GRADE 6 ENGLISH BOOKS

Tale From Behind the Mask: A Multidisciplinary Arts Experience!
Performing Arts

Also available as an in school programme!
Bring an ancient folk tale to life as students discover ways to express themselves through art, dance and drama

• Students make a paper theatrical mask to depict their character
• Discover ways to express character in movement
• Explore elements of dance and choreography
• Develop theatrical skill through drama and role-playing activities
• Students use creative problem solving as they develop a group presentation

Curriculum connections:
Visual Arts (Grades 4 – 6)
Drama and Dance (Grades 4 – 6)
4-8
FULL DAY
Acrylic Landscape Painting
Exploring Contemporary Art

Students discover why artists today are inspired by the outdoors. They will investigate a range of landscape-based works, contemporary and historical, while discussing the importance of the power of place and the purpose of making art.

• Engage in outdoor sketching activities inspired by Lake Ontario and the waterfront community outside our studio windows
• Complete a small acrylic painting based on the sketch
• Learn a range of landscape painting techniques: discover colour and its application, the importance of tonal values in a work, and elements and principals of design

Curriculum Connections:
Visual Arts (Grades 4-8)
6-8
FULL DAY
Advertising Literacy
New Media, New Media: Media Literacy

Learn about the methods of manipulation in television commercials and discuss examples. Learn the methods of digital film and make a commercial about advertising.

• See examples of TV commercials and learn about advertising techniques.
• Learn the digital technology of film making.
• Brainstorm and plan out a thirty second advertisement.
• Film, edit and create the advertisement in the New Media Lab at Harbourfront Centre.

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.
Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
6-12
FULL DAY
Advertising Literacy: Print Media
New Media, New Media: Media Literacy

Learn about the methods of manipulation in print commercials and discuss examples. Learn the methods of digital film and make a commercial about advertising.

• See examples of print commercials and learn about advertising techniques.
• Discuss the proliferation of advertising in society and critique its role.
• Learn the digital technology to make a print advertisement.
• Plan out and execute print advertisement which speaks about advertising techniques.

Time permitting the trip will include a viewing and class critique of an interactive floor advertisement in the lobby.

Curriculum connections:
Visual Arts (Grades 6 – 12)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
Language Arts (Grades 9-12)
3-6
FULL DAY
Behind The Curtain: Tribal Cracking Wind
Performing Arts

Tribal Crackling Wind’s Artistic Director Peter Chin spent the last three years visiting Cambodia, working with local artists to research and create his new work: Transmission of the Invisible. Join us for a storytelling workshop led by company dancers and two special guest artists from Cambodia. Using video footage of Cambodian and Canadian children engaged in games, activities, and day-to-day life, the workshop will include dance and music activities that respond to these stories, performances by the two Cambodian dancers and movement work from the Cambodian tradition.

Participants of the workshop will be asked to agree to have the activities videotaped for inclusion in the video installation, which will form a part of the final presentation of Transmission of the Invisible.

Winter 2008, date TBA, 10am-2pm

Cost: Full Day; $15 per student; Matinee Only; $10 per ticket
K-8
HALF DAY FULL DAY
Clay Building Beasts
Exploring Contemporary Art

Welcome to the exciting world of sculptural beasts! More then just scary creatures that haunt our dreams, these silent critters have been known to protect our homes, offices, cathedrals, temples and sacred spaces all over the world. Students will learn about gargoyles, chimeras, sphinxes and grotesques from a variety cultures.

• Learn about sculpture and discuss how it is used in architecture
• Explore form, pattern and texture, articulating techniques of 3-D form
• Learn and use terminology and vocabulary specific to working with clay, and discuss the physical properties of clay
• Create a ceramics piece inspired by the building beasts history, from the design to the execution, employing hand building techniques and textural decorative methods
• Visit The Craft Department: Ceramic Studio

Grades K-4 (half day)
Grades 4-8 (full day)

Curriculum Connections:
Visual Arts (Grades 1-8)
Life Systems: Animals (Grade 2)
K-8
HALF DAY FULL DAY
Clay Masks
Exploring Contemporary Art

Using a variety of hand-building techniques create a 3-dimensional mask! Explore the history and use of the mask from a diversity of cultures, and visit The Craft Department: Ceramic Studio.

• Discuss ways which artists communicate and the purpose of the mask
• Explore form, pattern, and texture
• Discuss the physical properties and many uses of clay
• Learn to terminology and vocabulary specific to working with clay

Grades K-4 (half day)
Grades 4-8 (full day)

Curriculum Connections:
Visual Arts (Grades 1-8)
Heritage and Citizenship (Grades 5-6)
6-8
FULL DAY
Clay Sculpted Environments
Exploring Contemporary Art

Discover the places and spaces in which we live, and create a unique 3-dimensional environment – a habitat, an idyllic place, or your own room – out of clay! Learn and use a variety of hand-building and embellishment techniques while creating a magical world

• Explore form, pattern and texture, and techniques for articulating 3-D forms
• Learn to use terminology and vocabulary specific to working with clay
• Visit Harbourfront Centre's Craft Studio and Artists' Gardens for inspiration!

Curriculum connections:
Visual Arts (Grades 6-8)
2-8
HALF DAY FULL DAY
Clay Vessels
Exploring Contemporary Art

Using various hand-building techniques (slab, pinch pot and coil), create your own clay vessel. Take the full-day programme and create a more ambitious piece. Learn about the history and use of clay vessels around the world, from Greek amphorae to contemporary craft.

• Work with a variety of hand-building techniques, and embellish vessels with patterns and textures
• Learn to use terminology and vocabulary specific to working with clay
• Discuss the physical properties of clay
• Visit The Craft Department: Ceramic Studio and explore contemporary creation of ceramic objects

Grades 2-4 (half day)
Grades 4-8 (full day)

Curriculum Connections:
Visual Arts (Grades 1-8)
Heritage and Citizenship (Grade 5)
4-8
FULL DAY
Collograph Printmaking With Museum of Inuit Art Tour
Exploring Contemporary Art

Start with a tour of the Museum of Inuit Art in the Queen’s Quay Terminal. Discover the beauty of contemporary Inuit art and learn how the Inuit use the elements and principles of design in their prints to express notions of every day life and community. Rediscover texture through the art of collograph-design, create, and print a series of amazing prints. View artwork from some of the most celebrated artists in the history of the western world!

• Examine contemporary prints made by Inuit Artists
• Discuss Picasso and Braque's contributions to the evolution of printmaking in the 20th century
• Create a collage plate using a variety of low relief textures and materials, exploring texture and form
• Learn the printmaking process and produce a series of coloured prints

Curriculum Connections:
Visual Arts (Grades 4-8)
6-8
FULL DAY
Create a Web Page
New Media, New Media: Art Production

Using our New Media Lab, students will create their own web page while learning about the Internet and its role in art practice and promotion

• See examples of web pages that are created solely as art pieces and how artists are promoting their own work on the Internet
• Discuss how the internet has affected artistic practice and art promotion
• Learn the elements and principals of design
• Create an art based web page using Mac technology

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Full day at Harbourfront Centre and full day in the classroom.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
K-8
Day Of The Dead
Day Of The Dead

Experience the unique Mexican tradition that joyfully remembers ancestors by bringing their memories to life. Come and celebrate this tradition with music, dance, food, crafts, storytelling and altars.

In partnership with the Consulate General of Mexico.

November 3-4, 10am-3pm
Free!
6-8
FULL DAY
Digital Photography
New Media, New Media: Art Production

Explore the digital medium of photography. See examples of contemporary digital photography by well known artists and discuss the power of the image

• See how digital photography has effected photo production.
• Learn the techniques of photo manipulation through the computer
• Create a unique digital photography art piece

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
HALF DAY FULL DAY
Djembe Drumming
Performing Arts

Available September 24 – December 21 and January 14 – April 14
HIGH DEMAND – Book early to avoid disappointment!
Half day: Drumming
Full day: Drumming and Clay Udu Drum Making

Work as a collective to beat as one! Using authentic African Djembe drums, students explore rhythm and hand drumming techniques, experiencing the power of collective drumming with their classmates

• Students experience the hands-on excitement of exploring rhythm on their own Djembe Drum
• Learn hand drumming techniques
• Learn about the rich cultural history of drumming around the world
• Experience the power of collective drumming with classmates!
• Create a Nigerian Udu Pot Drum from clay, using hand building techniques (full day programme only)


Curriculum connections:
Music (Grades 4 – 8)
Heritage and Citizenship (Grade 5)
Visual Arts (Grades 1 – 8)
Drums courtesy of Seiko
5-8
FULL DAY
Drawing
Exploring Contemporary Art

Learn a range of drawing techniques, including gesture drawing (live!), contour drawing, and the exploratory art of self-portraiture.

• Explore a variety of contemporary drawing materials
• Experiment and gain an understanding about the importance of line and texture in drawing
• Learn about the history of drawing and how it exists as an important contemporary artistic medium today
• Create a self portrait using newly acquired skills

Curriculum Connections:
Visual Arts (Grades 5-8)
K-8
HALF DAY FULL DAY
ESL Clay Mask NEW!
ESL

Using a variety of hand-building techniques, students create their own 3-dimensional mask! Explore the history and use of the mask from a diversity of cultures through form, pattern, and texture.

• Discuss the physical properties and many uses of clay
• Create a mask which explores issues of identity and perspective within the students life
• Learn to use terminology and vocabulary specific to working with clay
• Learn and practice six levels of ESL throughout the programme

Grades K-4 (half day)
Grades 4-8 (full day)

Curriculum Connexions:
ESL curriculum
Visual Arts (Grades 1-8)
Heritage and Citizenship (Grade 5)
5-8
FULL DAY
ESL Government Exploration NEW!
ESL

See government in action! Experience life inside Toronto’s City Halls and Ontario’s provincial justice system, then discover the historical roots of these institutions on a fascinating walk through downtown Toronto.

• Attend a court in session at “Old City Hall” then meet with a Provincial Court Judge who will answer your questions!
• Learn about government in the days of the Old Town of York and compare it to how the City of Toronto is governed today
• Learn to use terminology and vocabulary specific to government exploration
• Learn and practice six levels English language skills throughout the programme
• Discuss reasons for democratic decision-making and the responsibility of informed citizens

Curriculum connections:
ESL curriculum
Social Studies: Aspects of Citizenship and Government in Canada (Grade 5)
4-8
FULL DAY
ESL Paper Mask NEW!
ESL, In-School Programmes

Also available as an in school programme!
Explore the rich history and tradition of mask-making in many different cultures; students use their imagination to create their own mask.

• Discover the rich history of mask-making around the world from a range of cultures, from the past into the present day
• Using paper sculpture techniques, create a life-sized mask
• Explore and experiment with 3-dimensional forms
• Learn to use terminology and vocabulary specific to working with paper masks
• Learn and practice six levels ESL skills throughout the programme

Curriculum connections:
ESL curriculum
Visual Arts (Grades 4-8)
Heritage and Citizenship: cultural history & use of masks (Grades 5-6)
4-8
FULL DAY
ESL Shadow Puppets NEW!
ESL, Performing Arts

Explore the ancient art of shadow puppetry and its South-East Asian cultural roots in this fascinating programme. Design and make a shadow puppet based on stories and fables and learn how to animate the puppet for a play.

• Reinterpret a fable as a contemporary story relevant to students’ lives and experiences
• Design silhouette shadow puppet characters, props, and scenery for the play
• Perform a play and tell a story with the new puppet
• Learn to use terminology and vocabulary specific to working with shadow puppets
• Learn and practice six levels ESL skills throughout the programme

Curriculum connections:
ESL curriculum
Visual Arts (Grades 4 – 8)
Drama (Grades 4 – 8)
4-8
HALF DAY FULL DAY
ESL The Artist Book: The Hidden Spine Book NEW!
ESL, Literary and Book Arts

Full day option: pair this programme with a reading at YoungIFOA or ALOUD: a Celebration for Young Readers
Using contemporary interpretations of the book as an art object create your own hand-made art book-perfect for journaling or making a storybook back in the classroom.

• Discover the rich art of contemporary bookmaking and book arts
• Learn and use vocabulary specific to the books arts
• Design, construct, and decorate an accordion book with a hidden spine section
• Learn to use terminology and vocabulary specific to working with artist books
• Learn and practice six levels English language skills throughout the programme

Curriculum connections:
ESL curriculum
Heritage and Citizenship: History of books (Grade 5)
Oral and Visual Communication (Grades 4 – 8)
K-8
HALF DAY FULL DAY
Education Afloat: On Water
Education Afloat

Anchors away! Students experience Toronto’s waterfront on an hour-long expedition through the Inner Harbour and island lagoons aboard a fully-enclosed, Coast Guard-approved vessel. Life jacket drill is conducted prior to departure. Teachers may choose from a variety of grade appropriate activities to complement the boat exploration. Primary and junior students focus on one of the following topics: Community (Grades 1 – 3) or Environment (grades 2 – 4). Intermediate and senior students study changing land usage and the natural and human impact on the waterfront environment. Call to discuss your options.

May & June only
Full day: includes On Water and On Land
Half day: includes either On Water or On Land
K-8
HALF DAY FULL DAY
Educational Afloat: On Land
Education Afloat

Choose any 2 options to make up your day:

OPTION 1: URBAN DISCOVERIES
Grades K – 3
Discover Toronto’s Waterfront Community
Grades 4 – 8
Toronto’s Waterfront An explorative walk of Toronto’s Waterfront as it pertains to the local history, geography or environment. (Choice of focus)

OPTION 2: VISUAL ARTS
Grades K – 4
Activity focused on aquatic habits, the needs of living things and adaptation.
Grades 5 – 8
Activity focused on human and natural environments.

OPTION 3: BOAT TOUR
Grades K – 8
6-8
FULL DAY
Experimental Digital Film
New Media, New Media: Art Production

(full day at Harbourfront Centre and full day in the classroom)
Explore this new art medium- see the works of established contemporary video artists, then experiment with the art form as a method of self-exploration

• Learn a brief history of video art
• Learn the techniques of experimental film technology
• Create video art that explores issues of identity
• Learn how to burn film onto a DVD and upload it onto the internet

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.
Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
HALF DAY FULL DAY
Exploring Contemporary Art
Exploring Contemporary Art

Half day (Gallery-based tour): $6 per student
Full day (Gallery-based tour and studio art programmes/workshops): $11 per student
These exploratory investigations of contemporary art, featuring an interactive tour of the current exhibitions in The Power Plant and/or York Quay Centre, and The Craft Studio and Artists' Gardens. Full-day programmes also include a studio workshop in the afternoon, connecting the exhibits to Harbourfront Centre's current ideas-based programming themes – FOCUS: Our Lens. Your View.
6-8
FULL DAY
Exploring Contemporary Art Through Podcasting
New Media, New Media: Media Literacy

Explore contemporary art through an interactive tour of the current exhibitions in The Power Plant and/or York Quay Centre, The Craft Studio and Artists' Gardens. The Full-day programmes will include a workshop-Students design a multi media pod cast that can be uploaded onto an MP3 player or the Internet that explores the exhibit in the Gallery.

• Learn elements of broadcasting, communication, art vocabulary
• Understand the notions of the artistic audience and artistic perception.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
FULL DAY
Global Drama NEW!
Performing Arts

Lauching January 2008!
Celebrating Diversity Through Drama and Art. Discover ways to critique, understand and discuss the role multiculturalism in your students’ lives through multi-disciplinary activities in drama and the visual arts.

• Explore Canada’s Policy of Multiculturalism and the experience of living in a Global City through facilitated discussion
• Participate in dramatic activities like “hot seating” which allows for an exploration of the role of diversity in the urban setting
• Reflect and respond to living in Toronto and the issues of global community through a visual arts project

Curriculum Connections:
Visual Arts (Grades 4-8)
Music (Grades 4-8)
Heritage and Citizenship (Grades 5)
6 & 8
FULL DAY
Kensington Market and Chinatown
Urban Studies

Discover a kaleidoscope of culture in two of Toronto’s most interesting and diverse communities!

• Gain an understanding of ever changing demographic patterns and uncover the fascinating cultural histories of Kensington Market and China Town
• Investigate Canada’s immigration policy past and present and identify “cultural imprints”
• Discuss “push” and “pull” factors that affect migration and mobility

Curriculum connections:
Social Studies: Canada’s Links to the World (Grade 6)
Geography: Migration (Grade 8)
6-8
FULL DAY
Lino Print With Museum of Inuit Art Tour
Exploring Contemporary Art

Start with a tour of the Museum of Inuit Art in the Queen’s Quay Terminal. Discover the beauty of contemporary Inuit art and learn how the Inuit use the elements and principles of design in their prints to express notions of every day life and community. Then, in the Harbourfront Community Centre Studio learn the techniques of relief printmaking using a soft linoleum block- design, carve and print a small series of Lino-block prints

• Explore printmaking in contemporary Inuit Art
• Discuss the notion of community and everyday life in Toronto
• Experiment with printmaking tools and techniques to create a soft linoleum printing block which expresses life in the student's neighbourhood
• Discover the elements and principals of design, including texture and patterning through printing media

Curriculum Connections:
Visual Arts (Grades 6-8)
6-8
FULL DAY
Literacy on the Web
New Media, New Media: Media Literacy

Explore questions about how advertising is used on the Internet and create a web page that discusses the role of the Internet in consumerism.

• Look at examples of effective web pages on the internet.
• Learn the different ways companies use the internet to advertise.
• Explore the elements and principals of design that sell products on the internet.
• Create your own web page sells a product that will help contribute to your community.

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
K-8
Luminarium
HarbourKIDS

Your journey into the space, colour, light, and sound-drenched chambers and connecting tunnels of Architects of Air’s Luminarium explores an interactive landscape inspired by the beauty and natural geometry of architecture. Just imagine being inside a massive work of art so awesome the ooh’s and ahh’s will last a lifetime.
Register for a One Day Only School Visits exploration into the Luminarium on Friday October 5!!
5-8
HALF DAY
Movement and Choregraphy
In-School Programmes, Performing Arts

Students unleash their potential for movement expression as they learn new dance vocabulary and how to choreograph!

• Work with a professional dancer and peers to create a unique dance presentation
• Learn new dance vocabulary; explore a wide range of dance styles from around the world
• Become familiar with the elements of choreography; use creative problem solving abilities
• Students discover their unique way of moving – their own dance signature!

Also available as an in school programme!
Curriculum Connections:
The Arts: Drama and Dance (Grades 5-8)
4-8
FULL DAY
Paper Mask
Exploring Contemporary Art

Also available as an in school programme!
Explore the rich history and tradition of mask-making in many different cultures – students use their imagination to create their own mask.

• Discover the history of mask-making around the world from A range of cultures, from the past into the present day
• Using paper sculpture techniques, create a life-sized mask
• Explore and experiment with 3-dimensional forms

Curriculum Connections:
Visual arts (Grades 4-9)
Heritage and Citizenship: Cultural History &use of masks (Grades 5-6)
6-8
FULL DAY
Photo Literacy
New Media, New Media: Media Literacy

Explore the digital photography in media; learn the techniques of photo manipulation and the issues that surround it.

• Explore the digital medium of photography.
• Discuss the ethics of digital manipulation and how the human image is constructed.
• Learn the techniques of photo manipulation through the computer.
• Create an advertisement that has been retouched and prepared for media production.

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum Connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
FULL DAY
Shadow Puppets
Performing Arts

Explore the ancient art of shadow puppetry and its South-East Asian cultural roots in this fascinating programme. Students design and make their own shadow puppet, based on stories and fables from a global perspective, and learn how to animate them for a puppet show.

• Reinterpret a fable as a contemporary story relevant to students' lives and experiences
• Design silhouette shadow puppet characters, props, and scenery for your play
• Student perform a play and tell a story with their new puppet

Curriculum connections:
Visual Arts (Grades 4 – 8)
4-8
FULL DAY
Street Theatre Puppets Heads and Play NEW!
Performing Arts

• Learn a brief history of popular education, and street theatre
• Students collectively create their own skits based on issues relevant to their lives.
• Collectively construct props and giant puppets using easily-found, recycled materials
• Practice and present their popular theatre to their school/wider community.
• Be involved in an artistic activity to enhance creativity, language, drama and art skills while interacting with adults and other children

Curriculum Connections:
Visual Arts (Grades 4-8)
Dramatic Arts (Grades 4-8)
Media Literacy (Grades 6-8)

(full day at Harbourfront Centre and an in-school visit)
4-8
HALF DAY FULL DAY
Studio Workshop: Generations
Exploring Contemporary Art

Available September-December
Full day with a morning tour of galleries
FOCUS: Generations
From June to December 2007 Harbourfront Centre is talking about your Generation, as part of an ongoing focus on ideas in programming. A generation can refer to a time or a class of people. It can refer to the time you are born to the time of a parents death. It can also refer to an era of style, culture and political movement. At Harbourfront Centre’s Galleries explore how artists have responded to the theme of Generations. Then, in our studios, students uncover what this theme means to them-their family, their culture, their experience of living in Toronto-through a visual arts workshop with our Art Educators.

To learn more about Harbourfront Centre's ideas-based programming, visit FOCUS: Our Lens. Your View.
4-8
FULL DAY
Understanding Hip Hop Culture NEW!
Performing Arts

Launch in January 2008!
Global Hip Hop culture: possibly the most influential artistic movement in the world today. Discover its roots, its contemporary impact and its ability to empower self-expression.

• Learn the history of the hip hop movement dating back to the early 70’s, and the legacy of some of the greatest Hip Hop Pioneers
• Discover the four elements of Global Hip Hop Culture
• Take a critical look at the issues that surround Hip Hop Culture
• Explore self-expression through the Hip Hop medium

Curriculum connections:
Music (Grades 4 – 8)
Heritage and Citizenship (Grade 5)
Visual Arts (Grades 1 – 8)
Media Literacy (Grades 4 – 8)
6-8
FULL DAY
Understanding Hip Hop Culture NEW!
New Media, New Media: Media Literacy

Global Hip Hop culture: possibly the most influential artistic movement in the world today. Discover its roots, its contemporary impact and its ability to empower self-expression.

• Learn the history of the hip hop movement dating back to the early 70’s, and the legacy of some of the greatest Hip Hop Pioneers
• Discover the four elements of Global Hip Hop Culture
• Take a critical look at the issues that surround Hip Hop Culture
• Explore self-expression through the Hip Hop medium

Launch in January 2008!

Curriculum Connections:
Music (Grades 6 – 8)
Visual Arts (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
English (Grades 6 – 8)
5-8
Urban Dance Breakdancing, Hip Hop, Crumping and Stomp! NEW!
Performing Arts

From street to stage, urban dance is showing us new ways to move!

• Students develop their own Urban Dance vocabulary
• Uncover the origins, and track the glowing legacy, of Urban Dance
• Students become aware of their own style of movement expression
• Work with a professional dancer and peers to create a unique
dance presentation

curriculum connections:
Drama and Dance (Grades 5-8)
2-6
FULL DAY
Young Collograph Printmaking With Museum of Inuit Art Tour
Exploring Contemporary Art


Visit the Museum of Inuit Art and see examples of Contemporary Inuit printmaking. Students explore the wonders of printmaking, including line, texture and pattern. Design and create a small series of prints to take home

• Examine prints made by Inuit artists
• Learn about the printmaking process, different ways of making prints, and vocabulary specific to printmaking
• Produce a small original series of coloured prints, inspired by the animals living in our city

Curriculum Connections:
Visual arts (Grades 2-6)
Life Systems: Animals (Grade 2)
Programmes:

* Day Of The Dead (1)
* Education Afloat (2)
* ESL (17)
* Exploring Contemporary Art (17)
* Gallery Programming (7)
* HarbourKIDS (1)
* In-School Programmes (5)
* Literary and Book Arts (9)
* New Media (16)
* New Media: Art Production (6)
* New Media: Media Literacy (10)
* Performing Arts (22)
* Urban Studies (10)
* Visual Arts.

GRADE 5 english books

GRADE 5
ENGLISH:

Reading/Literature and Research
CORE 1
Property of the Virginia Department of Education

2004 by the Commonwealth of Virginia Department of Education, James Monroe Building, 101 N. 14th Street,
Richmond, Virginia, 23219. All rights reserved. Except as permitted by law, this material may not be reproduced or
used in any form or by any means, electronic or mechanical, including photocopying or recording, or by any
information storage or retrieval system, without written permission from the copyright owner. Commonwealth of
Virginia public school educators may photocopy or print any portion of these Released Tests for educational purposes
without requesting permission. All others should direct their requests to the Commonwealth of Virginia Department
of Education at (804) 225-2102, Division of Assessment and Reporting.
SESSION: 40 PAGE: 1 5/12/04 14:20 LOGIN IS-debbie PATH: @sunultra1/raid/CLS_tpc/GRP_va_sprg04/JOB_04-ribsg05/DIV_g5rdg-1
DIRECTIONS
Read each passage. Then read each question about the passage. Decide which is the best answer to each
question. Mark the space in your answer booklet for the answer you have chosen.
SAMPLE
A Book
1 A book is like a television
2 Inside your head.
3 It tells you stories.
4 It takes you places.
5 It scares you.
6 It makes you laugh.
7 But—
8 You draw the pictures.
9 You write the songs.
10 You pick the colors.
11 You choose the programs.
12 A book is like a television
13 Inside your head—
14 And no one ever tells you
15 To turn it off.
A This passage would most likely be found
in a —
A science textbook
B book of poetry 
C history magazine
D book of short stories
B Inthis passage, a book is compared
to a —
F story
G picture
H song
J television 
2004 Commonwealth of Virginia Department of Education 2
English: Reading/Literature and Research
SESSION: 40 PAGE: 2 5/12/04 14:20 LOGIN IS-debbie PATH: @sunultra1/raid/CLS_tpc/GRP_va_sprg04/JOB_04-ribsg05/DIV_g5rdg-1
Directions: Read the story and answer the questions that follow.
Mary Walton and the Noisy Trains
1 Clang, clang, clang! Groaning, MaryWalton buried her head under her pillow. It was no use
trying to sleep. The sound of New York City’s Elevated Railway, or “El,” shook the entire
apartment.
2 At breakfast Mary watched the milk in her glass quiver. She said to her father, “Papa, I know the
El trains are essential. Almost everyone in the city rides them to work. But why do they have to be
so noisy?” “I don’t know, Mary,” her father replied. “There’s a challenge for you. Maybe you can
find a way to make the trains run quietly.”
3 Mary’s father believed that girls had a right to an education just as boys did. He made sure Mary
finished high school even though, in the 1880s, girls often left school at age sixteen to go to work.
Knowing she had a good mind that was meant to be used, Mary began to consider the problem at
hand. She went to the railway office to see what she could learn. “Has anyone found a way to solve
the problem of the noisy El trains yet?” she asked the railway man.
4 “Miss, if you could tell me how to make the El trains quieter, I’d shake your hand,” he answered.
He leaned forward. “Let me tell you something. The railway will pay good money to the person
who comes up with the answer. I hear some of the top inventors in the country, even Thomas
Edison himself, are trying to find a solution.”
5 Mary sighed. If the great Thomas Edison hadn’t been able to find an answer, how could she? Still,
Mary knew this invention was important; its benefits would be great. People worked hard. They
needed a way to get to work, but they also needed calm, quiet, and good sleep! She began to ride
the El trains during every spare minute. She walked underneath the high tracks, looking up to
see how they were made.Watching and listening, Mary considered the problem.
6 She still hadn’t found a solution when spring turned to summer, the worst time of year for train
noise. Opening the windows helped to cool the hot apartment, but the noise of the train was
unbearably loud with the windows open.
7 One night Mary made a little tunnel of pillows and put her head in the middle. “Maybe this will
muffle the sound,” she thought. Suddenly she sat up, eyes sparkling, and said, “That’s it! I need a
way to muffle the sound!” What material could do that? Rocks were too hard to absorb sound.
Wood wasn’t sturdy enough. Mary snapped her fingers. “What about sand? If we put the rails in
sand and find a way to keep the sand together, it might work.”
8 Mary spent many nights at the library. Finally she came up with a system to bed the rails in sand
that was contained in asphalt. Mary wrote up her plans and sent them to the Patent Office in
Washington, D.C. She also sent the railway company a letter describing her invention and how it
worked.
9 Weeks passed, and Mary began to think nothing would happen. One day two men appeared at the
door. “The president of our railway company wants to thank you for your invention,” they said.
“Here’s a check for ten thousand dollars.” Mary could hardly believe it. That was a lot of money!
There would be more to come, too, as other railway stations with elevated railways used her
invention.
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10 One day, Mary went back to the railway office. “It looks like the problem got solved,” she said.
11 The railway man nodded. “By a young woman. Made her rich, I hear.”
12 “Yet there’s still one payment she hasn’t collected,” Mary said, holding out her hand. “You
promised to shake my hand!”
1 In paragraph 2, the word essential
means —
A dangerous
B automatic
C necessary 
D peculiar
2 Why did Mary Walton choose sand as
the best material for her invention?
F It stays together by itself and can be
wrapped around rails.
G It can be found in large amounts on
New York’s beaches.
H It is harder than rock and softer than
wood.
J It absorbs sound and can be contained
in something sturdy. 
3 Why did Mary go to the railway office
a second time?
A She wanted to learn more about how
her own invention would be used in the
city’s elevated trains.
B She thought the man would give her a
job working for the railway after she
had helped so much.
C She wondered if there was anything else
she could do to help improve the
citizens’ quality of life.
D She wanted to have the railway man
shake her hand for solving the problem,
as he had said he would. 
4 If the author had used headings, the
best place to add the heading “Mary’s
Efforts Are Rewarded” would be just
above paragraph —
F 8
G 9 
H 10
J 11
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2004 Commonwealth of Virginia Department of Education 4
5 This story shows how Mary Walton —
A decides to become wealthy and finds a
way to earn money
B lives a good life in spite of living in a
painful situation
C finds a way to move to a quieter,
healthier place
D takes on a difficult challenge and
successfully meets it 
6 Based on events described in this
story, Mary’s father can best be
described as —
F mysterious
G impatient
H encouraging 
J protective
7 Why is Mary’s bed an important setting
in this story?
A She is very tired from trying to solve the
problem and needs a lot of sleep.
B Using pillows to hide the sounds of the
train helps her to come up with her
invention. 
C Living in a small apartment, she does
most of her thinking while lying on her
bed.
D Train noises are heard most from her
bed because her bedroom is closest to
the tracks.
Here is a table showing some other
inventions of the 1800s. Use it to
answer the next two questions.
8 The entries on the table are listed in
order according to —
F year of invention 
G importance of invention
H alphabetical order, last name of inventor
J alphabetical order, name of invention
9 Which two inventions came about in
1876?
A Telephone and sewing machine
B Microphone and telegraph
C Telephone and microphone 
D Light bulb and telegraph
YEAR INVENTOR INVENTION
Samuel F. B. Morse
Isaac M. Singer
Alexander Graham Bell
1844
1853
1876
1876
1879
Emile Berliner
Thomas Edison
Telegraph
Sewing Machine
Telephone
Microphone
Light Bulb
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2004 Commonwealth of Virginia Department of Education 5
Directions: Read the poems and answer the questions that follow.
Wintermelt
1 The sun is warming. MMMM.
2 The river’s melting. CRACK!
3 Frogs are waking. CROAK!
4 The beaver’s swimming. SMACK!
5 Fish are jumping. SPLASH!
6 Birds sing CHICKADEE!
7 Buds are bursting. POP!
8 Days are longer. WHEE!
9 Kites are flying. WHOOSH!
10 Ice is breaking. CRUNCH!
11 Flies are hatching. BZZZZ!
12 Let’s have a picnic lunch.
13 Geese are returning. HONK!
14 Baseball players SWING!
15 Ice cream stands are open.
16 Kids are screaming. SPRING!
Canoe
1 April is almost through.
2 Let’s take the red canoe
3 and paddle all the way
4 to the thirty-first of May
5 until the river bends
6 until the story ends
7 until the day is night
8 until the time is right.
9 Maybe we’ll go so far
10 we’ll tie up to a star,
11 and ask the sun and moon
12 to paddle us into June.
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10 Which line from the poem “Wintermelt”
tells about flowers blooming?
F 5
G 6
H 7 
J 8
11 In the poem “Wintermelt,” words like
“bursting” and “breaking” make spring
seem like —
A a party
B an explosion 
C a quiet event
D a sport
12 In “Wintermelt,” lines 13–16 are most
likely to make the reader feel —
F calm
G afraid
H curious
J excited 
13 Which rhyme scheme is used in the
poem “Canoe”?
A aabb 
B abab
C abba
D abca
14 Lines 9–12 in the poem “Canoe”
describe —
F a flight of imagination 
G an invitation to the reader
H an actual event
J a plan for a summer vacation
15 If the poet who wrote “Canoe” had
wanted to find another word to use in
place of story, which of these sources
would have been most helpful?
A Thesaurus 
B Encyclopedia
C Dictionary
D Atlas
16 We can tell that these poems are not
free verse because they both have —
F punctuation marks
G titles
H rhyming words 
J capital letters
17 The poets wrote these poems mostly
to —
A explain
B persuade
C inform
D entertain 
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Directions: Read the article and answer the questions that follow.
The Woman Behind Little Women
1 One of America’s best-known and most-loved authors is Louisa May Alcott. She wrote poems,
plays, short stories, and books. For over a hundred years, her works have been popular among
both adults and children. How did Alcott become a famous writer?
2 Born in 1832, Alcott grew up in Massachusetts with her three sisters. From an early age, she
loved to write. She would think up wonderful stories that she turned into plays. Alcott and her
sisters acted out the dramas. Alcott always played the most exciting parts: ghosts, bandits, and
evil queens. She also loved playing and wandering outdoors. In fact, she was considered quite a
“tomboy.” In those days, girls were expected to be ladylike, which meant mostly sitting around
looking pretty. This was not Alcott’s way! She once said that no boy could be her friend until she
had beaten him in a race. Girls had to climb trees and leap fences with her if they wanted to be
her friends.
3 Alcott’s family was poor. At age fifteen, Alcott decided to help out. However, it was not easy for
women to find work in the 1800s. Alcott worked at any job she could find. She took care of
children, she taught, and she washed laundry for other people.
4 Alcott’s love of writing was always an essential part of her. She believed that it was as much a
right and duty for women to do something with their lives as it was for men. So, wanting to work
and loving to write, she began her career as an author. Her first poem was published in a
magazine in 1852. She didn’t earn a lot of money for that first work. She was on her way, though,
to a career that would bring her fame—and bring the security that she had wanted for her family.
They soon would be free from worry about earning a living.
5 Alcott wrote from her own life experiences and from her imagination. During the CivilWar, Alcott
volunteered to work as a nurse. She wrote about this work in her book Hospital Sketches. She also
wrote thrillers that were full of suspense. When her publisher asked her to write a book for girls,
Alcott turned to her own life.
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6 It was then, in 1868, that she wrote what was to become her most popular book, Little Women. The
novel is set in New England during the CivilWar. It tells the story of four sisters growing up. The
family is very similar to the Alcotts. The book’s main character, Jo, is based on Alcott herself. Like
Alcott, Jo is a determined young woman with a mind of her own. The book was an instant success.
It is still popular today and has been made into a movie. Alcott also wrote children’s books with
boys as the main characters. This was the case in two other Alcott books, Little Men and
Jo’s Boys.
7 Early in her career someone once told Alcott that she should give up writing and “stick to
teaching.” It is fortunate that Alcott paid no attention to this misguided person. She knew what
she wanted to do with her life—and she did it!
18 Use this dictionary entry to answer the
next question.
works \‘wuˆ rks\ n. 1. the moving
parts of a machine. 2. results of
creative talent. 3. everything available.
4. full treatment.
Which definition is the correct meaning
for the word works as it is used in the
first paragraph?
F Definition 1
G Definition 2 
H Definition 3
J Definition 4
19 Which words in paragraph 2 help
readers know what the word dramas
means?
A grew up in Massachusetts
B loved to write
C turned into plays 
D wandering outdoors
20 Which question does paragraph 3
answer?
F How did Alcott help her family? 
G What kind of work did Alcott’s father
do?
H Where did Alcott go to school?
J Why was it difficult for women to find
work in the 1800s?
21 In paragraph 6, why are the words
Little Men and Jo’s Boys written in
italics?
A To make the words easier to read
B To show that they are titles of books 
C To make them more interesting to
readers
D To show that they are different from
other books
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22 The author most likely included the
last paragraph to —
F point out that Louisa May Alcott
obtained what she wanted out of life 
G explain why some people should not give
advice
H convince readers to read more about
Louisa May Alcott’s life
J encourage readers to write stories about
their own experiences
23 The idea that Alcott liked adventure
can be supported with all of these
EXCEPT —
A she played the exciting parts in her
plays
B she loved playing and wandering
outdoors
C she washed laundry for other people 
D she wrote thrilling stories that were full
of suspense
24 Which word best describes Alcott as an
adult?
F Determined 
G Amusing
H Delicate
J Mysterious
25 Which word in this passage has a root
word that means “to form an idea”?
A experiences
B imagination 
C wonderful
D fortunate
26 A student does an Internet search and
finds the following information.
Which website would be most helpful
for a student looking for information
on how Alcott’s family affected her
writing?
F The Complete Works of Louisa May
Alcott
G Modern Women Writers
H Novels and Movies: Little Women
J Putting Together Life and Writing:
Alcott 
The Complete Works of
Louisa May Alcott
Little Women: What It Means
Modern Women Writers
Novels and Movies: Little Women
Putting Together Life and
Writing: Alcott
Women and Writing
Keyword: Louisa May Alcott
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Directions: Read the story and answer the questions that follow.
Strawberries
1 Several members from the Lansdale Garden Club came to Ben’s school to announce a “Container
Garden” contest. To enter, a student could grow any type of plant in a pot. In three months, the
Garden Club members would return to judge the plants. They would choose winners and award
gift certificates for plants and gardening supplies.
2 Ben’s grandmother loved working in her garden, and her birthday was coming up. If Ben won, he
could give her the gift certificate!
3 First, he checked out a gardening book from the library. It was full of colorful pictures. There were
daisy patches, rose beds, and ponds of water lilies. There were even pansies in pots. None of these
inspired Ben. He couldn’t decide what he wanted to grow.
4 In a shed behind his house, Ben found a bag of potting soil leaning against a wall. Next to the bag
was a funny-looking pot. It was knee high and measured about ten inches across the top. Sticking
out from the rounded sides of the pot were seven little pockets.
5 Ben went back to his gardening book and looked until he found a picture just like it. The pot was
called a strawberry jar. The picture showed strawberry plants with dark, fuzzy leaves, tiny white
blossoms, and ripe red fruit spilling from the top and the pockets.
6 Ben showed his mom the picture and asked, “Can I use the soil and pot that are in the shed? Then
I’ll only need to buy strawberry plants.”
7 His mom agreed and drove him to the garden shop. Ben had six dollars he had saved for
Grandma’s gift. He bought two six-packs of tiny strawberry plants and still had three dollars left.
8 At home Ben filled the pot with soil and tucked the long roots of the strawberry plants into the
soil-filled top and pockets. Since the plants were newly planted, he watered them every day.
9 He was disappointed when the green leaves started turning yellow. In the library book, Ben
looked in the chapter called “Troubleshooting.” He learned that too much water could cause yellow
leaves. The article suggested watering only when the soil felt dry.
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10 As he reviewed the book, Ben learned that his plants needed more than water. They also needed
nutrients to help them grow. Ben’s mother had two kinds of plant food. One was for leafy
houseplants, and the other was for plants with flowers, fruits, or vegetables. Ben began adding
the second kind of plant food to the water for the strawberry plants.
11 After a couple of weeks, white flowers began to appear. Ben continued caring for the plants. The
day for judging the contest finally arrived. The jar overflowed with healthy green leaves, papery
white blossoms, and bright-red strawberries. It was hard for the judges to find a place to attach
the deep-blue first place ribbon!
12 Grandma’s favorite birthday gift was the pot of strawberries. When she saw the gift certificate,
she told Ben they would share it. After all, they were both gardeners now!
27 The author included the second
paragraph because it —
A describes the garden club members
B explains what the contest prizes will be
C tells why Ben wanted to grow a plant 
D shows how long the contest will last
28 In paragraph 3, the word inspired
means —
F deserved
G comforted
H warned
J interested 
29 Ben decided on the plants he wanted
to grow when he —
A visited the garden shop
B remembered his mother had plant food
C saw a commercial about strawberries
D looked up a pot in the gardening book 
30 Ben solved his problem with the yellow
leaves by —
F changing how often he watered them 
G using a bigger pot
H changing their potting soil
J calling the garden shop
31 Which sentence is the best summary
for this passage?
A Ben used a library book that was full of
colorful pictures to help him decide
what he wanted to plant in a pot.
B Ben entered a plant-growing contest at
school, learned all about growing
strawberry plants, and won first place
with his strawberry jar entry. 
C Ben used the money he had saved to
buy two six-packs of tiny strawberry
plants with which to enter the contest.
D Ben had a problem, looked in a book to
find out what to do, and used plant food
so his plants would bear flowers and
fruit.
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32 The author most likely wrote this
passage to —
F convince readers to garden by
advertising plants
G entertain readers with an informative
story 
H give step-by-step instructions on how to
plant strawberries
J express a concern about mistakes made
in growing plants
33 What information from the passage
supports the idea that Ben loved his
grandmother?
A She loved working in her garden.
B Her birthday was coming up.
C If he won, he would give her the prize. 
D They were both gardeners.
34 If the author included more
information about what is needed for
growing plants, it would belong in
paragraph —
F 1
G 3
H 10 
J 11
This index page is from a book titled
Making Jellies and Jams From
Berries. Use it to answer the next
question.
35 If you wanted to know how many
strawberries you will need to make
two pints of strawberry jam, you
should look in the section entitled —
A Recipes 
B Choosing Your Berries
C Introduction
D Preparing Your Tools and Jars
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2004 Commonwealth of Virginia Department of Education 13
Directions: Read the article and answer the questions that follow.
What’s for Dinner?
Rhonda Spatz Darnell
Zookeepers work hard to keep the animals happy and healthy.
1 Clatter, clank, chop-chop. It’s early morning, and the Sacramento Zoo will not open for a few
hours. But feeding the animals is a big job, and busy sounds are already coming from the zoo
kitchen.
2 Fresh fruits and vegetables are being chopped. Ground meat is thawing, and vitamins are being
measured out. Live mealworms and frozen crickets and mice are being prepared for some of the
zoo animals.
3 All of this happens in the zoo kitchen. It is a large room, about three times the size of a household
kitchen. The floor is made of cement, so it’s easy to hose down. The refrigerator and freezer are big
enough to walk into. Twice a week, trucks deliver enough food for 213 animals. It takes ten
zookeepers to prepare this food.
4 The workers at the Sacramento Zoo care about their animals. They know that their work is
important. Zoos help by breeding animals and protecting rare species from dying out. Zoos also
make it possible for people to learn about and enjoy wild animals. Zookeepers need to keep zoo
animals healthy and happy.
5 One of the hardest parts of the job is choosing healthy foods that the animals will like. How do
zookeepers know what to feed them? By doing lots of research!
6 Scientists study what animals eat in the wild. Zookeepers try to feed zoo animals the same foods,
but they might not be easy to find. Then, zookeepers serve similar foods that are just as healthy.
For instance, a wild wolf might catch a rabbit for dinner. That wolf eats rabbit meat, bones, and
organs. It also eats the plants the rabbit ate that day. So, a zoo wolf must be fed some plants along
with its diet of meat, bones, and organs.
7 Scientists also study the way animals eat. Some animals like to eat in groups. Others fight over
food, so they are fed alone.
8 Most zoos belong to groups that study animals and their needs. The zoos in these groups share
what they learn with other zoos. For example, a zoo that plans to get a koala can find out what
koalas are fed at other zoos. This information will help the zoo keep the new koala healthy.
9 Food can also be a zoo animal’s entertainment. In the wild, animals spend much of their time
looking for food. To prevent zoo animals from getting bored, many zookeepers give them treats to
keep them busy. A bear may be given peanuts buried in a box of sand. The bear must sniff and dig
to find the peanuts. Chimpanzees may be given sunflower seeds to crack open and eat or frozen
treats with fruit inside.
10 Zookeepers work hard to keep their animals happy, healthy, and able to breed. And just like
humans, animals stay healthy by eating right.
Copyright
1998 by Highlights for Children, Inc. Columbus, Ohio
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36 Which statement can be supported
with information in the first
paragraph?
F People must pay money to see the
animals in the zoo.
G Most of the food is cooked before it is
fed to the animals.
H People often spend all day visiting the
animals at the zoo.
J Some animals are fed before the zoo is
open to the public. 
37 Which question does paragraph 8
answer?
A Why do zoos belong to zoo groups? 
B What do koalas eat?
C Where are the other zoos located?
D Where do koalas come from?
38 In which word does -ment mean the
same as it does in entertainment?
F cement
G mention
H achievement 
J moment
39 Zookeepers bury peanuts in boxes of
sand so bears will —
A eat only a few at a time
B eat healthy foods
C have a place to put the peanut shells
D spend time looking for them 
40 “What’s for Dinner?” is mainly about —
F animals that fight over food
G when and where animal food is bought
H a zoo that has 213 animals
J how and what zoo animals are fed 
41 The author wrote this passage most
likely to —
A inform 
B advertise
C convince
D warn
42 To find the most current information
about the animals at the Sacramento
Zoo, you should look —
F in an encyclopedia under “Sacramento”
G in an encyclopedia under “zoos”
H on the website for the city of
Sacramento
J on the website for the Sacramento
Zoo 
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Answer Key
Test
Sequence
Correct
Answer
Reporting
Category Reporting Category Description
1 C 001 Use word analysis strategies.
2 J 002 Understand a variety of printed materials/resource materials.
3 D 002 Understand a variety of printed materials/resource materials.
4 G 003 Understand elements of literature.
5 D 003 Understand elements of literature.
6 H 003 Understand elements of literature.
7 B 003 Understand elements of literature.
8 F 002 Understand a variety of printed materials/resource materials.
9 C 002 Understand a variety of printed materials/resource materials.
10 H 002 Understand a variety of printed materials/resource materials.
11 B 003 Understand elements of literature.
12 J 003 Understand elements of literature.
13 A 003 Understand elements of literature.
14 F 003 Understand elements of literature.
15 A 002 Understand a variety of printed materials/resource materials.
16 H 003 Understand elements of literature.
17 D 003 Understand elements of literature.
18 G 001 Use word analysis strategies.
19 C 001 Use word analysis strategies.
20 F 002 Understand a variety of printed materials/resource materials.
21 B 002 Understand a variety of printed materials/resource materials.
22 F 003 Understand elements of literature.
23 C 002 Understand a variety of printed materials/resource materials.
24 F 002 Understand a variety of printed materials/resource materials.
25 B 001 Use word analysis strategies.
26 J 002 Understand a variety of printed materials/resource materials.
27 C 003 Understand elements of literature.
28 J 001 Use word analysis strategies.
29 D 003 Understand elements of literature.
30 F 003 Understand elements of literature.
31 B 002 Understand a variety of printed materials/resource materials.
32 G 003 Understand elements of literature.
33 C 002 Understand a variety of printed materials/resource materials.
34 H 002 Understand a variety of printed materials/resource materials.
35 A 002 Understand a variety of printed materials/resource materials.
36 J 002 Understand a variety of printed materials/resource materials.
37 A 002 Understand a variety of printed materials/resource materials.
38 H 001 Use word analysis strategies.
39 D 002 Understand a variety of printed materials/resource materials.
40 J 002 Understand a variety of printed materials/resource materials.
41 A 003 Understand elements of literature.
42 J 002 Understand a variety of printed materials/resource materials.
SESSION: 41 PAGE: 16 5/12/04 14:36 LOGIN IS-debbie PATH: @sunultra1/raid/CLS_tpc/GRP_va_sprg04/JOB_04-ribsg05/DIV_g5rdg-1

GRADE 4 ENGLISH WRITiNG BOOKS

WRITING
Grade 4
Revised
Texas Assessment
of Knowledge and Skills
Information Booklet
Texas Education Agency • Student Assessment Division
August 2004
Copyright © 2004, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from Texas Education Agency.
INTRODUCTION
The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program.
It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of
Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed
to better reflect good instructional practice and more accurately measure student learning. We hope
that every teacher will see the connection between what we test on this new state assessment and
what our students should know and be able to do to be academically successful. To provide you with
a better understanding of TAKS and its connection to the TEKS and to classroom teaching, the Texas
Education Agency (TEA) has developed this newly revised edition of the TAKS information booklet.
The information booklets were originally published in January 2002, before the first TAKS field test.
Now, after several years of field tests and live administrations, we are able to provide an even more
comprehensive picture of the testing program. We have clarified some of the existing material and, in
some cases, provided new sample items and/or more explanations of certain item types. However, it is
important to remember that these clarifications do not signify any change in the TAKS testing
program. The objectives and TEKS student expectations assessed on TAKS remain unchanged. We
hope this revised version of the TAKS information booklet will serve as a user-friendly resource to
help you understand that the best preparation for TAKS is a coherent, TEKS-based instructional
program that provides the level of support necessary for all students to reach their academic potential.
BACKGROUND INFORMATION
The development of the TAKS program included extensive public scrutiny and input from Texas
teachers, administrators, parents, members of the business community, professional education
organizations, faculty and staff at Texas colleges and universities, and national content-area experts.
The agency involved as many stakeholders as possible because we believed that the development of
TAKS was a responsibility that had to be shared if this new assessment was to be an equitable and
accurate measure of learning for all Texas public school students.
The three-year test-development process, which began in summer 1999, included a series of carefully
conceived activities. First, committees of Texas educators identified those TEKS student expectations
for each grade and subject area assessed that should be tested on a statewide assessment. Then a
committee of TEA Student Assessment and Curriculum staff incorporated these selected TEKS
student expectations, along with draft objectives for each subject area, into eleventh grade exit level
surveys. These surveys were sent to Texas educators at the middle school and secondary levels for
their review. Based on input we received from more than 27,000 survey responses, we developed a
second draft of the objectives and TEKS student expectations. In addition, we used this input during
the development of draft objectives and student expectations for grades 3 through 10 to ensure that
the TAKS program, like the TEKS curriculum, would be vertically aligned. This vertical alignment
was a critical step in ensuring that the TAKS tests would become more rigorous as students moved
from grade to grade. For example, the fifth grade tests would be more rigorous than the fourth grade
tests, which would be more rigorous than the third grade tests. Texas educators felt that this increase
in rigor from grade to grade was both appropriate and logical since each subject-area test was closely
aligned to the TEKS curriculum at that grade level.
Grade 4 Writing TAKS Information Booklet 1
In fall 2000 TEA distributed the second draft of the objectives and TEKS student expectations for
eleventh grade exit level and the first draft of the objectives and student expectations for grades 3
through 10 for review at the campus level. These documents were also posted on the Student
Assessment Division’s website to encourage input from the public. Each draft document focused on
two central issues: first, whether the objectives included in the draft were essential to measure on a
statewide assessment; and, second, whether students would have received enough instruction on the
TEKS student expectations included under each objective to be adequately prepared to demonstrate
mastery of that objective in the spring of the school year. We received more than 57,000 campusconsensus
survey responses. We used these responses, along with feedback from national experts, to
finalize the TAKS objectives and student expectations. Because the state assessment was necessarily
limited to a “snapshot” of student performance, broad-based input was important to ensure that TAKS
assessed the parts of the TEKS curriculum most critical to students’ academic learning and progress.
In the thorough test-development process that we use for the TAKS program, we rely on educator
input to develop items that are appropriate and valid measures of the objectives and TEKS student
expectations the items are designed to assess. This input includes an annual educator review and
revision of all proposed test items before field-testing and a second annual educator review of data
and items after field-testing. In addition, each year panels of recognized experts in the fields of
English language arts (ELA), mathematics, science, and social studies meet in Austin to critically
review the content of each of the high school level TAKS assessments to be administered that year.
This critical review is referred to as a content validation review and is one of the final activities in a
series of quality-control steps designed to ensure that each high school test is of the highest quality
possible. A content validation review is considered necessary at the high school grades (9, 10, and 11)
because of the advanced level of content being assessed.
ORGANIZATION OF THE TAKS TESTS
TAKS is divided into test objectives. It is important to remember that the objective statements are not
found in the TEKS curriculum. Rather, the objectives are “umbrella statements” that serve as
headings under which student expectations from the TEKS can be meaningfully grouped. Objectives
are broad statements that “break up” knowledge and skills to be tested into meaningful subsets around
which a test can be organized into reporting units. These reporting units help campuses, districts,
parents, and the general public understand the performance of our students and schools. Test
objectives are not intended to be “translations” or “rewordings” of the TEKS. Instead, the objectives
are designed to be identical across grade levels rather than grade specific. Generally, the objectives
are the same for third grade through eighth grade (an elementary/middle school system) and for ninth
grade through eleventh grade (a high school system). In addition, certain TEKS student expectations
may logically be grouped under more than one test objective; however, it is important for you to
understand that this is not meaningless repetition—sometimes the organization of the objectives
requires such groupings. For example, on the TAKS writing tests for fourth and seventh grades, some
of the same student expectations addressing the conventions of standard English usage are listed
under both Objective 2 and Objective 6. In this case, the expectations listed under Objective 2 are
assessed through the overall strength of a student’s use of language conventions on the written
composition portion of the test; these same expectations under Objective 6 are assessed through
multiple-choice items attached to a series of revising and editing passages.
Grade 4 Writing TAKS Information Booklet 2
ORGANIZATION OF THE INFORMATION BOOKLETS
The purpose of the information booklets is to help Texas educators, students, parents, and other
stakeholders understand more about the TAKS tests. These booklets are not intended to replace the
teaching of the TEKS curriculum, provide the basis for the isolated teaching of skills in the form of
narrow test preparation, or serve as the single information source about every aspect of the TAKS
program. However, we believe that the booklets provide helpful explanations as well as show enough
sample items, reading and writing selections, and prompts to give educators a good sense of the
assessment.
Each grade within a subject area is presented as a separate booklet. However, it is still important that
teachers review the information booklets for the grades both above and below the grade they teach.
For example, eighth grade mathematics teachers who review the seventh grade information booklet as
well as the ninth grade information booklet are able to develop a broader perspective of the
mathematics assessment than if they study only the eighth grade information booklet.
The information booklets for each subject area contain some information unique to that subject. For
example, the mathematics chart that students use on TAKS is included for each grade at which
mathematics is assessed. However, all booklets include the following information, which we consider
critical for every subject-area TAKS test:
an overview of the subject within the context of TAKS
a blueprint of the test—the number of items under each objective and the number of items on the
test as a whole
information that clarifies how to read the TEKS
the reasons each objective and its TEKS student expectations are critical to student learning and
success
the objectives and TEKS student expectations that are included on TAKS
additional information about each objective that helps educators understand how it is assessed on
TAKS
sample items that show some of the ways objectives are assessed
Grade 4 Writing TAKS Information Booklet 3
Introduction to TAKS Writing at Grade 4
Writing is a life skill. As students move from grade to grade, writing skills are critical for academic
progress. Students who have difficulty putting their thoughts into writing struggle to succeed in social
studies, science, and many areas other than English language arts. Because good writing requires
good thinking, the act of writing actually helps students learn to clarify their thoughts and focus their
ideas. In addition, students who write well are usually strong readers. Why? In very simple terms, a
writer must be able to read what he or she has written and recognize whether the words mean what
the writer wants them to mean. Therefore, every time a student is writing effectively, that student is
also reading carefully and thoughtfully. In this way, writing and reading reinforce each other. Students
who have strong writing and reading skills will have more opportunities available to them throughout
their lives, in both education and employment, than those who have not learned these skills.
The objectives for the fourth grade writing test are listed below.
Objective 1: The student will, within a given context, produce an effective composition for a
specific purpose.
Objective 2: The student will produce a piece of writing that demonstrates a command of the
conventions of spelling, capitalization, punctuation, grammar, usage, and sentence
structure.
Objective 3: The student will recognize appropriate organization of ideas in written text.
Objective 4: The student will recognize correct and effective sentence construction in written text.
Objective 5: The student will recognize standard usage and appropriate word choice in written text.
Objective 6: The student will proofread for correct punctuation, capitalization, and spelling in
written text.
Objectives 1 and 2 are assessed through a composition the student writes in response to a prompt.
Objectives 3 through 6 test revising and editing skills in a peer-editing context. In this booklet each of
the six TAKS objectives appears with its related TEKS student expectations that are eligible for
testing. It is critical to remember, however, that there are a number of TEKS student expectations that
are not listed here. Even though only a portion of the TEKS writing curriculum has been identified as
eligible for statewide testing, all the curriculum must be taught to ensure that students are receiving a
solid, complete program of writing instruction.
For students to be successful writers, writing instruction must occur at every grade level, not merely
at the tested grades. The TEKS were organized to ensure that at each grade level students acquire the
writing skills they will need for success in the next grade. That is, writing skills in the curriculum are
addressed in a systematic, “building block” manner from grade to grade. Because of this careful
alignment of skills, basic writing concepts are strengthened as students progress through elementary
school, middle school, and high school. Making writing an important part of other content areas, such
as science and social studies, will strengthen this alignment. In addition, students learn to write
effectively by having many opportunities to practice writing. Without practice, students cannot
internalize the skills they need in order to be able to write competently and confidently. Students
practice by keeping journals, writing in response to reading or in response to a movie or other
viewing experience, writing the procedures for science experiments, etc. Valuable writing practice
does not have to be, and should not always be, prompt-driven.
Grade 4 Writing TAKS Information Booklet 4
General Guidelines for TAKS Writing at Grade 4
Written Composition
The open-ended nature of the prompt allows students to address the prompt as they choose as
long as their composition is in standard English prose. (Note: Poetry is not an acceptable form of
response.) Students’ ability to use their own experience and perspective helps them effectively
express their ideas about the topic.
Each composition is evaluated on a 4-point scale using focused holistic scoring. Readers use a
rubric, or set of specific criteria at each score point, to identify characteristics of the composition.
At the same time, readers evaluate the student’s writing as a whole, taking into account the
limitations imposed by the testing situation.
The composition section of the TAKS writing test assesses Objectives 1 and 2. Objective 1
focuses on the quality of the composition’s content, while Objective 2 focuses on how clearly
and effectively the student communicates his or her ideas. These objectives are inextricably
linked because good writing must be both substantial and mechanically sound.
The expectations for what constitutes a successful piece of writing will be appropriate for the
particular grade level. For example, fourth graders do not generally have the same ability as
seventh graders to connect and develop their ideas. In addition, young writers are not expected to
have the same level of spelling ability or range of vocabulary as more experienced writers. Some
misspellings, especially in the use of more advanced vocabulary, are anticipated in the
composition, especially at the elementary level.
The written composition rubric appears on pages 16–19.
Revising and Editing (Multiple-Choice Section)
Students read passages designed to resemble student writing. Multiple-choice questions about
these passages require students to indicate how a particular sentence might be corrected or
improved or how the organization or development of a paragraph might be strengthened. This
task parallels what students frequently do in class when they read one another’s writing to check
for problems with organization, sentence boundaries, verb tense, word choice, punctuation and
spelling errors, etc. Such peer-editing activities are a central part of an effective process-based
classroom.
Passages at fourth grade are approximately 175 to 225 words in length and may be accompanied
by photographs or illustrations to provide students with additional context. Sentences within each
passage are numbered.
Passages are written to be appropriate for fourth graders with regard to subject matter,
vocabulary, and interest level. In recognition of the wide range of students’ backgrounds,
perspectives, and experiences, the passages represent cultural diversity as much as possible.
Rather than each of the four revising and editing objectives being tested with a separate set of
passages, items for a single passage will address all four objectives.
Grade 4 Writing TAKS Information Booklet 5
As students learn the writing process, they become familiar with common terminology. Some of
this terminology is routinely used in the wording of TAKS items. Students should be able to read
and understand such terms as revise (or revising or revision), edit, peer-editing, organization,
improve, combine, complete sentence, delete, add, and insert.
Dictionary/Thesaurus Use
The use of a dictionary or thesaurus is not permitted on the fourth grade writing test. Because fourth
graders are just beginning to develop skills related to using these reference materials independently,
many teachers have advised that the use of a dictionary or thesaurus on TAKS may be more of a
distraction or hindrance to students than a help.
Grade 4 Writing TAKS Information Booklet 6
Grade 4 Writing TAKS Information Booklet 7
TAKS Objectives
Objective 1 (Composition)
Objective 2 (Composition)
Objective 3: Organization
(Revising and Editing)
Objective 4: Sentence Structure
(Revising and Editing)
Objective 5: Standard Usage/Word Choice
(Revising and Editing)
Objective 6: Punctuation, Capitalization,
Spelling (Revising and Editing)
Total number of items
1 writing prompt
4 multiple-choice items
8 multiple-choice items
8 multiple-choice items
8 multiple-choice items
1 writing prompt
28 multiple-choice items
Number of Items
Texas Assessment of Knowledge and Skills (TAKS)
Blueprint for Grade 4 Writing
Grade 4 Writing TAKS Information Booklet 8
A Key to Understanding the TEKS Included on TAKS Grade 4 Writing
Example from Objective 1
(4.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of
forms. The student is expected to
(D) write to entertain such as to compose [humorous poems or] short stories (4–8).
A. Knowledge and Skills Statement
This broad statement describes what students should know and be able to do for fourth grade
writing. The number preceding the statement identifies the grade and number of the knowledge
and skills statement.
B. Student Expectation
This specific statement describes what students should be able to do to demonstrate proficiency
in what is described in the knowledge and skills statement. Students are tested on skills outlined
in the student expectation statement.
C. [bracketed text]
Although the entire student expectation has been provided for reference, text in brackets indicates
that this portion of the student expectation is not tested on TAKS.
D. (4–8)
The student expectation is taught from fourth grade through eighth grade.
KEY
A
C D
B
NOTE: The full TEKS curriculum can be found at www.tea.state.tx.us/teks/.
TEKS STUDENT EXPECTATIONS—IMPORTANT VOCABULARY
For every subject area and grade level, two terms—such as and including—are used to help make the
TEKS student expectations more concrete for teachers. However, these terms function in different
ways. To help you understand the effect each of the terms has on specific student expectations, we are
providing the following:
a short definition of each term
an example from a specific student expectation for this subject area
a short explanation of how this term affects this student expectation
Such as
The term such as is used when the specific examples that follow it function only as representative
illustrations that help define the expectation for teachers. These examples are just that—examples.
Teachers may choose to use them when teaching the student expectation, but there is no requirement
to use them. Other examples can be used in addition to those listed or as replacements for those listed.
Example from Grade 4 Writing, Objective 2
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to
communicate clearly and effectively in writing. The student is expected to
(H) write with increasing accuracy when using objective case pronouns such as
“Dan cooked for you and me” (4–5).
The sentence following such as illustrates two pronouns in the objective case. This particular
sentence, however, does not need to be used with students; it is merely provided as an example.
Including
The term including is used when the specific examples that follow it must be taught. However, other
examples may also be used in conjunction with those listed.
Example from Grade 4 Writing, Objective 2
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to
communicate clearly and effectively in writing. The student is expected to
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4–8).
The terms following including are examples of critical areas of grammar that a student needs to
master in order to write effectively in standard English. These areas of grammar must be taught;
however, teachers should not limit their teaching to only these examples.
Grade 4 Writing TAKS Information Booklet 9
Remember
Any example preceded by the term such as in a particular student expectation may or may not
provide the basis for an item assessing that expectation. Because these examples do not
necessarily have to be used to teach the student expectation, it is equally likely that other
examples will be used in assessment items. The rule here is that an example will be used only if
it is central to the knowledge, concept, or skill the item assesses.
It is more likely that some of the examples preceded by the term including in a particular student
expectation will provide the basis for items assessing that expectation, since these examples must
be taught. However, it is important to remember that the examples that follow the term including
do not represent all the examples possible, so other examples may also provide the basis for an
assessment item. Again, the rule here is that an example will be used only if it is central to the
knowledge, concept, or skill the item assesses.
Grade 4 Writing TAKS Information Booklet 10
TAKS Grade 4 Writing
Objective 1
The ability to communicate thoughts and ideas through writing helps students become successful, not
only in school but throughout their lives. In order to communicate effectively, students must organize
and develop ideas in a logical, coherent, and interesting manner that is easy for the reader to follow
and understand. Objective 1 tests each student’s ability to produce an organized and well-developed
composition in response to a prompt. The prompt is worded so that students have broad latitude in
crafting an individual response. Students can use any organizational strategy that allows them to
write an effective piece—they can write a story, a description, a philosophical piece, an expository
piece—or they can combine approaches. However students choose to respond, it is important that the
composition they write is uniquely theirs—that it is authentic and represents their best thinking and
writing.
Objective 1
The student will, within a given context, produce an effective composition for a specific purpose.
(4.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety
of forms. The student is expected to
(A) write to express, [discover, record,] develop, reflect on ideas, and to problem solve
(4–8);
(C) write to inform such as to explain, describe, [report,] and narrate (4–8);
(D) write to entertain such as to compose [humorous poems or] short stories (4–8); and
(E) exhibit an identifiable voice in personal narratives and in stories (4–5).
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. The student is expected to
(A) write legibly by selecting cursive or manuscript as appropriate (4–8).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text
(4–8); and
(D) revise drafts for coherence, progression, and logical support of ideas (4–8).
Grade 4 Writing TAKS Information Booklet 11
Objective 1—For Your Information
Objective 1 focuses on the aspects of writing that contribute to the quality of a composition’s content.
These aspects represent the first four sections of the rubric: focus and coherence, organization,
development of ideas, and voice. It is not enough for students to know what these terms mean.
Students must be able to “see” how these terms affect a piece of writing. For example, how does a
composition that lacks focus and coherence look different from one that is strong in that area? How
does superficial development look different from development that has depth? Once students start to
see these kinds of differences and are given multiple opportunities to write, over time their writing
will become more unique and compelling. Students will gain confidence in their ability to
communicate effectively.
On TAKS students must
respond directly to the prompt. Although students are given wide latitude in this regard, the link
between the composition and the prompt must be evident.
remain focused on the topic throughout the composition. The first step in establishing a strong
focus is for students to decide what they want their controlling, or main, idea to be. (At higher
grade levels, this idea is called a thesis statement.) Everything students write in their composition
should contribute to a reader’s understanding of that idea. Any sentences that do not do this
weaken the focus and coherence of the composition.
organize their ideas so that each sentence is logically linked to the next sentence. The sentences
should form a kind of “chain.” Each sentence moves the composition forward and deepens the
reader’s understanding of the ideas; no sentences are extraneous or overlap. In addition, each
paragraph should logically lead to the next; the relationships between paragraphs should be clear.
Each paragraph should “build” on the one before it.
develop their ideas in depth. To understand how to create writing that has depth, students must
first understand the relationship between thinking and writing, for without good thinking, good
writing is impossible. Depth depends less on how much students say than on the quality of what
they say. Good development is based on the ability to “layer” and “flesh out” ideas so that each
sentence a student writes adds meaning to the sentences that come before it. Good development
is also original; that’s why students who simply write a plot summary of something they’ve read
in a book or seen on television or in a movie or who simply write the lyrics of a song they’ve
heard receive a failing score. The writing in these cases is not really theirs. Original development
is also a problem for most students who follow formulas; because the development is contrived,
students are usually unable to achieve any depth.
express an individual voice. Expressing an individual voice means that the composition engages
the reader. The student’s writing sounds authentic and original and genuinely expresses the
student’s personality or personal viewpoint. When a student responds in a highly individualistic
way, his or her voice is naturally expressed. Because the composition has a “face,” a meaningful
connection is established between the reader and the writer. On the other hand, formulaic writing
tends to be “faceless” and, more often than not, prevents a student from having the opportunity to
express his or her own unique voice.
Grade 4 Writing TAKS Information Booklet 12
Objective 2
To write well, students must be able to apply the conventions of the English language. This means that
students must have the following skills. First, when students write a composition, they must have the
ability to follow the rules of correct capitalization, punctuation, spelling, grammar, usage, and
sentence structure. Second, they must have the ability to write effective sentences and use words and
phrases that enhance the reader’s understanding of their ideas. Although students are not expected to
produce error-free writing on the test, they are expected to write as clearly and correctly as possible.
The stronger the writing conventions are, the more likely it is that students will be able to produce an
effective composition.
Objective 2
The student will produce a piece of writing that demonstrates a command of the conventions of
spelling, capitalization, punctuation, grammar, usage, and sentence structure.
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. The student is expected to
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing
titles, using possessives, commas in a series, commas in direct address, and sentence
punctuation (4–5).
(4.17) Writing/spelling. The student spells proficiently. The student is expected to
(A) write with accurate spelling of syllable constructions, including closed, open, consonant
before -le, and syllable boundary patterns (3–6);
(B) write with accurate spelling of roots such as drink, speak, read, or happy; inflections
such as those that change tense or number; suffixes such as -able or -less; and prefixes
such as re- or un- (4–6); and
(D) spell accurately in final drafts (4–8).
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(A) use regular and irregular plurals correctly (4–6);
(B) write in complete sentences, varying the types such as compound and complex to match
meanings and purposes (4–5);
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4–8);
Grade 4 Writing TAKS Information Booklet 13
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make
writing vivid or precise (4–8);
(E) use prepositional phrases to elaborate written ideas (4–8);
(F) use conjunctions to connect ideas meaningfully (4–5);
(G) write with increasing accuracy when using apostrophes in contractions such as it’s and
possessives such as Jan’s (4–8); and
(H) write with increasing accuracy when using objective case pronouns such as “Dan
cooked for you and me.” (4–5).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice (4–8); and
(H) proofread his/her own writing and that of others (4–8).
Objective 2—For Your Information
Objective 2 assesses a student’s ability to communicate effectively by demonstrating a command of
the conventions of written English.
The evaluation of conventions is based on a holistic judgment of the student’s mastery of
conventions overall, not on the total number of errors or on the number of any certain type of
error. This holistic judgment takes into account the degree of sophistication the student attempts
when constructing sentences and using words.
Some errors related to conventions are more serious than others because they have a greater
effect on a student’s ability to communicate clearly. For example, using pronouns without clear
antecedents (to whom or to what the pronoun refers) is generally more disruptive to the reader’s
understanding of the writing than capitalizing words incorrectly.
Grade 4 Writing TAKS Information Booklet 14
Grade 4 Sample Prompt
Grade 4 Writing TAKS Information Booklet 15
The information in the box below will help you remember what you should think
about when you write your composition.
REMEMBER—YOU SHOULD
❑ write about a time when you made a new friend
❑ make sure that each sentence you write helps the
reader understand your composition
❑ write about your ideas in detail so that the reader
really understands what you are saying
❑ try to use correct spelling, capitalization,
punctuation, grammar, and sentences
Write a composition about a time when you made
a new friend.
Grade 4 Writing TAKS Information Booklet 16
SCORE POINT 1
EACH COMPOSITION AT THIS SCORE POINT IS AN INEFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.
Focus and Coherence
Individual paragraphs and/or the composition as a whole are not focused. The writer may shift
abruptly from idea to idea, making it difficult for the reader to understand how the ideas
included in the composition are related.
The composition as a whole has little, or no, sense of completeness. The introduction and
conclusion, if present, may be perfunctory.
A substantial amount of writing may be extraneous because it does not contribute to the
development or quality of the composition. In some cases, the composition overall may be only
weakly connected to the prompt.
Organization
The writer’s progression of thought from sentence to sentence and/or paragraph to paragraph is
not logical. Sometimes weak progression results from an absence of transitions or from the use
of transitions that do not make sense. At other times, the progression of thought is simply not
evident, even if appropriate transitions are included.
An organizational strategy is not evident. The writer may present ideas in a random or
haphazard way, making the composition difficult to follow.
Wordiness and/or repetition may stall the progression of ideas.
Development of Ideas
The writer presents one or more ideas but provides little or no development of those ideas.
The writer presents one or more ideas and attempts to develop them. However, this development
is so general or vague that it prevents the reader from understanding the writer’s ideas.
The writer presents only a plot summary of a published piece of writing, a movie, or a
television show.
The writer omits information, which creates significant gaps between ideas. These gaps prevent
the reader from clearly understanding those ideas.
Voice
The writer does not engage the reader, therefore failing to establish a connection.
There may be little or no sense of the writer’s individual voice. The composition does not sound
authentic or original. The writer is unable to express his/her individuality or unique perspective.
Conventions
There is little or no evidence in the composition that the writer can correctly apply the
conventions of the English language. Severe and/or frequent errors in spelling, capitalization,
punctuation, grammar, usage, and sentence structure may cause the writing to be unclear or
difficult to read. These errors weaken the composition by causing an overall lack of fluency.
The writer may misuse or omit words and phrases and may frequently write awkward
sentences. These weaknesses interfere with the effective communication of ideas.
Grade 4 Writing TAKS Information Booklet 17
SCORE POINT 2
EACH COMPOSITION AT THIS SCORE POINT IS A SOMEWHAT EFFECTIVE PRESENTATION OF THE WRITER’S
IDEAS.
Focus and Coherence
Individual paragraphs and/or the composition as a whole are somewhat focused. The writer may
shift quickly from idea to idea, but the reader has no difficulty understanding how the ideas
included in the composition are related.
The composition as a whole has some sense of completeness. The writer includes an
introduction and conclusion, but they may be superficial.
Some of the writing may be extraneous because it does not contribute to the development or
quality of the composition as a whole.
Organization
The writer’s progression of thought from sentence to sentence and/or paragraph to paragraph
may not always be smooth or completely logical. Sometimes the writer needs to strengthen the
progression by including more meaningful transitions; at other times the writer simply needs to
establish a clearer link between ideas.
The organizational strategy or strategies the writer chooses do not enable the writer to present
ideas effectively.
Some wordiness and/or repetition may be evident, but these weaknesses do not completely stall
the progression of ideas.
Development of Ideas
The writer attempts to develop the composition by listing ideas or briefly explaining them. In
both of these cases, the development remains superficial, limiting the reader’s understanding
and appreciation of the writer’s ideas.
The writer presents one or more ideas and attempts to develop them. However, there is little
evidence of depth of thinking because this development may be somewhat general, inconsistent,
or contrived.
The writer may omit small pieces of information that create minor gaps between ideas.
However, these gaps do not prevent the reader from understanding those ideas.
Voice
There may be moments when the writer engages the reader but fails to sustain the connection.
Individual paragraphs or sections of the composition may sound authentic or original, but the
writer has difficulty expressing his/her individuality or unique perspective.
Conventions
Errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure
throughout the composition may indicate a limited control of conventions. Although these
errors do not cause the writing to be unclear, they weaken the overall fluency of the
composition.
The writer may include some simple or inaccurate words and phrases and may write some
awkward sentences. These weaknesses limit the overall effectiveness of the communication
of ideas.
Grade 4 Writing TAKS Information Booklet 18
SCORE POINT 3
EACH COMPOSITION AT THIS SCORE POINT IS A GENERALLY EFFECTIVE PRESENTATION OF THE WRITER’S
IDEAS.
Focus and Coherence
Individual paragraphs and the composition as a whole are, for the most part, focused. The writer
generally shows the clear relationship between ideas, making few sudden shifts from one idea
to the next.
The composition as a whole has a sense of completeness. The introduction and conclusion add
some depth to the composition.
Most of the writing contributes to the development or quality of the composition as a whole.
Organization
The writer’s progression of thought from sentence to sentence and paragraph to paragraph is
generally smooth and controlled. For the most part, transitions are meaningful, and the links
between ideas are logical.
The organizational strategy or strategies the writer chooses are generally effective.
Wordiness and/or repetition, if present, are minor problems that do not stall the progression of
ideas.
Development of Ideas
The writer attempts to develop all the ideas included in the composition. Although some ideas
may be developed more thoroughly and specifically than others, the development overall
reflects some depth of thought, enabling the reader to generally understand and appreciate the
writer’s ideas.
The writer’s presentation of some ideas may be thoughtful. There may be little evidence that the
writer has been willing to take compositional risks when developing the topic.
Voice
The writer engages the reader and sustains that connection throughout most of the composition.
For the most part, the composition sounds authentic and original. The writer is generally able to
express his/her individuality or unique perspective.
Conventions
The writer generally demonstrates a good command of spelling, capitalization, punctuation,
grammar, usage, and sentence structure. Although the writer may make minor errors, they
create few disruptions in the fluency of the composition.
The words, phrases, and sentence structures the writer uses are generally appropriate and
contribute to the overall effectiveness of the communication of ideas.
Grade 4 Writing TAKS Information Booklet 19
SCORE POINT 4
EACH COMPOSITION AT THIS SCORE POINT IS A HIGHLY EFFECTIVE PRESENTATION OF THE WRITER’S
IDEAS.
Focus and Coherence
Individual paragraphs and the composition as a whole are focused. This sustained focus enables
the reader to understand and appreciate how the ideas included in the composition are related.
The composition as a whole has a sense of completeness. The introduction and conclusion are
meaningful because they add depth to the composition.
Most, if not all, of the writing contributes to the development or quality of the composition as a
whole.
Organization
The writer’s progression of thought from sentence to sentence and paragraph to paragraph is
smooth and controlled. The writer’s use of meaningful transitions and the logical movement
from idea to idea strengthen this progression.
The organizational strategy or strategies the writer chooses enhance the writer’s ability to
present ideas clearly and effectively.
Development of Ideas
The writer’s thorough and specific development of each idea creates depth of thought in the
composition, enabling the reader to truly understand and appreciate the writer’s ideas.
The writer’s presentation of ideas is thoughtful or insightful. The writer may approach the topic
from an unusual perspective, use his/her unique experiences or view of the world as a basis for
writing, or make interesting connections between ideas. In all these cases, the writer’s
willingness to take compositional risks enhances the quality of the content.
Voice
The writer engages the reader and sustains this connection throughout the composition.
The composition sounds authentic and original. The writer is able to express his/her
individuality or unique perspective.
Conventions
The overall strength of the conventions contributes to the effectiveness of the composition. The
writer demonstrates a consistent command of spelling, capitalization, punctuation, grammar,
usage, and sentence structure. When the writer attempts to communicate complex ideas through
sophisticated forms of expression, he/she may make minor errors as a result of these
compositional risks. These types of errors do not detract from the overall fluency of the
composition.
The words, phrases, and sentence structures the writer uses enhance the overall effectiveness of
the communication of ideas.
Objective 3
Revision is an integral part of the writing process. After the first draft the competent writer often
adds, deletes, combines, and/or rearranges words and sentences to better organize and more fully
develop his or her thoughts and ideas. Objective 3 tests the student’s ability to recognize and correct
errors in organization and development in the context of peer-editing passages.
Objective 3
The student will recognize appropriate organization of ideas in written text.
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text
(4–8); and
(D) revise drafts for coherence, progression, and logical support of ideas (4–8).
Objective 3—For Your Information
Items that assess the student expectations grouped under Objective 3 require students to
recognize that a sentence that is irrelevant to a paragraph or to the passage as a whole should be
deleted. An irrelevant sentence may add information, but that information is not closely linked to
other ideas in the paragraph or passage. Irrelevant sentences cause a piece of writing to lack
focus and coherence.
identify a sentence that could be added to a paragraph to improve its development
Grade 4 Writing TAKS Information Booklet 20
Objective 4
Editing and proofreading are also an important part of the writing process. During this stage the
skillful writer uses correct sentence structure to ensure that his or her meaning is evident. Faulty
phrasing, misuse of conjunctions, fragments, and run-on sentences can cause the reader to be
confused and misunderstand the intended message. Objective 4 tests the student’s ability both to
recognize and correct errors in sentence structure and to improve the effectiveness of sentences in the
context of peer-editing passages.
Objective 4
The student will recognize correct and effective sentence construction in written text.
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(B) write in complete sentences, varying the types such as compound and complex to match
meanings and purposes (4–5);
(E) use prepositional phrases to elaborate written ideas (4–8); and
(F) use conjunctions to connect ideas meaningfully (4–5).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice (4–8).
Objective 4—For Your Information
Items that assess the student expectations grouped under Objective 4 will require students to
recognize fragments and run-on sentences and determine the best way to correct them
choose the most effective way to combine ideas
improve the wording of awkward and/or wordy sentences
Grade 4 Writing TAKS Information Booklet 21
Objective 5
To communicate clearly, the writer must also know how to apply the rules of standard grammar and
usage. Incorrect use of tense, lack of agreement between subjects and verbs, and unclear pronoun
referents can cause the reader to misunderstand the writer’s meaning. Objective 5 tests the student’s
ability to recognize and correct errors in grammar and usage in the context of peer-editing passages.
Objective 5
The student will recognize standard usage and appropriate word choice in written text.
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4–8);
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make
writing vivid or precise (4–8); and
(H) write with increasing accuracy when using objective case pronouns such as “Dan
cooked for you and me” (4–5).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice (4–8); and
(H) proofread his/her own writing and that of others (4–8).
Objective 5—For Your Information
Items that assess the student expectations grouped under Objective 5 test a student’s ability to
recognize standard English usage and appropriate word choice. Items may focus on
subject-verb agreement
pronoun referents (pronoun-antecedent agreement)
verb tense and formation
parts of speech
adverbs and adjectives, including the comparative and superlative forms
use of double negatives
misuse of homonyms such as their/there
replacing an indefinite reference, such as they or it, with a specific noun or noun phrase
replacing a vague word or phrase with more precise wording
Grade 4 Writing TAKS Information Booklet 22
Objective 6
Effective writers examine their work for correct capitalization, punctuation, and spelling.
Capitalization and punctuation marks take the place of the pauses, stops, and intonations used to
convey meaning in oral communication. Accuracy in language mechanics helps the reader “hear”
those nuances and better understand what the writer is trying to communicate. Correct spelling also
helps the writer communicate clearly. Objective 6 tests the student’s ability to recognize and correct
errors in capitalization, punctuation, and spelling in the context of peer-editing passages.
Objective 6
The student will proofread for correct punctuation, capitalization, and spelling in written text.
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. The student is expected to
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing
titles, using possessives, commas in a series, commas in direct address, and sentence
punctuation (4–5).
(4.17) Writing/spelling. The student spells proficiently. The student is expected to
(A) write with accurate spelling of syllable constructions, including closed, open, consonant
before -le, and syllable boundary patterns (3–6);
(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections
such as those that change tense or number, suffixes such as -able or -less, and prefixes
such as re- or un- (4–6); and
(D) spell accurately in final drafts (4–8).
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(G) write with increasing accuracy when using apostrophes in contractions such as it’s and
possessives such as Jan’s (4–8).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(H) proofread his/her own writing and that of others (4–8).
Grade 4 Writing TAKS Information Booklet 23
Objective 6—For Your Information
Items developed to assess the student expectations grouped under Objective 6 require a student to
recognize and correctly edit errors in capitalization, punctuation, and spelling.
Capitalization and punctuation items will include the range of rules commonly taught at the
fourth grade level. Punctuation rules that are not consistently applied across the state-adopted
fourth grade English language arts textbooks are not tested (for example, the presence or absence
of a comma before the and in a series of items).
Spelling items include both rule-based and sight words that are within the writing vocabulary of
fourth grade students.
Grade 4 Writing TAKS Information Booklet 24
Grade 4 Revising and Editing Samples
Grade 4 Writing TAKS Information Booklet 25
Bryce is in the fourth grade. His teacher asked each student to write
about a favorite hobby or sport. Bryce wrote about his quarter
collection. This is a draft of his paper. Bryce wants you to help him
revise and edit it. Read Bryce’s paper and think about changes you
would make to help him improve it. Then answer the questions that
follow.
A Fun Collection
(1) I’ve been having fun starting a collection of the new state
quarters. (2) Last week I buyed a kit to help me with this project.
(3) It has a cardboard holder for all 50 quarters and a book that
tells about each quarter and the state it represents.
(4) I learned that it began in 1999 and will continue for
10 years. (5) In this new program each state has it’s own special
quarter. (6) The U.S. Mint makes these quarters because it is the
place where all our coins are made. (7) Each year the U.S. Mint
produces quarters for only five states. (8) The Mint is making
quarters in the same order that the states joined the United States.
(9) I’ll have to wait until 2004 to add the Texas quarter to my
collection.
(10) My mom and me are both involved in collecting the state
quarters. (11) We now have the quarters for New York, New Jersey,
Pennsylvania, and Rhode Island. (12) I like to look at my collection
because all the quarters are different. (13) That’s because each
Grade 4 Writing TAKS Information Booklet 26
state in the country decided what picture or symbol it wanted to
put on its quarter. (14) The quarters for South Carolina and
Georgia have pictures of plants native to their states.
(15) Bluebonnets grow in Texas in the spring. (16) The quarters for
Massachusetts and Virginia have pictures. (17) The pictures show
important parts of their history.
(18) I am enjoying collecting quarters. (19) It is an easy and
interesting way to learn about our states and about american
history. (20) You can be a quarter collector, too. (21) Go ahead and
give it a try.
Grade 4 Writing TAKS Information Booklet 27
2 The meaning of sentence 4 can be
improved by changing it to —
A the cardboard holder
B my collection
C the book
D* the state quarters program
Objective 5
3 What change, if any, should be made
in sentence 5?
A Change has to had
B* Change it’s to its
C Change special to speshal
D Make no change
Objective 519ES01004-0101I
This item asks students to replace an ambiguous
pronoun (a pronoun whose antecedent is
unclear) with a specific noun to clarify the
meaning of the sentence.
When students are asked to combine two
sentences, they should keep in mind that the right
answer must be a grammatically correct
sentence, must be the most effective sentence (not
wordy or awkward), and must not change the
original meaning.
4 What change, if any, should be made
in sentence 10?
A Change mom to Mom
B* Change me to I
C Change are to is
D Make no change
Objective 504EW05418HK01006-0101I
5 What is the BEST way to combine
sentences 16 and 17?
A The quarters for Massachusetts
and Virginia have pictures, the
pictures show important parts of
their history.
B The quarters for Massachusetts
and Virginia have pictures, and the
pictures are for showing important
parts of their history.
C The quarters for Massachusetts
and Virginia have pictures, but
they show important parts of their
history.
D* The quarters for Massachusetts
and Virginia have pictures that
show important parts of their
history.
Objective 408-0101I
1 What change, if any, should be made
in sentence 2?
A* Change buyed to bought
B Add a comma after me
C Change project to Project
D Make no change
Objective 5
Grade 4 Writing TAKS Information Booklet 28
6 What change, if any, should be made
in sentence 19?
A Change interesting to intresting
B Add a comma after states
C* Change american to American
D Make no change
Objective 601009-0101I
7 Which sentence does NOT belong in
this paper?
A Sentence 2
B Sentence 9
C* Sentence 15
D Sentence 18
Objective 31010-0101I
This item requires students to recognize an
extraneous, or unnecessary, sentence in the
passage. When students revise their own writing,
they may often discover that they have included
a sentence that does not move their composition
forward; in other words, the sentence may have
some link to the overall topic but is not directly
related to the other sentences. An extraneous
sentence can stall the progression of ideas and
cause the reader to wonder why it has been
included.
Grade 4 Writing TAKS Information Booklet 29
Angela is a fourth grader. She wrote this story to tell about
something that happened in her neighborhood. Read Angela’s story
and think about the corrections and improvements she should make.
Then answer the multiple-choice questions that follow.
No Way Out
(1) One Saturday everyone in my neighborhood was working at
the park. (2) I was helping Mom plant flowers while Jeff and Dad
was digging holes for a new fence. (3) I saw Daisy, one of our
favorite ducks from the pond, crossing the field toward the row of
holes. (4) Suddenly she looked into one of the holes and suddenly
quacked loudly.
(5) Mom and I hurried to the hole to see why Daisy was so
alarmed. (6) There, in the bottom of the hole, was a baby duckling.
(7) The duckling was chirping and struggling. (8) To climb up the
sides of the hole.
(9) I fell to my knees and reached into the hole, but my arm
was too short to reach the bottom. (10) Jeff and Dad tried to coax
the duckling onto a shovel, but the scared little creature wouldn’t
move. (11) I noticed a worryed look on Dad’s face.
(12) That’s when I came up with an idea. (13) “Dad, why don’t
we float it out.” I suggested. (14) “Ducks are good swimmers.”
(15) Dad agreed to try my plan. (16) We got a garden hose and
stretched it across the field. (17) Slowly and carefully we began
Grade 4 Writing TAKS Information Booklet 30
filling the hole with water. (18) As the water grew deeper, the
duckling floated higher and higher. (19) Before long it floated right
to the top and Daisy and her duckling happily waddled away.
Grade 4 Writing TAKS Information Booklet 31
1 What change, if any, should be made
in sentence 2?
A Change flowers to Flowers
B* Change was digging to were
digging
C Change fence to fense
D Make no change
Objective 5
2 What is the BEST way to rewrite the
ideas in sentence 4?
A Suddenly she looked into one of the
holes she suddenly quacked loudly.
B Suddenly she looked into one of the
holes. And suddenly quacked
loudly.
C Suddenly looking into one of the
holes and suddenly quacking
loudly.
D* Suddenly she looked into one of the
holes and quacked loudly.
Objective 4
3 Which sentence could BEST be added
after sentence 9?
A* Mom couldn’t reach the duckling,
either.
B Last summer I broke my arm.
C We had been feeding Daisy for
many years.
D Ducklings always follow their
mothers.
Objective 3
This item asks students to determine which of
the four sentences would give the reader a
better understanding of the events in the
paragraph. The wrong answer choices may have
some link to the overall topic but are not
directly related to the other sentences in the
paragraph and, therefore, would not contribute
to the smooth progression of ideas.
4 What change, if any, should be made
in sentence 11?
A Change noticed to notice
B* Change worryed to worried
C Change Dad’s to Dads
D Make no change
Objective 6
Grade 4 Writing TAKS Information Booklet 32
5 What change, if any, should be made
in sentence 13?
A Change don’t to dont
B Change float to flote
C* Change the period after out to a
question mark
D Make no change
Objective 6
7 Which of the following is NOT a
complete sentence?
A Sentence 1
B Sentence 5
C* Sentence 8
D Sentence 12
Objective 4
This item asks students to identify which of the
four sentences from the passage is a fragment
rather than a complete sentence.
6 What change, if any, should be made
in sentence 19?
A Change it to they
B* Add a comma after top
C Change happily to happy
D Make no change
Objective 6