Grade 4 Teacher Directions C ommon F ormative A ssessment

1

Grade 4Teacher Directions

Common Formative Assessment

Quarter Three

Reading Informational Text

2Rev. Control: 12/27/2013 HSD – OSP-CFA Team, Susan Richmond

Quarter Three Informational Text Common Formative AssessmentsTeam Members and Writers

Thank you to all of those who reviewed and edited and a special appreciation to Vicki Daniels and her amazing editing skills.

Deborah Alvarado Heather Giard Sandra Maines Martha Rodriguez

Nicole Chronister Christine Goldmann Marie Maxwell Kelly Rooke

Tammy Cole Jamie Goldstein Heather McCullum Jill Russo

Lindsay Crowell Melissa Hancock Gina McLain Brent Saxton

Deborah Delplanche Jamie Incrovato Shawna Munson Leslie Sell

Diane Dow Ginger Jay Gustavo Olvera Erin Shepherd

Liana Duran Jenn Johnson Teresa Portinga Wendy Sunday

Carrie Ellis Ko Kagawa Judy Ramer Niki Thoen

Sheri Fisher Kimberly Laws Erin Reamer Mandy Wedel

Lindsay Garcia Berta Lule Sara Retzlaff

Stephanie Gerig Alfonso Lule Jennifer Robbins

http://www.techeteacher.com/blog/2012/7/15/4-quick-easy-tips-to-tech-up-your-teaching.html


Important Information

A. This booklet is divided into two parts…

1. Teacher’s Resourcesa. Page 1 – 16

2. Student Assessment b. Page’s 17 – 36

This booklet is intended for assessing reading informational standards RI. 4, 8 and 9 at the end of the third quarter as well as Research Targets 2,3 and 4 as applicable. Do NOT allow students to read the passages before the assessment.

Students who do not read independently should be given the assessment as a listening comprehension test. Do NOT read the passage to the students until it is time for the assessment.

Printing Instructions… Be sure you have printed a teacher’s Edition!

Please print the teacher directions (pages 1 – 16). Read thedirections before giving the assessment.

Print pages 17 – 36 for each student.This would print each student page as an 8 ½ X 11 page… or login to the Print Shop and order pre-assessments and/or CFAs.

NEW CCSS Lexile Band (range)

GradeBand

CurrentLexile Band

CCSSLexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L


Grade 3 SamplePath to DOK - 1 Path to DOK - 2 End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn StandardPath to DOK 2Informational TextLearning Progressions

Locate specific text features (i.e., key words, sidebars, hyperlinks) from a text read and discussed in class.

Define (understand and use) Standard Academic Language: key words, sidebars, hyperlinks, relevant, efficiently, topic and text features/tools.

Answers questions about the purpose of different text features and search tools.

Concept DevelopmentUnderstands that search or text features (tools) can provide information about a text or topic.

Locate information using key words, sidebars or hyperlinks (and other search tools/text features) relevant to a topic.

Obtain and Interpret information using key words, sidebars or hyperlinks relevant to a topic.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Student Name

Independent Readers: Students read selections independently without reading assistance.

Students complete the selected response answers by shading in the bubble.

Students complete the constructed response answers by writing a response for each question.

Non-Independent Readers: (Please indicate on record sheet if student is Not an Independent Reader)Read the selection and questions aloud to the student in English or Spanish.

Read the selected response answers to the student.

Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so.

KindergartenKindergarten teachers should follow the kindergarten teacher directions as “Listening Comprehension.”

Types of Readers

Selected and Constructed Response Questions Note: The constructed response questions do NOT assess writing proficiency and should

not be scored as such.

Selected Response - Quarters 1 - 4Students answer 10 Selected Response Questions about the passages.

Constructed Response - Quarters 1 and 2Students answer 2 Short Response Constructed Response Questions about the passages.

Constructed Response - Quarters 3 and 4Students answer 2 Research Constructed Response Questions about the passages.

Class Check-Lists (Reading Learning Progressions form)

There is a learning progression “Class Check-List” for each standard assessed. This is to be used by the teacher for recording or monitoring progress if desired (optional).

Scoring Options

Class Summary Assessment Sheet

This is a spreadsheet to record each quarter’s pre-assessment and CFA. Selected Responses (SRs) are given a score of “0” or “1.” Constructed Response (CRs) in quarters 1 and 2 are given a score on a rubric continuum of “0 – 3,” and in quarters 3 and 4 a research score on a rubric continuum of “0-2."

Write and Revise

Write and Revise are added to the pre-assessments and CFAs in quarters 2, 3 and 4. They are not “officially” scored on any form, but will be scored on SBAC.

Student Self-Scoring

Students have a self-scoring sheet to color happy faces green if their answers are correct or red if they are not.

Student Reflection

The last page in the student assessment book is a reflection page. Students can reflect about each question they missed and why. Teacher prompts may help students reflect (such as: What was the question asking, can you rephrase it?).

http://sresource.homestead.com/index.html

Scoring forms are available at:





Write and Revise

The Common Core standards are integrative in nature. Student proficiency develops and is assessed on a continuum.

The HSD Common Formative Assessment (CFA) for quarter three includes three write and revise assessed categories to prepare our students for this transition in conjunction with our primary focus of Reading Informational Text.

Quarter 31. Students “Read to Write” integrating basic writing and

language revision skills.

Write and Revise Assessed Categories for Quarter Three

a. Writing: Write and Revise (revision of short text)

b. Language: Language and Vocabulary Use (accurate use of words and phrases)

c. Language: Edit and Clarify (accurate use of grammar, mechanics and syntax)


Important Please Read Before Starting Assessment

Quarter Three Preparing for Performance Tasks

The quarter three CFAs prepares students for performance tasks. There are many combinations of claims, targets and standards that can be used within a performance task.1

Performance tasks have two parts (Part 1 and Part 2). In quarter three students will complete the tasks highlighted below.

IMPORTANT – NEW Please make copies of the note-taking form for each student

in your class if you choose to use it.

1. Note-Taking: Students take notes as they read passages to gather information about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A note-taking form is provided for your students to use for this assessment or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it.

2. Research: In Part 1 of a performance task students answer constructed response questions written to measure a student’s ability to use research skills. These CR questions are scored using the SBAC Research Rubrics rather than the

short response rubric used in quarters 1 and 2. The SBAC Research Rubrics assesses research skills students need in order to complete a performance task.

3. Planning: In Part 2 of a performance task students plan their essay. They are allowed to use their notes. This is the

brainstorming or pre-writing activity. Students can plan their writing using a graphic organizer.

Note: During the actual SBAC assessment (grades 3 – 6) you may not be allowed to give students a pre-made note taking form or graphic organizer. Students may have to develop their own as they read.

Student Directions: Your students have directions in their student assessment booklet. They are a shortened version of what the directions will actually look like on the SBAC assessment. Please remind them to read the directions. 1Performance tasks (PT) measure complex assessment targets and demonstrate students' ability to think and reason. Performance tasks produce fully developed writing or speeches. PTs connect to real life applications (such as writing an essay or a speech or producing a specific product). http://www.smarterbalanced.org/sample-items-and-performance-tasks/.

Performance Tasks Have Two PartsThe underlined sections are those scored on SBAC.

Part 1 Part 2

• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

• Plan your essay (brainstorming pre-writing).

• Write, Revise and Edit W.5• Writing a Full Composition or Speech

http://www.smarterbalanced.org/sample-items-and-performance-tasks/

Rev. Control: 12/27/2013 HSD – OSP-CFA Team, Susan Richmond

Note-TakingTeachers....

Feel free to use the note-taking forms if you wish or use what you’ve been using in your classrooms and have had success with.

If you use the provided note-taking form, your students need to have had practice with the form before the assessment.

Each student will need a note-taking form for each passage. The form is located in the teacher’s instructional section.

All underlined words on the note-taking form are grade-level standard specific academic language.

Important information about note-taking:

During a Performance Task, students who take notes as they re-read a passage for specific details that promote research skills (main idea/topic, key details, conclusion) will later be able to find answers to questions more efficiently.

Reading the questions first and then the looking in the text for the answer is a good practice, however not all answers to higher level or inferred questions have explicit answers within a text.

1. Read the text through to get the “gist” without the distraction of finding answers or note-taking.

2. Re-read the text. Take notes using a note-taking form.

3. Read and answer the questions. Students may find some answers to highlight if they are not inferred or explicit although many research questions are of a higher level.


Planning to Write a Full CompositionInformational Full-Composition Performance Task Prompt

Compare and contrast how Chicago changed because of two men.

OPTIONAL! (By 4th quarter students will be asked to write a full composition. For now, you can do a whole group guided practice, modeled demonstration or skip the experience all together)

Teachers....

Your students are preparing to write a full composition. Part 1 of a performance task is part of that preparation (read paired passages, take notes and answer SR and CR questions).

During Part 2 of a performance task students are allowed to look at their notes and SR and CR questions to gather information to plan a full informational writing piece using the performance task prompt (above).

If you would like your students to have the experience of “planning” a full informational composition after completing Part 1 (this assessment) here area few ideas:

1. Find a graphic organizer you’ve used before to plan a writing piece.

2. Give explicit-direct instruction of the grade-level process allowing students to use their paired passages, notes and SR and CR responses.

3. Be sure students know the criteria before they begin (what you are expecting them to do).

4. Share exemplary models of completed graphic organizers. Review the criteria.


Research Note-Taking In the Classroom The note-taking forms are scaffolded in grades K – 6 following the recommended

SBAC research targets and embedded standards.http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

Research Informational Text Standards:

(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the above goal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:

Writing Standard 7: Shows and builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supports with evidence and reason

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf


What contributions (key ideas) does the text make to support the main idea?

Write one new contribution (key idea) about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details and Examples

What key details and examples from the section or paragraph explain more about the new contribution (key idea)?

• Key Detail or Example ________________________________________________________________________

________________________________________________________________________

• Key Detail or Example _________________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again.

Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary.____________________________________________________________________________

_____________________________________________________________________________

Name_________________ Passage________________ Main Idea _______________

Grade 4

Instruct students to re-read a paragraph or section of the text that has strong text contributions to support a key idea.

Ask, “Does the section or paragraph you chose have a strong statement about the main idea?”

This is a contribution within a key idea about the main idea. (be sure students can identify the main topic).

Have students write ONE brief sentence about the new contribution (key idea ).

1

In fourth grade CCSS refers to key ideas as part of text contributions (a strong and specific support of a key idea).Use both terms when discussing key ideas, as students may need the continued reference.

Ask students to look for key details and examples that explain more about the new strong contribution (key idea.)

Key details are reasons that support the new contribution (key idea). Instruct students to write 2 brief key details or examples that support the key idea.

Example: if the main topic is about dogs and...

“The dog likes to play,” (is the new contribution (key Idea),Then some key details might be:•The dog likes to play fetch.• The dog likes to play with the ball.

2

Have students re-read the paragraph or section they wrote about and write words or ideas they see Again and Again, in the box. Explain, “When authors use the same words, phrases or ideas Again and Again ask yourself “why?” It means something is important.” 3

Instruct students to look at the again and again words or phrases, ask “Do you see some of the again and again words or ideas in the key idea or key detail sentences you wrote? Can the words help you write one conclusion sentence that summarizes the contribution (key idea ) and key details? ”

Summarizing is a big part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively. 4

Differentiation:Students who need more pages – print as many as needed. Students who would benefit from enrichment can continue on with more sections or paragraphs. Students who need more direct instruction – teach each part as a mini lesson. These concepts can be taught separately:

• Main Topic• Contribution (key idea)• Key Details Examples• Again and Again• Conclusions - Summarizing

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

Remember students will need to have a note-taking form for each passage.

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE


What contributions (key ideas) does the text make to support the main idea?

Write one new contribution (key idea) about the main idea.

_____________________________________________________________________________

_____________________________________________________________________________

Key Details and Examples

What key details or examples from the section or paragraph explain more about the new contribution (key idea)?

• Key Detail or Example ________________________________________________________________________

________________________________________________________________________

• Key Detail or Example _________________________________________________________________________

_________________________________________________________________________

Again and AgainWhat words, phrases or ideas does the author use again and again? Write them here. Think about why the author uses them again and again.

Write one conclusion sentence that tells the most about the new contribution (key idea). Use some of the again and again words or ideas in your summary.____________________________________________________________________________

_____________________________________________________________________________

R E S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN & AGAIN RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE

Name________________ Passage_______________ Main Idea _______________

Grade 4


SBAC Reading AssessmentThree Assessed Research Targets (Constructed Response Rubrics)

Constructed Response Research Rubrics

Target 2Locate, Select, Interpret and Integrate Information.

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of information.

0 A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among sources of information.


Target 3Evidence of the ability to distinguish relevant from irrelevant information such as

fact from opinion.

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

0 A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.


Target 4Ability to cite evidence to support opinions and ideas.

2 The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions or ideas.

0 The response gives no evidence of the ability to cite evidence to support opinions or ideas.


12. What is a legacy? Give examples from the texts that support this statement: Jean Baptiste Pointe du Sable and Daniel Burnham left important legacies to the city of Chicago.

Constructed Response RI.4.4 Research Target #4

Quarter 3 CFA Research Constructed Response Answer Key

RI.4.4 and Research Target 4Target 4Ability to cite evidence to support opinions and ideasRI.4.4Determine the meaning of general academic anddomain-specific words or phrases in a text relevant to agrade 4 topic or subject area.

Constructed Response Research Rubrics Target 4Ability to cite evidence to support opinions and ideas

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas about the term “legacy” in reference to the two passages. Students should answer the prompt using specific evidence to support the opinion that the two men in the passages left a “legacy.” The term legacy should be defined in some way (this clarifies the students’ understanding of the term). Evidence to support Daniel Burnham’s Chicago legacy could include: (1) city planner, and (2) specific examples of his plans; boulevards, Navy Pier, Michigan Avenue Bridge, Union Station. Evidence to support Jean Pointe du Sable ‘s Chicago legacy could include: (3) began open trade , and (4) began a trading post which was the starting point for Chicago becoming a city.

Student “Language” Response Example

2

Student gives evidence that both men left a “legacy,” and defines the term legacy. Student gives at least 2 examples from each passage (4 examples total) to support the idea of the men leaving a legacy that influenced Chicago’s growth.A legacy is what someone leaves to other people. DuSable’s legacy was creating the first successful trading post that gave people what they needed to survive, and it also encouraged more settlers to come to Chicago. Burnham’s legacy was creating a plan for the city that made it better by building roads, parks, and bridges. Both legacies allowed Chicago to grow.

1Student defines the word legacy but gives no specific examples from either passage.A legacy is something someone does. DuSable and Burnham did many things that made Chicago better.

0The student does not give enough relevant information to answer the prompt.Chicago is a very big city.


12. Explain how Daniel Burnham’s job as city planner helped change Chicago. Give examples from the text that supports your answer.

Constructed Response RI.4.8 Research Target #4


RI.4.8 and Research Target 4Target 4Ability to cite evidence to support opinions and ideas.RI.4.8Explain how an author uses reasons and evidence tosupport particular points in a text.

Constructed Response Research Rubrics Target 4Ability to cite evidence to support opinions and ideas.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to cite evidence to support opinions or ideas in regard to the prompt: how Burnham’s job as a city planner helped change Chicago. Students should answer the prompt using specific evidence as support. Specific evidence could include (1) Daniel Burnham was a city planner and thought about the whole city, (2) he was in charge of the World’s Columbian Exposition in Chicago for which many buildings were built, (3) he came up with a plan to improve the city, and (3) he planned parks, streets, bridges, railroads and other buildings.


2

Student gives specific evidence support, using 3 examples of how Burnham helped change Chicago. Daniel Burnham ‘s job as a city planner helped change Chicago. He planned and organized the World’s Columbian Exposition in 1893 held in Chicago. Then he thought about the city’s needs. He made lots of plans to make the city better. Using his plans, Chicago built many bridges and railroads. Those changes can still be seen today.

1Student gives limited evidence support, using 1-2 examples of how Burnham helped change Chicago.Daniel Burnham was a city planner. He planned buildings and was in charge of the exposition.

0The student does not give enough relevant information to answer the prompt.Daniel Burnham helped Chicago.


18. How did DuSable and Burnham’s plans make living in Chicago easier? Use examples from both passages.

Constructed Response RI.4.9 Research Target #


RI.4.9 and Research Target 2Research Target 2Locate, Select, Interpret and Integrate Information.RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information

Teacher /Rubric “Language Response”The response: gives sufficient evidence of the ability to locate and select information about the prompt;locating and selecting information that specifically explains how the two men made life in Chicagoeasier. Students should be able to locate and select examples of information that answer the prompt.The response: gives sufficient evidence of the ability to interpret and integrate information aboutthe prompt. Students must interpret how their selected examples integrate information from bothpassages.. Examples that integrate information from both passages could include (1) the men made

Chicagoan easier place to live but in different ways, (2) Daniel Burnham made Chicago an easier place to live as acity planner (or by planning), (3) DuSable made Chicago an easier place to live by providing a place wherepeople could get goods they needed,and (4) DuSable’s trading post became the start of Chicago.

Students can give more specific details about each of these examples which may be varied. Examples anddetails that are found explicitly in and supported by the text are sufficient.


2

Student gives four examples (two examples from each passage), to answer the prompt with specific details as evidence to support the examples.Both men in the passages made life in Chicago easier for people to live. DuSable built a trading post that provided food, furniture and supplies to the settlers so they could stay in Chicago. The Native Americans traded furs for tools and other things they couldn’t get otherwise. Burnham’s plans for Chicago helped the city improve after the Great Fire. He planned wider roads, bridges to cross the river, public buildings and the World’s Columbian Exposition. All of these changes make life in Chicago an easier place to live.

1Student gives 2 examples to answer the prompt but with limited evidence (details).DuSable’s trading post got supplies to the settlers. Burnham planned buildings for Chicago. He also planned buildings and parks.

0 The student does not answer the prompt. Chicago is far away.


Quarter 3 CFA Selected Response Answer Key

Question 1 What does the phrase “trading post” mean in this passage? RI.4.4 B

Question 2 The passage states that DuSable’s “trading post started Chicago’s progress.” What does theword progress suggest? RI4.4 D

Question 3 Which of the following would be something an architect would do? RI.4.4 A

Question 4 Which statement below best describes a city planner? RI.4.4 C

Question 5 What is a synonym for the word boulevard? RI.4.4 BQuestion 6 Constructed Response RI.4.4

Question 7 What was a major reason that the buildings burned easily in the Great Chicago fire? RI.4.8 C

Question 8 What evidence best supports what a city planner thinks a city needs? RI.4.8 CQuestion 9 What evidence supports why Daniel Burnham was selected to head up the World’s ColumbianExposition? RI.4.8 B

Question 10 What evidence supports that travel was made easier due to Daniel Burnham’s plans? RI.4.8 C

Question 11 What evidence in the text shows that Daniel Burnham’s plans can still be seen today? 4.8 DQuestion 12 Constructed Response RI.4.8

Question 13 What did settlers in DuSable’s time need most of all when they first moved to Chicago? RI.4.9 D

Question 14 Why did the Great Chicago Fire cause so much damage? RI.4.9 B

Question 15 What made life hard for the settlers in DuSable’s time? RI.4.9 C

Question 16 Why was life difficult in Chicago before the Great Fire? RI.4.9 A

Question 17 What do Burnham and DuSable’s legacies have in common? RI.4.9 AQuestion 18 Constructed Response RI.4.9

Write and Revise Questions

Question 19 Which of the following sentences does not support the paragraph? W.2a B

Question 20 Which sentence could be added to the paragraph? W.2b C

Question 21 What is an appropriate phrase to replace anchor? L.3a B

Question 22 What is a more specific word to replace biggest? L.3a C

Question 23 Which is the correct word to fill in the blank? L.4.3b C

Question 24 Which of the following sentences are punctuated correctly? L.4.2b A

17

Grade 4

Common Formative Assessment

Name_________________

Reading Informational Text

Quarter Three


Student Directions: Read the Directions.

Part 1

Your assignment:You will read two passages about men who helped build Chicago.As you read, take notes on your sources. Then you will answer several research questions about the sources.This will help you plan to write an informational essay comparing and contrasting how Chicago changed due to the plans of two men.

Steps you will be following:In order to help you plan and write your essay, you will do all of the following:1. Read the two passages about the men who helped build Chicago.2. Answer several questions about the passages.3. Plan your essay.

Directions for beginning:You will now read the passages. Take notes because you may want to refer to your notes while you plan your essay. You can refer to any of the sources as often as you like.

QuestionsAnswer the questions. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you plan your essay.


Chicago Legacy: Burnham’s Plan

What was Daniel Burnham’s big idea?1When DuSable came to Chicago, it was not yet a city. In 1833, Chicago was incorporated asa town. Before then it was a settlement. About 350 people lived here. At first it grew slowly. Then Chicago grew very fast. By 1855, about 30,000 people lived here. That year the Burnham family moved here. Daniel Burnham was nine when he came to Chicago. He would grow up here. He would be part of Chicago’s progress.

2By 1870, 300,000 people lived here. There was no plan for where everything should be. Chicago was crowded. The streets were too busy. People built homes in a hurry. They used wood. Most of the city was made of wood. The Great Chicago Fire happened in 1871. It lasted for 36 hours. Almost 18,000 buildings burned down. About 100,000 people lost their homes. Some people chose to leave. But most stayed. They would rebuild Chicago.

3After the fire, people wanted to make Chicago a better city. They wanted to change the city.They took debris from the fire to make a park. Debris is what is left after a fire. Today that park is called Grant Park. They rebuilt houses. They rebuilt businesses. But there wasn’t a big plan. So streets started getting crowded again.

4Daniel Burnham was an architect. Architects plan buildings. They think about who will use the buildings. They plan what they should look like. But Daniel Burnham did more than plan buildings.

5He was one of the first people to have a job called “city planner.” A city planner thinks about what a city needs. It needs many things. It needs parks and public buildings. It needs streets. A city planner thinks about the whole city.

6Daniel Burnham knew how to make big plans. He was in charge of the World’s Columbian Exposition in 1893 held in Chicago. That was a big fair. There were more than 200 new buildings at the fair. Many people came from around the world to see it. They saw many new things. They saw movies. They saw electric light bulbs. Those were new inventions in 1893.


Chicago Legacy: Burnham’s Plan

What was Daniel Burnham’s big idea?

7After the fair, Chicago kept growing. In 1906, more than two million people lived here. Daniel Burnham convinced leaders that the city needed a plan. They decided he should make that plan. He saw problems. He thought of ways to solve them. He planned ways to make the city better. He asked another architect to help him. That person was Edward Bennett.

8In 1909 they finished their big plan. City leaders decided to do many parts of the plan. They added parks to the lakefront and neighborhoods. They added forest preserves. They 37 streets wider. Wide streets are called boulevards. Boulevards would make it easier for people to travel in Chicago. They built bridges over the Chicago River. They planned railroad stations. These changes took many years and a lot of money.

9You can see Daniel Burnham’s legacy in Chicago today. Navy Pier is one part of his plan. TheMichigan Avenue Bridge came from his plan. Union Station came from his plan too. It is a bigtrain station. Burnham’s legacy is in many places in Chicago. It is part of how Chicago works. He said that it is important to have very big dreams. He said people should make great plans. That idea is still important today.


Chicago’s First Leader

1Before there was a city of Chicago, a brave man moved here. It was tough to live herethen. There were no stores. There were no settlers. It was very cold in the winter and hot in the summer. There was a lot of snow in winter, too. So, it was hard to travel then. In spring, there was a lot of rain and mud, and that made it hard to travel as well.

2Then an early Chicago leader came here. His name was Jean Baptiste Point DuSable.He was the first person who was not a Native American to settle here. He was African American. DuSable built a cabin on the Chicago River. He started a business by trading with Native Americans. He opened a trading post here in the late 1770s. At first, it was just a small home. But he stayed for more than 20 years. He added to it. It became the most important part of the area.

3Getting things to Chicago was hard. Chicago was a very small town. It was manymiles away from any other city. At first, DuSable traded only with the Native Americans and explorers. He would give them tools and other goods and he would get back things that they grew, hunted, or made. As more people moved here, his trading post became more important. Settlers bought goods, too.

4DuSable’s trading post helped explorers to keep going. They could buy supplies at hispost. This would let them travel further. That trading post helped start Chicago as a city.When families moved to Chicago, they could get what they needed at the trading post.Settlers bought many things from the trading post.

5DuSable sold blankets, butter, furs, knives, cloth, and guns. Settlers and Native Americans traded or paid money for those things.

6Jean Baptiste Point DuSable sold his trading post and moved on in 1800. He left a legacy, however. The trading post had been a kind of anchor of the growing community.

7DuSable was the first person to help people come to Chicago. He helped them stay here, too. That is why Chicago called him the “father” of the city. He made it possible to settle here.

8Today there is a harbor named for DuSable. There is a park too. That park is near where he started the first Chicago business. The location of the city is DuSable’s biggest legacy. It started where his trading post was! His post was the starting point for making the town that became today’s big city.


1. What does the phrase “trading post” mean in this passage? RI.4.4

A. a place to hitch your horse

B. a place to get things you need

C. a place located near a river.

D. a place to build your home

2. The passage states that DuSable’s “trading post started Chicago’s progress.” What does the word progress suggest? RI4.4

A. moving to a new place

B. something left behind

C. completing a task

D. development or growth

Standard RI.4.4Determine the meaning of generalacademic and domain-specific words orphrases in a text relevant to agrade 4 topic or subject area.



4. Which statement below best describes a city

planner? RI.4.4

A. A city planner thinks about the new inventions of 1893.

B. A city planner builds homes.

C. A city planner thinks about streets, parks, and buildings.

D. A city planner fights fires.

3. Which of the following would be something an architect would do? RI.4.4

A. plan buildings

B. ride a horse

C. travel in Chicago

D. make new inventions




5. What is a synonym for the word boulevard? RI.4.4

A. river

B. avenue

C. fair

D. station

6. What is a legacy? Give examples from both passages that support this statement: Jean Baptiste Pointe du Sable and Daniel Burnham left important legacies to the city of Chicago. RI.4.4

(Teacher Only) Final Score_____



8. What evidence best supports what a city planner thinks a city needs? RI.4.8

A. Architects plan buildings.

B. City planners draw pictures and make models.

C. The city planner thinks about the whole city and what will make it better.

D. The city planner thinks about parks and public buildings.

7. What was a major reason that the buildings burned easily in the Great Chicago fire? RI.4.8

A. Lots of people lived there.

B. People built homes in a hurry.

C. Most of the city was built from wood.

D. The fire lasted for 36 hours. Standard RI.4.8Explain how an author uses reasons and evidence to support particular points in a text.

Standard RI.4.8Explain how an author uses reasons and evidence to support particular points in a text.


10. What evidence supports that travel was made easier due to Daniel Burnham’s plans? RI.4.8

A. More than 2 million people lived there.

B. The plan added parks and forest preserves.

C. His plan included wider streets as well as more bridges and railroad stations.

D. City leaders decided to do many parts of Daniel Burnham’s plan.

9. What evidence supports why Daniel Burnham was selected to head up the World’s Columbian Exposition? RI.4.8

A. He was an architect and the first city planner.

B. He knew how to make big plans and was organized.

C. There were more than 200 new buildings at the fair.

D. His plan added parks and forest preserves.




11. What evidence in the text shows that Daniel Burnham’s plans can still be seen today? RI.4.8

A. He planned ways to make the city of Chicago better.

B. It took many years and a lot of money to carry out his plans.

C. You can see Daniel Burnham’s legacy in Chicago today.

D. There are many places in Chicago that came from his plan, like roads and bridges.

12. Explain how Daniel Burnham’s job as city planner helped change Chicago. Give examples from the passage that support your answer. RI.4.8

(Teacher Only) Final Score_____



13. What did settlers in Dusable’s time need most when they first moved to Chicago? RI.4.9

A. They needed clothes for the snow and mud.

B. They needed to buy a home.

C. They needed furs and tools.

D. They needed food and supplies.

14. Why did the Great Chicago Fire cause so much damage? RI.4.9

A. There was no plan for where everything should be.

B. The buildings were too crowded and made of wood.

C. The people built homes in a hurry.

D. It was hard to get places and the streets were crowded..

Standard RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.



16. Why was life difficult in Chicago before the Great Fire? RI.4.9

A. The city was growing very fast and there was no plan.

B. All of the buildings were built out of wood.

C. Only 350 people lived in Chicago at the time.

D. 18,000 buildings burned down.

15. What made life hard for the settlers in DuSable’s time? RI.4.9

A. Chicago was very crowded and there were too many people.

B. In Chicago, people had to travel by foot, or by boat or by horse.

C. Chicago was very small and there wasn’t much there.

D. In Chicago, people lived by a lake and the weather was cold.




18. How did DuSable and Burnham’s plans make living in Chicago easier?

RI.4.9 (Teacher Only) Final Score_____

17. What do Burnham and DuSable’s legacies have in common? RI.4.9

A. Both men built things that made Chicago a better city.

B. Both men have modern day buildings named after them.

C. Both men made plans that brought new inventions to Chicago.

D. Both men had buildings destroyed by fire.Standard RI.4.9Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.


19. Read the paragraph below. (Write and Revise W.2a)

Dusable’s trading post provided important goods. The trading post was on the Chicago River. He sold blankets, butter, furs, knives, cloth, and guns. Settlers could also buy tools and food others grew or hunted.

Which of the following sentences does not support the paragraph?

A. Dusable’s trading post provided important goods.

B. The trading post was on the Chicago River.

C. He sold blankets, butter, furs, knives, cloth, and guns.

D. Settlers could also buy tools and food others grew or hunted.

20. Read the paragraph below: (Write and Revise L.2b)

After the fire, people wanted to make Chicago a better city. They took debris from the fire to make a park. They rebuilt houses. They rebuilt businesses. ____________________________________________

Which sentence could be added to the paragraph?

A. In 1870, 300,000 people lived in Chicago.

B. Union Station came from Dusable’s plan.

C. After rebuilding people decided that Chicago needed streets.

D. Chicago grew to be one of the largest cities.


The two underlined words in the paragraphs need to be changed to make them more specific and appropriate.

(Write and Revise L.3a)

Read the paragraphs. Then answer the questions below.

Jean Baptiste Point DuSable sold his trading post and moved on in 1800. He left a legacy, however. The trading post had been a kind of anchor for the Chicago community.

Probably the biggest legacy from DuSable is the city’s location. His post was the starting point for making the town that became today’s big city.

21. What is an appropriate phrase to replace anchor?

A. unsafe shelter

B. place to count on

C. nice store

D. hiding spot

22. What is a more specific word to replace biggest?

E. least

F. cool

G. main

H. smallest


23. Read the sentence below. (Write and Revise L.3b)

_____________ legacy was the trading post that is the starting point for making the town that became today’s big city.

Which is the correct word to fill in the blank?

A. Dusables

B. Dusables’

C. Dusable’s

D. Dusables’s

24. Which of the following sentences are punctuated correctly? (Write and Revise L.2b)

A. The city leaders said, “We need a city planner.”

B. The city leaders, “said we need a city planner.”

C. “The city leaders said,” We need a city planner.

D. The city leaders said we need a city planner.


STOPClose your books and wait for instructions!


Student Self-CheckHow Did You Do?Directions: Check the box for each answer as Correct or Not Correct.

Correct NotCorrect

Question 1 What does the phrase “trading post” mean in this passage? RI.4.4

Question 2 The passage states that DuSable’s “trading post started Chicago’sprogress.” What does the word progress suggest? RI.4.4

Question 3 Which of the following would be something an architect would do? RI.4.4

Question 4 Which statement below best describes a city planner? RI.4.4

Question 5 What is a synonym for the word boulevard? RI.4.4

Question 6: Constructed Response (RI.4.4) Circle Final Score 3 2 1 0Question 7 What was a major reason that the buildings burned easily in the Great Chicago fire? RI.4.8

Question 8 What evidence best supports what a city planner thinks a city needs? RI.4.8

Question 9 What evidence supports why Daniel Burnham was selected to head up

The World’s Columbian Exposition? RI.4.8

Question 10 What evidence supports that travel was made easier due to Daniel Burnham’s plans? RI.4.8

Question 11 What evidence in the text shows that Daniel Burnham’s plans can still be seen today? 4.8

Question 12: Constructed Response (RI.4.8) Circle Final Score 3 2 1 0Question 13 What did settlers in DuSable’s time need most when they first moved to Chicago? RI.4.9

Question 14 Why did the Great Chicago Fire cause so much damage? RI.4.9

Question 15 What made life hard for the settlers in DuSable’s time? RI.4.9

Question 16 Why was life difficult in Chicago before the Great Fire? RI.4.9

Question 17 What do Burnham and DuSable’s legacies have in common? RI.4.9

Question 18: Constructed Response (RI.4.9) Circle Final Score 3 2 1 0


Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Question no.___

Date post:	26-Feb-2016
Category:	Documents
Upload:	rex
View:	38 times
Download:	0 times

Grade 4 Teacher Directions C ommon F ormative A ssessment

Documents