Cold Hill (Week 11)

Skill: Main Idea/Interpret Text

Reading Grade 4

This test section contains FOUR multiple-choice questions. Pleasemark your answers for the multiple-choice questions in the spaces provided. Mark only one answer for each question. If you do not know the answer, make your best guess.
1. / The MAIN purpose of this article is to
O / A. / Convince you to want to wear uniforms.
O / B. / Convince you that uniforms are a bad idea.
O / C. / Help you make up your mind about uniforms.
O / D. / Tell you about uniform use in big-city schools.
2. / The section of this article titled ”Clothes Can Be a Problem” is MOSTLY about
O / A. / How much trouble kids have deciding what to wear to school.
O / B. / Reasons schools are requiring uniforms or dress codes.
O / C. / The problems of gangs in schools.
O / D. / The high cost of buying school clothes.
3. / School principals MAINLY want dress codes or school uniforms so that students will
O / A. / Wear designer clothes.
O / B. / Focus on learning.
O / C. / Not belong to gangs.
O / D. / Not skip school.
4. / Which statement BEST explains why some kids dislike dress codes?
O / A. / Only you should decide what you wear.
O / B. / Baggy pants are fun to wear.
O / C. / Uniforms look nerdy.
O / D. / Dress codes are common sense.

PLEASE GO ON TO THE NEXT PAGE 

This test section contains FOUR multiple-choice and ONE open-response (short-answer) questions. Pleasemark your answers for the multiple-choice questions in the spaces provided. Mark only one answer for each question. If you do not know the answer, make your best guess.
5. / What is the author’s purpose for writing this article?
Ο / A. / To convince the reader that eating bugs is a bad idea.
Ο / B. / To convince the reader that eating bugs is something they should try.
Ο / C. / To inform the reader about different types of bugs eaten around the world.
Ο / D. / To inform the reader of the many dangers of eating bugs.
6. / Which of the following statements, taken from the passage, is an opinion?
O / A. / “The US government inspects food to make sure it is safe to eat.”
O / B. / “Termites, beetles, and earthworms are high in protein.”
O / C. / “Tarantulas taste like, greasy, hairy, leftover fried chicken.”
O / D. / “In Venezuela people munch roasted tarantula spiders.”
7. / What is this passage MOSTLY about?
O / A. / Why people should eat bugs.
O / B. / Bugs are an international taste treat.
O / C. / Why people should eat honey pot ants.
O / D. / Bugs are nutritious and low in fat.
8. / What is the author’s opinion about eating bugs?
O / A. / Eating bugs is a very dangerous thing to do.
O / B. / Eating bugs can lead to health problems.
O / C. / Eating bugs can be nutritious as well as good for the planet.
O / D. / Eating bugs is necessary for the survival of the human race.

PLEASE GO ON TO THE NEXT PAGE 

OPEN-RESPONSE QUESTION
Read all parts of the open-response question before you begin. Write your answers to the open-response question in the space provided on your Student Response Page.
5 Reasons to Eat Bugs
9. / In many countries like China and Australia, eating bugs is common.
A. Identify TWO reasons eating bugs is good for the planet.
B. Explain your opinion for or against people in the United States eating bugs. Use information from the article to support your opinion.
Do not write on this page. Please write your
answer to this open-response question in
the space provided.

PLEASE GO ON TO THE NEXT PAGE 

Student Name______

STOP!

Scoring Guide

SCORE / DESCRIPTION
4 / Student correctly identifies two reasons eating bugs is good for the planet AND clearly and thoroughly communicates an argument for or against people in the US eating bugs using relevant information/examples from the article to support the opinion.
3 / Student correctly identifies two reasons eating bugs is good for the planet AND communicates an argument for or against people in the US eating bugs using some information/examples from the article to support the opinion.
2 / Student correctly identifies two reasons eating bugs is good for the planet AND communicates an argument in a limited way.
OR
Student attempts to identify two reasons eating bugs is good for the planet AND attempts to communicate an argument with vague/no supporting information from the article.
1 / Student shows minimal understanding of the question/addresses only a small portion of the question.
0 / Student’s response is totally incorrect or irrelevant.
Blank / No student response.

Annotated Rubric/ Performance Expectations for ORQ

Academic Expectation: 1.2

Core Content: RD-04-3.06 Students will identify information in a passage that is supported by fact.

Ceiling DOK Level: 2Question DOK Level: 2

Question Type (circle): Scaffold, Single Dimension/Component, Two or More Relatively Independent Components, Student Choice, Respond to Provided Information

An appropriate student response should provide evidence of the student’s understanding of locating information that is supported by fact.

For example, an appropriate response to this question would show that the student can

Identify two reasons that bugs are good for the planet. For example, Bugs are easy to keep alive
They don't need much food, water, or living space and Raising bugs doesn't require a lot of resources

State their opinion on whether or not people in the US should eat bugs and support this opinion using details from the text. For example: For: bugs are internationally accepted as tasty treats; some people say bugs taste good (quotes from article); bugs are nutritious; bugs are good for the planet in that they do not require a lot of resources to stay alive; people eat small amounts of bugs already in processed foods. Against: personal reasons related to taste, plenty of other foods to choose from, strange feeling/texture, etc.--- reasonable arguments

Essential Vocabulary: Main Idea, Supporting Details, Opinion, Fact

Resources/Technology:

Information for this Learning Check Gathered from the Following:

Grade 4–Reading
Question / First
A.E. / First CC / Second A.E. / Second CC / DOK
Level of MC Question / Answer
Key / Rational/Annotation for MC Questions
1 / 1.2 / RD-04-3.0.3 Students will identify an author’s purpose in a passage. DOK 2 / DOK Ceiling Level / 2 / C / Student understands and correctly identifies the author’s purpose for writing a passage.
2 / 1.2 / RD-04-3.0.4 Students will identify main ideas and details that support them. DOK3 / DOK Ceiling Level / 2 / B / Student understands and correctly identifies the main idea of sections of text.
3 / 1.2 / RD-04-3.0.6 Students will identify information in a passage that is supported by fact. DOK2 / DOK Ceiling Level / 2 / B / Student understands and correctly identifies information in a passage that is supported by fact.
4 / 1.2 / RD-04-3.0.6 Students will identify information in a passage that is supported by fact. DOK 2 / DOK Ceiling Level / 2 / A / Student understands and correctly identifies information in a passage that is supported by fact.
5 / 1.2 / RD-04-3.0.3 Students will identify an author’s purpose in a passage. DOK 2 / DOK Ceiling Level / 2 / B / Student understands and correctly identifies the author’s purpose for writing a passage.
6 / 1.2 / RD-04-3.0.5 Students will identify fact or opinion from a passage. DOK 2 / DOK Ceiling Level / 2 / C / Student understands and correctly discriminate between fact and opinion.
7 / 1.2 / RD-04-3.0.4 Students will identify main ideas and details that support them. DOK3 / DOK Ceiling Level / 2 / A / Student understands and correctly identifies the main idea of a passage.
8 / 1.2 / RD-04-3.0.7 Students will Identify an author’s opinion about a subject. DOK 2 / DOK Ceiling Level / 2 / C / Student understands and correctly identifies an author’s opinion about a subject,

Multiple Choice Item Information: