. Pretest scores can also be used as baseline datafor evaluating students’ progress from the beginning of the school yearto the end. Ongoing Comprehension Strategy Assessments are focused, two-pageassessments to be administered periodically during the school year. Eachassessment includes a reading passage and a set of five test items tomeasure one specific strategy. There are two assessments per strategy, andthey are intended to be used to monitor students’ progress. They may beadministered after completing instruction in particular strategies, orthey may be administered at other appropriate times, such as at the endof each grading period. These pages may be used as reading assessmentsor listening assessments. The Posttest is parallel to the Pretest. It contains the same number ofreading passages and items as the Pretest, and it tests the same strategies.The Posttest is designed to be administered at the end of the school year asa final evaluation of students’ progress in comparison to their performanceat the beginning of the year.The next few pages in this book provide directions for administering andscoring the assessments and using the assessment results. Answer keys for allof the assessments can be found at the beginning of each section. ScoringCharts for scoring the assessments and recording results can be found onpages 139–141.4Comprehension Strategy Assessment Grade 4 2006 Benchmark Education Company, LLC
DIRECTIONS FORADMINISTERING AND SCORING ASSESSMENTSAll of the assessments in this book may be administered to students individuallyor in a group. We recommend administering the Pretest and Posttest to allstudents at the same time. The Ongoing Comprehension Strategy Assessments maybe administered in the same way, or they may be administered individually orin small groups to different students at different times. Detailed guidelines foradministering and scoring each type of assessment are presented below.GUIDELINES FOR USING THE PRETESTThe Pretest is fourteen pages long. It includes seven one-page reading passages anda set of multiple-choice questions for each passage: thirty-six items total. Thesethirty-six items measure nine “clusters” of strategies and skills (as listed on theScoring Chart, page 139) with four items per cluster. Each cluster includes two orthree strategies grouped by similarities. For example, “Identify Main Idea andSupporting Details” and “Summarize or Paraphrase Information” are groupedtogether in one cluster because they involve similar thinking skills (distinguishingessential from nonessential information). Each cluster has been labeled with a titlethat reflects the key thinking skill, such as “Distinguishing ImportantInformation.”Plan for about an hour to administer the Pretest, but allow more time if needed.Students should be allowed to finish answering every question. Depending on thestudents and your situation, you may want to administer the Pretest in two partsin different sittings. 2006 Benchmark Education Company, LLCComprehension Strategy Assessment Grade 45
To Administer the Pretest:1. Make a copy of the test for each student.2. Have students write their name and the date at the top of each test page.3. Read the directions on the first page and make sure students knowwhat to do.4. Have students read each passage and answer the questions that go with it.5. For each multiple-choice question, instruct students to choose the bestanswer and fill in the bubble beside the answer they choose.6. Option: If you prefer, you may copy the answer sheet on page 138 of thisbook and have students fill in the answers on the answer sheet.7. When students have finished, collect the tests.To Score the Pretest:1. Make a copy of the Individual Pretest/Posttest Scoring Chart (see page 139)for each student.2. Refer to the Pretest Answer Key on page 13. It gives the letter of thecorrect response to each question.3. Mark each question correct or incorrect on the test page (or on theanswer sheet).4. To find the total test score, count the number of items answered correctly.5. To score by cluster, use the Individual Pretest/Posttest Scoring Chart. Circlethe number of each item answered correctly. The item numbers areorganized by clusters of tested skills.6. For each cluster on the scoring chart, add the number of items answeredcorrectly (for example, three of four). Write the number correct in theright-hand column under Pretest Score.6Comprehension Strategy Assessment Grade 4 2006 Benchmark Education Company, LLC
Using the Results:1. Use the results of the Pretest to determine each student’s current level ofreading ability, as well as his or her proficiencies in the strategies beingtested.2. As explained earlier, the items in the Pretest measure strategies inparticular clusters. A student’s score on a particular cluster can pinpointspecific instructional needs. A student who answers correctly fewer thanthree of the four items in each cluster may need focused instructionalattention on those particular strategies.3. Plotting scores on the Individual and Group Pretest/Posttest Scoring Chartsprovides a handy reference for monitoring students’ growth anddevelopment. Such information can be used to identify the skills andstrategies to be reinforced for a whole group, small group, or individual.4. Store the Pretest/Posttest Scoring Charts in an appropriate location forreferral during the school year, and for end-of-year comparison of Pretestand Posttest scores. 2006 Benchmark Education CompanyComprehension Strategy Assessment Grade 47
GUIDELINES FOR USING THE ONGOINGC O M P R E H E N S I O N S T R AT E GY A S S E S S M E N T SIn this program, Grade 4 covers twenty-one comprehension and word-solvingstrategies. In this book you will find two assessments for each strategy(arranged in alphabetical order by strategy within Comprehension Skillsand Word-Solving Skills). The assessments are numbered 1–42, and eachassessment is two pages long.The purpose of these assessments is to determine how well students havelearned each strategy. You may want to administer the two strategy-basedassessments at set times of the year (such as during the second and thirdquarters), or you can administer an assessment for a specific strategy just afterteaching the strategy in the classroom. Although the assessments arenumbered sequentially 1 through 42, they do not need to be administered inany set order. You may choose to assess any strategy in whatever order youteach them.Each Ongoing Comprehension Strategy Assessment comprises a one-pagereading passage and a set of five questions. For comprehension andvocabulary strategies, three of the items are multiple-choice questions; theother two are short-answer questions that require students to write their ownanswers. Most of these responses will be one to three sentences long. Forassessments of word solving skills, all five items are multiple-choice.Plan for fifteen to twenty minutes to administer an Ongoing ComprehensionStrategy Assessment, but allow more time if needed.8Comprehension Strategy Assessment Grade 4 2006 Benchmark Education Company, LLC
To Administer an Ongoing Assessment:1. Make a copy of the assessment for each student.2. Have students write their name and the date at the top of each test page.3. Direct students to read each passage and answer the questions that gowith it.4. For each multiple-choice question, instruct students to choose the bestanswer and fill in the bubble beside the answer they choose.5. For short-answer questions, have students write their responses (in phrasesor complete sentences) on the lines provided.Listening ComprehensionOngoing Comprehension Strategy Assessments 1–34 are intended primarilyfor use as written assessments of reading comprehension. However, they mayalso be used as measures of listening comprehension. To use them forlistening purposes, read the passage aloud to the student(s) and have thestudent(s) answer the questions. Students may respond by marking andwriting their answers on the test page, or you may have students give oralresponses. If preferred, you may use one of the two Ongoing ComprehensionStrategy Assessments for reading comprehension and the other for listeningcomprehension. 2006 Benchmark Education Company, LLCComprehension Strategy Assessment Grade 49
To Score the Ongoing Assessment:6. Refer to the appropriate Answer Key (see pages 30–37). The Answer Keygives the letter of the correct response for each multiple-choice question.It gives a sample correct response for each short-answer question.7. Mark each question correct or incorrect on the test page. You may needto interpret the student’s written responses and decide whether they arecorrect or incorrect, based on the sample answers in the Answer Key.8. To find the total score, count the number of items answered correctly.Using the Results:9. Use the results of the Ongoing Comprehension Strategy Assessments toevaluate each student’s understanding of the tested strategy or skill.10. A student who understands and applies a given strategy should answerat least four of the five items correctly. A student who answers correctlyfewer than four items may need additional instruction on a particularstrategy.11. Use the Ongoing Strategy Assessment Record to keep track of a student’sscores on the assessments during the school year. The record providesspace for writing the score on each of the two strategy assessments andfor noting comments relevant to a student’s progress in learning aparticular strategy.10Comprehension Strategy Assessment Grade 4 2006 Benchmark Education Company, LLC
GUIDELINES FOR USING THE POSTTESTThe Posttest contains the same number of reading passages and items as thePretest and should be administered and scored in the same way. The test itemson the Posttest measure the same skills as the Pretest and are in the sameorder. Thus, the item numbers on the Individual Pretest/Posttest ScoringChart are the same for both tests.Use the results of the Posttest to determine each student’s current level ofreading ability, as well as his or her proficiencies in the strategies being tested.Compare the student’s scores on the Pretest and Posttest—and on eachstrategy cluster within the tests—to evaluate the student’s progress since thebeginning of the year. 2006 Benchmark Education Company, LLCComprehension Strategy Assessment Grade 411
PretestThe Peanut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Disappearing Treasures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Annalise’s Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Born to Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Tsunami! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Everyday Hero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Johnnycakes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2612Comprehension Strategy Assessment Grade 4 2006 Benchmark Education Company, LLC
Answer Key19. B2. A20. D3. D21. C4. B22. A5. C23. B6. C24. A7. B25. D8. A26. D9. D27. C10. B28. D11. A29. B12. D30. A13. C31. B14. A32. D15. B33. C16. B34. A17. A35. A18. C36. D 2006 Benchmark Education Company, LLCPretest Answer Key1. DComprehension Strategy Assessment Grade 413
PretestNameDateDirections: Read the passage. Then use the information from the passageto answer questions 1–5.The PeanutOne morning in late summer, Squirrel spotted a peanut lying on theground and ran to get it. But just as he was about to scoop it up,Bird grabbed the peanut in her beak. Then she flew to a branch highup in the tree.“Hey, STOP!” yelled Squirrel. “I saw that peanut first, and it’s mine!”Bird told Squirrel, “You might have seen the peanut first, but I gotit before you!”Squirrel ran up the tree, quicker than lightning, but Bird flew higherup in the tree. Squirrel immediately climbed after her and finallygrabbed the peanut from Bird’s beak.Bird didn’t even flinch as she snapped it back and flew away evenhigher. Squirrel followed her and snatched the peanut again. Birdknocked it from Squirrel’s paw and flew safely away to the next tree.“You can’t fly away from me, Bird!” Squirrel said. “I can gowherever you go!”For the next two hours, that’s exactly what he did. Bird flew andflew from branch to branch, and Squirrel ran and ran, flitting fromtree to tree. The peanut went from Bird to Squirrel and fromSquirrel to Bird.After two hours, both animals were exhausted. They were famished,too, since neither of them ever had the chance to eat the peanut.Finally, Squirrel got too tired to continue and stopped chasing Bird.He said, “I have a fantastic idea.”Bird was tired, too, and would have done just about anything tostop flying. So she said, “What is your great idea?”“Why don’t we each get half of the peanut?” Squirrel said. “Thenwe can both have a piece.”“Well, all right,” Bird said, “one-half of a peanut is better than nopeanut at all!”14Comprehension Strategy Assessment Grade 4 2006 Benchmark Education Company, LLC
NameDate1. The story says, “Bird grabbed the peanut.” Which word from thestory means the same as grabbed?A flewB spottedC climbedD snatched2. Why did Bird and Squirrel run and fly from tree to tree andbranch to branch?A They were trying to keep the peanut away from each other.B They were having fun playing a game.C They were both trying to escape from a cat trying to catch them.D They were looking for food to eat.3. Which words best describe the characters of both Bird and Squirrelin this story?A silly and funnyB lazy and slowC easily discouragedD not willing to give up4. What is the problem in this story?A Squirrel cannot catch Bird in the trees.B Both Bird and Squirrel think they should have the peanut.C Bird cannot escape from Squirrel.D Both Bird and Squirrel want to live in a nest in the same tree.5. The story says, “They were famished.” What does famished mean?A out of breathB thirstyC very hungryD tired 2006 Benchmark Education Company, LLCComprehension Strategy Assessment Grade 415
PretestName DateDirections: Read the passage. Then use the information from the passageto answer questions 6–10.Disappearing TreasuresApril 10, 1912It was a great day when the Titanic set sail from Southampton,England, and headed toward New York. The ship was like a floatinghotel. It was the largest boat ever built, and more than 2,200 peoplewere aboard. Everyone said this special ship could never sink.April 15, 1912Five days passed. On a cool night, the ship glided smoothly throughthe black water. All was quiet. Then a sailor saw trouble and yelled,“Iceberg right ahead!”At 11:40 P.M., tragedy struck as the ship hit an iceberg. Three hourslater, the Titanic sank and took about 1,500 people with her.The ship that couldn’t sink was lost.Robert Ballard’s DiscoveryThe Titanic wasn’t lost forever. Many years later, in 1985, an explorernamed Robert Ballard found it. He used a small submarine to look at theship’s remains. He went down 12,500 feet. That’s over two miles deep!The ship was broken into pieces. As he looked closer, he saw threelarge combs and a pair of child’s shoes. He saw dishes, gold coins, anda bathtub. Ballard took pictures but left everything behind as it was.Soon other people wanted to see the shipwre
Listening Comprehension Ongoing Comprehension Strategy Assessments 1–34 are intended primarily for use as written assessments of reading comprehension. However, they may also be used as measures of listening comprehension. To use them for listening purposes, read the passage aloud to the student(s) and have the student(s) answer the questions.
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