New York CCLS · book. Have students remove the answer form and fill in the personal information...

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New York CCLSEnglish Language Arts Assessments Teacher Guide

ISBN 978-0-7609-8415-4 ©2014—Curriculum Associates, LLC

North Billerica, MA 01862No part of this book may be reproduced by any means

without written permission from the publisher.All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Forms 4

Answers to Short- and Extended-Response Questions 6

English Language Arts Rubrics for Scoring 10

Correlation Charts Common Core Learning Standards Coverage by the Ready® Program 13

Ready® New York CCLS Assessments Answer Keys and Correlations 16

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


For the Teacher

What is Ready® New York CCLS Assessments?

Ready New York CCLS Assessments is a review program for the CCLS for English Language Arts. By completing this book, students develop mastery of the CCLS for Reading, Writing, and Language. To develop this mastery, students read a variety of passages and answer comprehension questions that correlate to the CCLS.

How does Ready New York CCLS Assessments correlate to the CCLS for English Language Arts?

Each assessment has 47 questions (37 multiple choice, 8 short response, and 2 extended response). The multiple-choice and short-response questions assess standards from the Reading and Language strands of the CCLS. Extended-Response questions assess Writing, Reading, and Language standards.

Ready New York CCLS Assessments includes stories and articles from well-known publications, distinguished passages from the public domain, and sharply crafted original works. Each passage in Ready New York CCLS Assessments is consistent with the complexity and rigor that the CCLS requires of literary and informational texts. Ready New York CCLS Assessments includes literary passages, informational passages, and paired passages.

How should I use Ready New York CCLS Assessments?

Have students complete each part of an assessment in one sitting on three consecutive days. (See the timetable to the right.) After students have completed an entire assessment, correct and review answers with them. Use these assessments to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready New York CCLS Assessments?

Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of each assessment. You may choose either to follow or to adapt the following timetable for administering each assessment:

Day One Book 1 (questions 1–30) 50* minutes

Day Two Book 2 (questions 31–41) 50* minutes

Day Three Book 3 (questions 42–47) 50* minutes

* Each Assessment Day will be scheduled to allow 70 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. Completed answer forms begin on page 4 of this teacher guide.

Students will complete the short- and extended-response questions in their student book.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed an assessment. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Rubric—Short Response (page 10) to score the short-response questions. Use the New York State Grade 4–5 Expository Writing Evaluation Rubric (pages 11 and 12) to score the extended-response questions (questions 41 and 47).

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready New York CCLS Assessments?

Ready New York CCLS Assessments provides a review of a student’s understanding of the CCLS for English Language Arts. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready New York CCLS Assessments Answer Keys and Correlations, beginning on page 16, to identify the standards that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready New York CCLS Instruction. For a list of the CCLS that Ready New York CCLS Assessments assess, see the CCLS Coverage by the Ready Program chart beginning on page 13.


Ready® New York CCLS Assessments, Grade 4 Answer Form (Assessment 1)

Name

Teacher Grade

School City

1. A B C ● 2. A ● C D

3. A B C ● 4. ● B C D

5. A B ● D

6. A ● C D

7. A ● C D

8. A B ● D

9. ● B C D

10. ● B C D

11. A B ● D

12. A B C ● 13. A B ● D

14. A ● C D

15. A B C ● 16. A B ● D

17. ● B C D

18. A B C ● 19. A ● C D

20. A ● C D

21. ● B C D

22. ● B C D

23. A B ● D

24. A B C ● 25. A B ● D

26. A B C ● 27. A B ● D

28. A B C ● 29. A ● C D

30. A B ● D

31. A B C ● 32. ● B C D

33. A ● C D

34. A ● C D

35. A B ● D

36. A B ● D

37. ● B C D

For numbers 38 through 41, write your answers in the book.

38. See page 6. 39. See page 6. 40. See page 6. 41. See page 6.


42. See page 6. 43. See page 6. 44. See page 6. 45. See page 7. 46. See page 7. 47. See page 7.

Book 1 Book 2 – Reading Book 3Book 2 – Writing


Ready® New York CCLS Assessments, Grade 4 Answer Form (Assessment 2)

Name

Teacher Grade

School City

1. A B ● D

2. A B ● D

3. ● B C D

4. A ● C D

5. ● B C D

6. A ● C D

7. ● B C D

8. A B ● D

9. A ● C D

10. A B C ● 11. A B C ● 12. A ● C D

13. A B C ● 14. ● B C D

15. A B ● D

16. A B C ● 17. A B ● D

18. ● B C D

19. ● B C D

20. A B ● D

21. A B ● D

22. A ● C D

23. A B C ● 24. A B C ● 25. ● B C D

26. A B C ● 27. A ● C D

28. A ● C D

29. A B C ● 30. A B ● D

31. ● B C D

32. A ● C D

33. A B ● D

34. A B ● D

35. ● B C D

36. A ● C D

37. ● B C D


38. See page 8. 39. See page 8. 40. See page 8. 41. See page 8.


42. See page 8. 43. See page 8. 44. See page 8. 45. See page 9. 46. See page 9. 47. See page 9.

Book 1 Book 2 – Reading Book 3Book 2 – Writing


Assessment 1: Book 2 – Writing pages 25–31

Sample Short-Response Answers

38. Student book page 27

Life was not easy for people who moved out West. There were not enough jobs for everyone. And many people had to live in camps and build their own shelters.


Farmers had overworked the soil to “plant as much as possible.” Therefore, there was nothing to hold the soil down when drought and winds came, so the dust “blew across the plains” in dust storms in what became known as the Dust Bowl.


Roany is probably the writer’s horse. She says that no one was taking automobiles out in the dust “for fear of ruining the motor,” so the name Roany probably doesn’t refer to her car. Also, she rode Roany “right beside the fence.” She could ride a horse right beside a fence, to get where she was going. So, Roany is probably Ann Marie Low’s horse.

Sample Extended-Response Answer


“Dust Bowl Migration” talks about how the dust storm affected millions of people who lived in the plains. It says that dust covered everything, and that dust storms made people cough and sneeze. The lack of rain kept crops from growing. Two million people whose lives depended on crops left their homes and went West in search of jobs and new homes.

Dust Bowl Diary was written by Ann Marie Low. She lived through the dust storms and drought. The diary entries talk about how the dust and drought affected her and her family’s life. She says that dust got into everything, and things that were just washed needed to be washed again. Low also explains that the drought made things tough on her brother who had been hoping to sell his livestock to pay for college. The cattle had too little to eat on the farm, and her brother Bud didn’t have enough money to buy feed.

The two explanations are different for several reasons. Unlike Dust Bowl Diary, “Dust Bowl Migration” was not written by someone who experienced life in the Dust Bowl. Another way the explanations are different is that “Dust Bowl Migration” tells about what millions of people experienced, but Dust Bowl Diary talks about one person’s life. Finally, “Dust Bowl Migration” covers all the years of the dust storms, but Dust Bowl Diary covers only several months.

Finally, both explanations talk about the fact that dust covered everything and affected people’s health. And both explanations talk about the hardships that people experienced from the drought.

Book 3 pages 32–41



The author does not believe Pliny the Elder understood nature as well as people do today. In the passage, the author states that Pliny the Elder wrongly believed that earwigs lay eggs in people’s ears. The ancient Roman also believed that caterpillars come from the dew on leaves.


In the passage, the author says that earwigs have what look like “two grabby stingers” but that these stingers are harmless forceps. The author also says that earwigs have things like creepy antennae that might scare people. But earwigs really only want to be left alone.


When Beaver was being chased by the Pine Trees, sometimes he ran straight, and sometimes he zigzagged. These two ways of running caused the Grande Ronde River to follow the same kind of course, both straight and zig-zagged. Also, when Beaver was running, Cedar said he would run to the top of the hill to see how far ahead he was. Cedar stopped there, and he still stands there, alone.

Answers to Short- and Extended-Response Questions



One theme from “Stealing Fire from Zeus” is that sometimes you can get into trouble for doing what you think is right. Prometheus gives fire to the humans even though Zeus doesn’t want them to have it. Zeus becomes very angry with him and chains him to the side of a mountain.


In “How Beaver Stole Fire,” the author uses the third-person point of view. A narrator outside of the story tells what happens between Beaver and the Pine Trees. In “Stealing Fire from Zeus,” the main character tells the story. Lines like “I should first tell you that my name is Prometheus” show that the author uses the first-person point of view.



In “How Beaver Stole Fire” and in “Stealing Fire from Zeus,” fire was originally owned by only one person or group who did not want to share it. In both myths, a main character has to steal fire in order to share it with others. In “How Beaver Stole Fire,” Beaver steals fire for people and animals who need it. In “Stealing Fire from Zeus,” Prometheus steals fire for humans, who need it.

The myths are different because “How Beaver Stole Fire” has animals and trees as main characters, but “Stealing Fire from Zeus” has Greek gods as main characters. Also, Prometheus, unlike Beaver, teaches others how to make fire and what to do with it (cook, etc.)


Assessment 2: Book 2 – Writing pages 62–69



The Pueblo People loved Blue Corn Maiden because she was kind and gentle. And she also gave them blue corn all year long.


“Demeter and Persephone” takes place in an imaginary setting. In one part, a hole in the earth opens and Hades comes out. In another part, all the crops die because Demeter stays inside her house. Neither of these things could happen in real life.


In “Blue Corn Maiden and the Coming of Winter,” the author uses third-person point of view. A narrator outside of the story tells what happens to Blue Corn Maiden and the other characters. In “Demeter and Persephone,” the main character tells the story. The story begins with, “I am Demeter, Goddess of the Harvest.”



Blue Corn Maiden brings corn to the Pueblo People all year long, until Winter Katsina takes her away. Summer Katsina tries to fight Winter Katsina to free Blue Corn Maiden. Finally, the two make peace and decide that Blue Corn Maiden will live with the Pueblo People half of the year and bring them blue corn. The other half of the year she will live with Winter Katsina, and the Pueblo People will not have corn.

Demeter is the goddess of the harvest. The crops do well as long as she is happy. When Hades, the god of the Underworld, steals Demeter’s daughter Persephone, Demeter is sad and angry, so she lets all of the crops die. Hades sees how upset Demeter is and decides that because Persephone only ate six seeds, she only has to stay in the Underworld for six months per year. During the six months that Persephone is on Earth, the crops grow. When she’s in the underworld, it’s cold and the crops do not grow.

The two explanations are similar in several ways. In both, women are the ones who can make the crops grow. Also, crops stop growing after gods fall in love with women and try to make them their wives. Finally, both myths have similar endings. Blue Corn Maiden spends part of the year with Winter Katsina, and Persephone spends half the year with Hades.

The explanations are different in several ways. Blue Corn Maiden only brings the people corn, but Demeter makes all the crops grow. Also, Blue Corn Maiden can’t bring people corn because she is with Winter Katsina. Demeter chooses not to make the crops grow because she is angry that Persephone is gone.

Book 3 pages 70–79



The reader knows “Dandelion” is a poem because some of the ending words rhyme, like the ending words of lines 1 and 2, “yellow” and “fellow.” The reader also knows “Dandelion” is a poem because some of the lines have rhythms that are similar. Lines 9 and 12 have a similar rhythm.


One theme of “Dandelion” is the idea of getting older. In “Dandelion,” plants grow old, just like people do. Line 16 of poem says “For he very old is growing.” Lines 20-21 say “Older growing, white hair flowing, Poor little baldhead dandy now is he!”


Lindbergh’s flight was more like an experiment than a fun journey because he recorded facts and observations, such as weather and flying conditions. This is like what someone might do in an experiment. Also, although he gave facts and some descriptions, he did not describe the emotions he was feeling, which he might have done if it were a fun journey.



Soldiers, police, and agents were needed to “hold the crowd in good order.” The huge crowd of people had been waiting for hours and were so excited there was a “mad rush” when Lindbergh finally landed. So the soldiers, field police, and Paris agents were there to keep the crowd orderly and keep everyone safe.


The author describes the crowd of nearly 100,000 people, many of whom had been waiting for “six or seven hours.” When Lindbergh finally landed, “the wild sight of thousands of men and women rushing madly across half a mile” was like “a picture had been thrown on a moving picture screen.” The scene had a lot of drama, with the huge crowds and all the excitement.



The first passage, which Lindbergh wrote, tells what happened from Lindbergh’s point of view. It is mostly technical and uses more facts than feelings. It includes details about how Lindbergh accomplished the flight. Lindbergh describes tasks such as avoiding obstacles and storm clouds.

The second passage, a newspaper article written by a reporter, is very different. It is more emotional than Lindbergh’s own account. It describes the huge crowd that waited for hours and then rushed the field when Lindbergh finally landed. It uses more feelings than does Lindbergh’s own account.

One might expect a firsthand account, told by the person who experienced the event, to use more feelings. But with these two passages, the reporter’s account in the newspaper article has more feelings.


English Language Arts Rubrics for Scoring*

2-Point Rubric—Short Response

Score Response Features

2 Point The features of a 2-point response are• Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from

the text as required by the prompt • Complete sentences where errors do not impact readability

1 Point The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the

text to develop response according to the requirements of the prompt • Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is

totally inaccurate • A response that is not written in English • A response that is unintelligible or indecipherable

*Reprinted courtesy of New York State Education Department.


New York State Grade 4–5 Expository Writing Evaluation Rubric*

Use the following rubric (beginning below and ending on page 12) to score students’ extended responses.

CriteriaScore

4 Essays at this level:


Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• clearly introduce a topic in a manner that follows logically from the task and purpose

• demonstrate insightful comprehension and analysis of the text(s)

• clearly introduce a topic in a manner that follows from the task and purpose

• demonstrate grade-appropriate comprehension of the text(s)

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

• sustain the use of varied, relevant evidence

• develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s)

• sustain the use of relevant evidence, with some lack of variety

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit clear, purposeful organization • skillfully link ideas using grade-appropriate

words and phrases • use grade-appropriate, stylistically

sophisticated language and domain-specific vocabulary

• provide a concluding statement that follows clearly from the topic and information presented

• exhibit clear organization• link ideas using grade-appropriate

words and phrases • use grade-appropriate precise language

and domain-specific vocabulary• provide a concluding statement or

section that follows from the topic and information presented

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate grade-appropriate command of conventions, with few errors

• demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension



New York State Grade 4–5 Expository Writing Evaluation Rubric (continued)

CriteriaScore




Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• introduce a topic in a manner that follows generally from the task and purpose

• demonstrate a literal comprehension of the text(s)

• introduce a topic in a manner that does not logically follow from the task and purpose

• demonstrate little understanding of the text(s)

• demonstrate a lack of comprehension of the text(s) or task

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

• use relevant evidence inconsistently

• demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

• provide no evidence or provide evidence that is completely irrelevant

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit some attempt at organization

• inconsistently link ideas using words and phrases

• inconsistently use appropriate language and domain-specific vocabulary

• provide a concluding statement or section that follows generally from the topic and information presented

• exhibit little attempt at organization, or attempts to organize are irrelevant to the task

• lack the use of linking words and phrases

• use language that is imprecise or inappropriate for the text(s) and task

• provide a concluding statement or section that is illogical or unrelated to the topic and information presented

• exhibit no evidence of organization

• exhibit no use of linking words and phrases

• use language that is predominantly incoherent or copied directly from the text(s)

• do not provide a concluding statement

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate emerging command of conventions, with some errors that may hinder comprehension

• demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

• are minimal, making assessment of conventions unreliable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

• A response totally copied from the text(s) with no original student writing should be scored a 0.



Correlation ChartsCCLS Coverage by the Ready® ProgramThe chart below correlates each CCLS to the Ready® New York CCLS Assessments item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. (Note: An asterisk identifies items that are correlated to standards in multiple strands. In addition to Reading, some multiple-choice items correlate to Language standards. Short-response items correlate to standards in the Reading and Language strands, and extended-response items correlate to standards in the Reading, Writing, and Language strands.)

CCLS for Grade 4 — English Language Arts Standards

Ready New York CCLS Instruction and Assessment

Assessment Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Assessment 1

Assessment 2

Reading Standards for LiteratureKey Ideas and Details

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2, 3, 5, 33, 37 1, 15, 38 12 7–11, 19–21

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 30, 36, 45 2, 6, 18, 43 9–11

7, 8, 11, 12, 17–19,

21, 25, 26

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

1, 4, 6, 26, 44 3, 5, 14, 39 7, 8 9, 11, 12, 18,

21, 26

Craft and Structure

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

28*, 32*, 34* 4*, 13* 17 7–12, 18–21, 25, 26

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

27, 29, 31, 35 16, 17, 42 19–21 7, 9, 10, 17, 18, 20, 25

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

46 40 18 17, 18

Integration of Knowledge and Ideas

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

47* 41* 25, 26, 26W 11

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.





Instruction

Student Lesson(s)



Assessment 1

Assessment 2

Reading Standards for Informational TextKey Ideas and Details

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

7, 24, 38, 40, 42 20, 26, 27, 32 6 1–5, 13–16,

22–24

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 13, 14, 25 12, 30, 44 1, 5 4, 6, 13–16, 23,

24

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

9, 16, 21, 39 9, 23, 25, 31, 45 2–4 5, 6, 14, 15,

22–24

Craft and Structure

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

10*, 19* 11*, 34* 13 1–6, 14–16, 22–24

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

17, 22, 23 7, 10, 19, 21, 29, 33 14, 15 1–3, 5, 22, 24

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

41* 47* 16 2

Integration of Knowledge and Ideas

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

11, 12, 18 24, 36, 37 22 3, 4, 6, 13, 22, 23, 24

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. 8, 15, 20, 43 8, 22, 28, 35,

46 23 1, 2, 13, 22

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 41* 47* 24 16

Writing StandardsText Types and Purposes

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 41*, 47* 41*, 47* 26W

1, 3, 12, 13, 15,18, 24, 26

Research to Build and Present Knowledge

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 41*, 47* 41*, 47* 26W 19, 21, 25, 26





Instruction

Student Lesson(s)



Assessment 1

Assessment 2

Language StandardsConventions of Standard English

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 38*–47* 38*–47* L1-L8

1, 5, 8, 9, 12–14,16, 18, 25, 26

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

38*–47* 38*–47* L9-L12 1, 6

Knowledge of Language

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 41*, 47* 41*, 47* L13, L14,

L15 10

Vocabulary Acquisition and Use

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

10*, 19*, 28*, 32*, 34* 11*, 34* — —

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

19*, 34* 11*, 34* L16 1–7, 10, 11, 13–16, 19, 21–25

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

— — L17 3–6, 12, 13, 15, 20, 21, 25

L.4.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

32* — L18, L23 10, 20, 21

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 10*, 28* 4*, 13* — —

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

— 13* L19 1, 7, 10, 13, 15–19

L.4.5.b Recognize and explain the meaning of common idioms, adages, and proverbs. 28* 4* L20, L21 2, 8, 12

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

10* — L22 4, 8–11, 14, 17–19, 22–26

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

41*, 47* 41*, 47* L24 8


Ready® New York CCLS Assessments Answer Keys and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready® New York CCLS Assessments, plus the depth-of-knowledge (DOK) index, standard, and corresponding Ready® New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

Assessment 1

Question Key DOK Standard(s)Ready® New York CCLS Instruction Lesson(s)

Book 1

1 D 2 RL.4.3 7

2 B 2 RL.4.1 12

3 D 1 RL.4.1 12

4 A 2 RL.4.3 8

5 C 2 RL.4.1 12

6 B 2 RL.4.3 7

7 B 1 RI.4.1 4

8 C 2 RI.4.8 23

9 A 2 RI.4.3 6

10 A 1 RI.4.4, L.4.5.c 13, L22

11 C 2 RI.4.7 22

12 D 2 RI.4.7 22

13 C 2 RI.4.2 1

14 B 2 RI.4.2 1

15 D 2 RI.4.8 23

16 C 2 RI.4.3 3

17 A 2 RI.4.5 14, 15

18 D 2 RI.4.7 22

19 B 1 RI.4.4, L.4.4.a 13, L16

20 B 2 RI.4.8 23

21 A 1 RI.4.3 4

22 A 1 RI.4.5 14, 15

23 C 2 RI.4.5 14, 15

24 D 2 RI.4.1 6

25 C 2 RI.4.2 5

26 D 2 RL.4.3 7

27 C 2 RL.4.5 15

28 D 2 RL.4.4, L.4.5.b 17, L20-L21

29 B 1 RL.4.5 20

30 C 3 RL.4.2 9

Book 2 – Reading

31 D 2 RL.4.5 19

32 A 2 RL.4.4 , L.4.4.c 17, L18

33 B 2 RL.4.1 12

34 B 2 RL.4.4, L.4.4.a 17, L16

35 C 1 RL.4.5 19

36 C 2 RL.4.2 10

37 A 1 RL.4.1 12


Assessment 1 (continued)


Book 2 – Writing

38 See page 6. 2 RI.4.1, L.4.1, L.4.2 6, L1-L12

39 See page 6. 2 RI.4.3, L.4.1, L.4.2 2, L1-L12

40 See page 6. 2 RI.4.1, L.4.1, L.4.2 6, L1-L12

41 See page 6. 3 RI.4.6, RI.4.9, W.4.2, W.4.9, L.4.1, L.4.2, L.4.3, L.4.6 16, 24, 26W, L1-L15, L24

Book 3

42 See page 6. 2 RI.4.1, L.4.1, L.4.2 6, L1-L12

43 See page 6. 2 RI.4.8, L.4.1, L.4.2 23, L1-L12

44 See page 6. 2 RL.4.3, L.4.1, L.4.2 8, L1-L12

45 See page 7. 3 RL.4.2, L.4.1, L.4.2 9, L1-L12

46 See page 7. 3 RL.4.6, L.4.1, L.4.2 18, L1-L12

47 See page 7. 3 RL.4.9, W.4.2, W.4.9, L.4.1, L.4.2, L.4.3, L.4.6 25, 26, 26W, L1-L15, L24


Assessment 2


Book 1

1 C 1 RL.4.1 12

2 C 2 RL.4.2 9

3 A 1 RL.4.3 8

4 B 2 RL.4.4, L.4.5.b 17, L20, L21

5 A 2 RL.4.3 7

6 B 2 RL.4.2 11

7 A 2 RI.4.5 14

8 C 2 RI.4.8 23

9 B 1 RI.4.3 2

10 D 2 RI.4.5 14

11 D 2 RI.4.4, L.4.4.a 13, L16

12 B 2 RI.4.2 1

13 D 2 RL.4.4, L.4.5.a 17, L16

14 A 2 RL.4.3 8

15 C 1 RL.4.1 12

16 D 2 RL.4.5 20

17 C 2 RL.4.5 20

18 A 3 RL.4.2 9

19 A 2 RI.4.5 15

20 C 2 RI.4.1 6

21 C 2 RI.4.5 15

22 B 2 RI.4.8 23

23 D 2 RI.4.3 3

24 D 2 RI.4.7 22

25 A 2 RI.4.3 4

26 D 2 RI.4.1 6

27 B 2 RI.4.1 6

28 B 2 RI.4.8 23

29 D 2 RI.4.5 15

30 C 2 RI.4.2 5

Book 2 – Reading

31 A 1 RI.4.3 3

32 B 2 RI.4.1 6

33 C 2 RI.4.5 14

34 C 2 RI.4.4, L.4.4.a 13, L16

35 A 2 RI.4.8 23

36 B 3 RI.4.7 22

37 A 3 RI.4.7 22


Assessment 2 (continued)


Book 2 – Writing

38 See page 8. 1 RL.4.1, L.4.1, L.4.2 12, L1-L12

39 See page 8. 3 RL.4.3, L.4.1, L.4.2 8, L1-L12

40 See page 8. 2 RL.4.6, L.4.1, L.4.2 18, L1-L12

41 See page 8. 3 RL.4.9, W.4.2, W.4.9, L.4.1, L.4.2, L.4.3, L.4.6 26, 26W, L1-L15, L24

Book 3

42 See page 8. 2 RL.4.5, L.4.1, L.4.2 19, L1-L12

43 See page 8. 3 RL.4.2, L.4.1, L.4.2 10, L1-L12

44 See page 8. 2 RI.4.2, L.4.1, L.4.2 1, L1-L12

45 See page 9. 2 RI.4.3, L.4.1, L.4.2 2, L1-L12

46 See page 9. 2 RI.4.8, L.4.1, L.4.2 23, L1-L12

47 See page 9. 3 RI.4.6, RI.4.9, W.4.2, W.4.9, L.4.1, L.4.2, L.4.3, L.4.6 16, 24, L1-L15, L24

14452.9

Reorder No. CA14452.9—Single

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