III.

English Language Arts, Grade 4

A. Composition
B. Reading Comprehension

Grade 4 English Language Arts Test

Test Structure
The grade 4 English Language Arts test was presented in the following two parts:
the ELA Composition test, which used a writing prompt to assess learning standards from the
Massachusetts English Language Arts Curriculum Frameworks Composition strand
the ELA Reading Comprehension test, which used multiple-choice and open-response questions
(items) to assess learning standards from the English Language Arts Curriculum Frameworks
Language and Reading and Literature strands

A. Composition
The spring 2012 grade 4 English Language Arts (ELA) Composition test and Composition Make-Up
test were based on learning standards in the Composition strand of the Massachusetts English
Language Arts Curriculum Framework (2001). The learning standards for the Composition strand appear
on pages 7283 of the Framework, which is available on the Department website at
www.doe.mass.edu/frameworks/current.html.
ELA Composition test results are reported under the reporting categories Composition: Topic
Development and Composition: Standard English Conventions.

Test Sessions and Content Overview

The ELA Composition test included two separate test sessions, administered on the same day with a short
break between sessions. During the first session, each student wrote an initial draft of a composition
in response to the appropriate writing prompt on the next two pages. During the second session, each
student revised his or her draft and submitted a final composition, which was scored in the areas of Topic
Development and Standard English Conventions. The Scoring Guides for the MCAS English Language
Arts Composition are available at www.doe.mass.edu/mcas/student/elacomp_scoreguide.html.

Reference Materials
At least one English-language dictionary per classroom was provided for student use during ELA
Composition test sessions. The use of bilingual word-to-word dictionaries was allowed for current and
former English language learner students only. No other reference materials were allowed during either
ELA Composition test session.

Cross-Reference Information
Framework general standards 1922 are assessed by the ELA Composition.

21

English Language Arts Test

Grade 4 Writing Prompt
ID:287974 Common

WRITING PROMPT

Write about a time you did something exciting. Give enough details in your writing
to show what you did and why it was exciting for you.
You may use the space below to plan what you are going to write (notes, outlines, other
pre-writing activities).

22

English Language Arts Test

Grade 4 Make-Up Writing Prompt
ID:264501 Common

WRITING PROMPT

Think about a time when you went to a special or an interesting place. Maybe it
was the home of a friend or a relative, a place in your neighborhood, or someplace
completely different.
Write a story about your special or interesting place and what happened to you
while you were there. Give enough details to show the reader why this place was
special or interesting to you.

You may use the space below to plan what you are going to write (notes, outlines, other
pre-writing activities).

23

B. Reading Comprehension
The spring 2012 grade 4 English Language Arts Reading Comprehension test was based on learning
standards in the two content strands of the Massachusetts English Language Arts Curriculum
Framework (2001) listed below. Page numbers for the learning standards appear in parentheses.
Language (Framework, pages 1926)
Reading and Literature (Framework, pages 3564)
The English Language Arts Curriculum Framework is available on the Department website at
www.doe.mass.edu/frameworks/current.html.
ELA Reading Comprehension test results are reported under two MCAS reporting categories, Language
and Reading and Literature, which are identical to the two framework content strands listed above.

Test Sessions and Content Overview

The grade 4 ELA Reading Comprehension test included two separate test sessions. Each session included
reading passages, followed by multiple-choice and open-response questions. Selected common reading
passages and approximately half of the common test items are shown on the following pages as they appeared
in test booklets.

Reference Materials
The use of bilingual word-to-word dictionaries was allowed for current and former English language
learner students only, during both ELA Reading Comprehension test sessions. No other reference
materials were allowed during any ELA Reading Comprehension test session.

Cross-Reference Information
The tables at the conclusion of this chapter indicate each released and unreleased common items reporting
category and the framework general standard it assesses. The correct answers for released multiple-choice
questions are also displayed in the released item table.

24

English Language Arts

Reading Comprehension
DIRECTIONS
This session contains two reading selections with fifteen multiple-choice questions and two openresponse questions. Mark your answers to these questions in the spaces provided in your Student
Answer Booklet.
What happens when an elephant and a whale both think that they are the strongest animals on the earth?
Read the folktale to find out and answer the questions that follow.

Strongest of All
louisiana

by Pleasant DeSpain

4
5

7
8
9

One day long ago, clever Rabbit was walking along the seashore. Hearing
voices, he stopped to listen. Elephant and Whale were having a conversation.
He wanted to hear every word.
Sister Whale, said Elephant, you are the largest, strongest, and most
beautiful animal of the sea. Naturally, Im the largest, strongest, and most
beautiful animal on the land. We two should rule over all the animals, birds,
and fish on the earth.
Yes, its true, Brother Elephant, said Whale. We are the greatest. You
should rule the land. Ill be happy to rule the sea.
Rabbit decided to play a trick on these two behemoths.
Im twice as smart as both of them, he said. All I need is a long,
strong rope and my jungle drum.
Later that afternoon Rabbit found Elephant in the woods and said,
Hello, Powerful Ruler of All the Animals that Walk and All the Birds that
Fly. Im in need of a small favor.
Elephant liked Rabbits compliment and was willing to listen.
What can I do for you, my little friend? he trumpeted.
My milk-cow is stuck in the sand on the beach. Im not big enough to
pull her out. Let me tie one end of this rope around you and the other end
around my cow. When you hear me beat my drum, youll know its time to
pull hard, really hard.

25

Reading Comprehension
10

11
12

13

14

15

16
17

18
19

20

21

22

23
24
25

26
27
28
29

Its a good plan, said Elephant. You are wise to come to me as Im the
strongest friend you have.
Thank you, Elephant. Wait for the drum!
So saying, Rabbit ran to the beach and found Whale sunning herself near
the shore.
Hello, Friend Whale. My, but you look sleek and powerful today, said
Rabbit.
Whale smiled and replied, Yes, Rabbit, Im strong today and every day. I
rule all the creatures of the sea.
Of course, responded Rabbit. Thats why Ive come to you with my
small problem.
What can I do to help? asked Whale.
Its my milk-cow. Shes mired deep in the bayou-mud way up in the woods.
I cant get her out. Id like to tie one end of this rope around your tail and the
other end around my cow. Ill beat my drum so youll know when to pull.
Of course Ill help, said Whale.
She swam closer to shore so that he could tie the long rope to her
massive tail.
Pull hard when you hear my signal, said Rabbit as he ran back into the
woods.
He found his drum and pounded hard and loud. Boom! Boom! Boom! The
sounds carried to both Elephant in the forest and Whale in the sea.
They both began to pull, each against the other, and were shocked at the
resistance. Elephant tugged so hard that Whale hit the sand in the shallow water.
Whale pulled back so hard that Elephant was being dragged out of the woods.
That cow must be stuck in the sand up to her neck, bellowed Elephant.
That cow must be buried in the mud up to her nose, cried Whale.
Next thing they knew the rope snapped! One end flew back and stung
Elephant on the ear.
Ouch! he cried.
The other end smacked Whale on the tail.
Ouch! she cried.
Rabbit began to laugh. His laughter carried deep into the woods and far
out to sea. Elephant and Whale realized that they had been tricked. They also
discovered that when it came to cleverness, Rabbit was the strongest of all.

Strongest of All by Pleasant DeSpain, illustrated by Don Bell, from Sweet Land of Story: Thirty-Six American Tales to Tell. Copyright 2000 by
Pleasant DeSpain. Reprinted by permission of Marian Reiner.

26

Reading Comprehension
ID:276992 A Common

ID:277002 A Common

Which of the following best describes

the setting of the folktale?

Which of the following best shows that

Strongest of All is a folktale?

A. by the ocean many years ago

A. It tells a story using talking animals.

B. at the zoo many years from now

B. It includes a problem and a solution.

C. in the mountains many years ago

C. It tells a story using rhythm and

rhyme.

D. near the desert many years from now

D. It includes facts about different

animals.
ID:276987 A Common

Based on the folktale, what is the real

reason Rabbit asks Elephant and Whale
for help?
A. to teach them a lesson
B. to pull an animal to safety

ID:277008 C Common

Reread paragraph 22. Based on

the paragraph, the use of the word
resistance shows the animals are
A. playing a game.

C. to make his situation easier

B. afraid of being hurt.

D. to bring the animals closer together

C. having a difficult time.

D. worried about getting wet.

ID:276990 D Common

What do paragraphs 23 and 24 mostly

show about Elephant and Whale?
A. They do not want to help
each other.
B. They each think they are
the smartest.
C. They need to stop pulling on
the rope.
D. They do not realize they have
been fooled.

27

Reading Comprehension
Question 6 is an open-response question.

 ead the question carefully.

R
Explain your answer.
Add supporting details.
Double-check your work.

Write your answer to question 6 in the space provided in your Student Answer Booklet.
ID:277009 Common

Based on the folktale, explain the most likely reason the author states that Rabbit was the
strongest of all. Support your answer with important details from the folktale.

28

Reading Comprehension
Donna OMeara studies and photographs volcanoes. Read the selection to find out how she became
interested in volcanoes and answer the questions that follow.

from

Into the Volcano

by

Donna OMeara

Some Like It Hot

1

awaiis Kilauea volcano rumbles under my feet with thunder I feel

in my stomach. The air reeks of burning metal. A towering dark
steam cloud looms over me. Without warning, a football-sized
chunk of gooey lava drops out of the cloud and plops onto the ground
near me. I duck and run as more hissing red chunks splatter everywhere.
These lava bombs could crush a skull as if it were an eggshell. What on
Earth am I doing here, on the worlds most active volcano?

here were no volcanoes where I grew up. Our family lived in a quiet,
little town in rural New England where the cows outnumbered the
people. I was the eldest of three children and spent my childhood
exploring the forests and fields.
My favorite pastime was sitting safe and dry on our porch watching
violent summer thunderstorms rage through the Connecticut River Valley.
Our springer spaniel, Dinney, would cower under my chair in fright, but
the louder the thunder and brighter the lightning, the more thrilled I was.
In school I loved earth science and biology, but my guidance counselor
suggested I take typing classes and become a secretary. That didnt
interest me. Fortunately, I was artistic, so instead I majored in creative
artspainting, photography and writing. To this day I still cant type.

29

Reading Comprehension
5

10
11
12
13
14
15

In the 1970s I moved to Boston and worked for magazine and book
publishers. But something was missing in my life. Although getting out
into the countryside helped, I finally decided I had to make some changes.
I wanted to learn about the earth and the sky and the stars, where they all
came from and where they were going.
At age 32, I went back to college. My teacher, Stephen James OMeara,
opened my eyes to science when he described how our solar system was
shaped by geological forces. One of the most dynamic forces, Steve said,
was volcanism. I pictured Earth, with its 1500 or more volcanoes spewing
lava, as it spun dizzily around our sun.
Steve studied volcanoes to learn how planets formed and to search for
clues that might help predict when a volcano will erupt here on Earth. So far,
no single scientific method can accurately predict deadly eruptions. Any new
discoveries would be important scientifically and could save lives.
Steves daring tales of exploring erupting volcanoes held me spellbound.
When he passed around a piece of rough, hardened lava, I held it tight,
closed my eyes and imagined myself climbing an erupting volcano in an
exotic foreign country. Now that sounded like a good job for me!
Weeks after class ended, Steve and I had dinner. He described how hed
once jumped over a moving lava flow to save his life. I could barely believe
what I was hearing. Asleep that night I dreamed of volcanoes.
On December 23, 1986, around noon, my office phone rang. It was Steve.
Donna, have you ever seen an erupting volcano?
No, of course I hadnt.
Im on my way to Kilauea and need a field assistant.
Kilauea, Hawaii? When do we leave?
I said aloha to my magazine boss and was on a plane to Hawaii before
sunset that same night.

My First Volcano
16

17

t noon on December 24, 1986, Steve and I strapped ourselves into

a helicopter without doors and bounced on air drafts over a sizzling
Hawaiian lava lake.
The lake had formed when a new vent, called Kupaianaha, had burst open
on the east side of Kilauea volcano. A vent is an opening through which a
volcano erupts lava and ash from inside the Earth.

30

Reading Comprehension
18

19

20

21

Lava oozed out of the vent, filling a huge

depression to overflowing and creating a
lava lake. The lava gushing into the lake
from the vent caused sloshing waves.
As our pilot tilted the chopper to give us
a better view, I clutched at the seat cushion
for fear I would slide across the smooth
leather and right out the open door. Below
us a red lake the size of two football fields
bubbled like a pot of oatmeal. Only this
wasnt oatmeal. It was burning hot
molten lava.
The chopper whirled down to the edge
of the sizzling lake. Hot, glowing rock
oozed from the earth like toothpaste out of
Helicopters take volcano hunters where
a cracked tube. The helicopter cabin got
the action is. This one approaches a
hotter, and a burnt metal smell filled the air. smoking crater. Its similar to the one
we took to see the lava lake only our
Our pilot expertly dodged chunks of spatter chopper didnt have doors!
the volcano flung at us. We landed on the
ground with a soft thump.
Steve and the pilot jumped out and ducked the rotors, leaving the engine
running for a fast getaway. I thought about the gasoline in the engine near
this heat.

Fresh lava smells like burning metal. Here, it wipes out a road. I didnt know then that molten lava can be
1150C (2100F) when it erupts out of the earth.

31

Reading Comprehension
22

I watched as Steve walked right

up to the creeping lava flowand
survived. The scientist in me said
Hey, isnt this what you went back
to school for? The artist in me
had to admit the lake was strangely
beautiful. Glowing pinkish-orange
lava was creeping along, hissing
and popping as if it were alive. This
was the opportunity I had been
waiting for my whole life. I grabbed
my camera and jumped out of the
chopper. I felt heat through the soles
of my sneakers. I changed lenses and
started shooting.

Explosive Facts
Name of volcano: Kilauea
Location: Hawaii, U.S.A.
Status: active
Type: shield volcano
Height: 1222 m (4009 ft.)
Known people killed: about 120

Into the Volcano by Donna OMeara. Text copyright 2005 by Donna OMeara. Photographs copyright by Stephen James OMeara and
Donna OMeara. Reprinted by permission of Kids Can Press Ltd.

ID:279972 A Common

ID:279978 D Common

What is the main purpose of paragraph 1

in the selection?
A. to grab the readers interest

Based on paragraph 5, which of the

following is most likely true about the
author?
A. She is scared of things that
are new to her.

B. to explain the main problem

C. to introduce the main character

B. She is upset about things she

cannot control.

D. to answer the readers questions

C. She is satisfied with things that

remain the same.
D. She is curious about things she
does not understand.

32

Reading Comprehension
ID:279981 B Common

ID:279990 D Common

Based on the selection, what first made

the author interested in volcanoes?

11

A. She saw a volcano erupting.

Read the sentence from paragraph 20 in

the box below.
Hot, glowing rock oozed from
the earth like toothpaste out of
a cracked tube.

B. She studied volcanoes in college.

C. She wrote a book about volcanoes.
D. She heard about a volcano as a child.

ID:279987 C Common

10

According to paragraph 19, why did the

helicopter turn?
A. to visit a different volcano

In the sentence, the lava is compared to

toothpaste to show
A. how hot the lava feels to
the touch.
B. how clean the lava looks on
the ground.
C. how sticky the lava looks against
the rocks.

B. to find another landing spot

C. to help the passengers see better
D. to keep the passengers in their seats

33

D. how slowly the lava flows from

the ground.

Reading Comprehension
ID:279995 C Common

12

ID:279997 B Common

14

Which of the following events from the

selection happened last?
A. The author rode in a
helicopter.

A. The author teaches facts

about volcanoes.

B. The author studied painting

in school.

B. The author describes events

from her own life.

C. The author photographed

the volcano.

C. The author persuades readers to

protect nature.

D. The author worked for a

book publisher.

D. The author makes up a story about

a famous scientist.

ID:279994 C Common

13

Which of the following best shows that

the selection is from an autobiography?

What is the main purpose of the

Explosive Facts box?
A. to explain the dangers
of Kilauea
B. to describe the appearance
of Kilauea
C. to give more information
about Kilauea
D. to list other volcanoes found
around Kilauea

34

Reading Comprehension
ID:279999 D Common

ID:280000 C Common

15

16

Read the sentence from paragraph 6 in

the box below.

Read the sentence from paragraph 7 in

the box below.
Steve studied volcanoes to learn
how planets formed and to search
for clues that might help predict
when a volcano will erupt here
on Earth.

I pictured Earth, with its 1500 or

more volcanoes spewing lava, as
it spun dizzily around our sun.
Which of the following words from the
sentence is a verb?

A. volcanoes

Based on the sentence, what does

predict mean?

B. lava

A. to describe changes

C. spun

B. to hear something clearly

D. around

C. to find something that was lost

D. to tell what will happen in the future

35

Reading Comprehension
Question 17 is an open-response question.

 ead the question carefully.

R
Explain your answer.
Add supporting details.
Double-check your work.

Write your answer to question 17 in the space provided in your Student Answer Booklet.
ID:280003 Common

17

Based on the selection, describe what the authors first experience with a volcano was like.
Support your answer with important information from the selection.

36

Grade 4 English Language Arts

Reading Comprehension
Spring 2012 Released Items:
Reporting Categories, Standards, and Correct Answers*

Item No.

Page No.

Reporting Category

Standard

Correct Answer
(MC)*

27

Reading and Literature

16

27

Reading and Literature

16

27

Reading and Literature

16

27

Reading and Literature

10

27

Language

28

Reading and Literature

16

32

Reading and Literature

13

32

Reading and Literature

13

33

Reading and Literature

13

10

33

Reading and Literature

11

33

Reading and Literature

15

12

34

Reading and Literature

13

34

Reading and Literature

13

14

34

Reading and Literature

10

15

35

Language

16

35

Language

17

36

Reading and Literature

13

* Answers are provided here for multiple-choice items only. Sample responses and scoring guidelines for the open-response items, which are
indicated by the shaded cells, will be posted to the Departments website later this year.

37

Grade 4 English Language Arts

Reading Comprehension
Spring 2012 Unreleased Common Items:
Reporting Categories and Standards

Item No.

Reporting Category

Standard

18

Reading and Literature

13

19

Reading and Literature

13

20

Reading and Literature

13

21

Reading and Literature

22

Reading and Literature

13

23

Reading and Literature

13

24

Reading and Literature

13

25

Reading and Literature

12

26

Reading and Literature

12

27

Reading and Literature

12

28

Reading and Literature

12

29

Reading and Literature

12

30

Reading and Literature

12

31

Reading and Literature

12

32

Reading and Literature

12

33

Language

34

Language

35

Reading and Literature

12

36

Reading and Literature

15

37

Reading and Literature

14

38

Reading and Literature

15

39

Language

40

Language

38