LEAP Assessment Guide 1-1 English Language Arts Grade 4
Chapter 1: LEAP English Language Arts, Grade 4
This chapter provides specifications for the English language arts assessment for grade 4
LEAP. It describes the content and format of the test, provides the number and types of
items, and explains how the standards and benchmarks for English language arts are
assessed.
Test Structure
The English language arts test consists of four sessions and is administered over two days.
Students are allowed as much time as they need to complete each session, but suggested
times are provided in the Test Administration Manual; it explains the procedures for
allowing students additional time to complete a session of the test.
Test Sessions
• Writing • Using Information Resources
• Reading and Responding • Proofreading
Item Types
The grade 4 LEAP English language arts assessment includes a written composition, shortanswer
questions, and multiple-choice questions.
Multiple-choice questions consist of a stem and four answer options (A, B, C, and D). All
sessions of the English language arts test, with the exception of Writing, include multiplechoice
questions.
Constructed-response items require students to express their answers in writing. In response
to a writing prompt, students write compositions, which are scored using a 12-point rubric.
Short-answer items are scored on a 0- to 2-point scale.
The test sessions and number of item types are as follows:
• Writing consists of a prompt (writing topic) that requires students to write a
composition.
• Reading and Responding consists of 20 multiple-choice questions and 8 short-answer
questions.
• Using Information Resources consists of 5 multiple-choice questions and 2 short-answer
questions.
• Proofreading consists of 8 multiple-choice questions.
LEAP Assessment Guide 1-2 English Language Arts Grade 4
Test Description
Writing
This session of the test is designed to measure key aspects of standards 2 and 3. In response
to a writing prompt, students are required to draft and edit compositions in their test booklets
and write their final drafts in their answer documents.
At grade 4 the mode of writing will alternate between descriptive and narrative. Students are
allowed to use dictionaries and thesauruses for the Writing session only. They are also given
a Writer’s Checklist. A reduced copy of the Writer’s Checklist is located on page 1-67. An
electronic version, suitable for printing, is located on the Department Web site.
The instructions that accompany each writing prompt direct students to focus on the:
• purpose and focus of the composition
• intended audience
• recommended length of the composition
• important elements that will be considered in evaluation of the composition (focus or
central idea, supporting details, development of ideas, organization, and sentence
formation, usage, mechanics, and spelling)
Legibility is assessed through the ease of understanding what the student has written. Any
legible composition is scored, but the quality of penmanship is not scored.
Reading and Responding
This session consists of four reading passages (including at least one fiction, one nonfiction,
and one poem). It includes a variety of multiple-choice and short-answer questions that
measure the content of standards 1, 6, and 7. All reading passages are complete and
authentic, either previously published work, fully developed excerpts from longer published
works, or well-developed text written for the test. Excerpts from longer works may be used
if they are self-contained.
Fiction passages (approximately 450–1,000 words) may include short stories, folktales,
legends, or myths. In grade 4, passages may include illustrations.
Nonfiction passages (approximately 450–850 words) may include newspaper and magazine
articles, autobiographies, biographies, editorials, encyclopedia articles, letters to the editor,
and speeches. If appropriate, the nonfiction passage may include a visual (for example,
pictures, graphs, tables, flow charts).
The lengths of two passages (one fiction and one nonfiction) fall within the respective
ranges noted above. The poem and the fourth passage may be shorter than 450 words.
LEAP Assessment Guide 1-3 English Language Arts Grade 4
The reading level of each piece is grade-appropriate. Long passages are measured with 6
multiple-choice and 2 short-answer questions; short passages are measured with 4 multiplechoice
and 2 short-answer questions.
The Reading and Responding session consists of 20 multiple-choice and 8 short-answer
questions that are distributed across the standards as follows:
Standard 1: 28 percent
Standard 6: 22 percent
Standard 7: 50 percent
Using Information Resources
This session assesses standard 5, except for benchmark ELA-5-E4, using available
technology to produce, revise, and publish a variety of works.
Students are provided four to six reference sources to use to answer 5 multiple-choice and 2
short-answer questions. These reference sources may include sources such as:
• articles (from encyclopedias, magazines, newspapers, textbooks)
• parts of books (tables of contents, indexes, glossaries)
• visual aids (maps, graphs, tables, charts, illustrations, schedules, diagrams)
• computer information (such as a picture of a page from a Web site)
All of the information resources are realistic, grade-appropriate materials that a grade 4
student might find in a library and use in preparing a project or report. All materials are
related to a specific topic. With the reference materials, students receive a written
description of a task, such as gathering information and planning to write a report. Students
are directed to skim through the resources to locate and select information.
Proofreading
This session assesses standard 3, except for benchmark ELA-3-E1, writing legibly.
Students read a text of about 100–150 words that includes mistakes in sentence formation,
usage, mechanics, and spelling. The text may be a letter, a narrative, an editorial, or an
expository piece. It will include eight numbered, underlined parts. Students answer multiplechoice
questions that require choosing the best way to write each underlined part (either by
correcting the mistake or by indicating that the underlined part is written correctly as is).
LEAP Assessment Guide 1-4 English Language Arts Grade 4
Scoring the English Language Arts Sessions
Multiple-choice items:
Each multiple-choice question has four response options (A, B, C, and D) and is scored
right/wrong. Correct answers receive a score of 1; incorrect answers receive a score of 0.
Written composition:
Students’ compositions are scored for elements of composing (such as central idea,
elaboration, and coherence) and for style and audience awareness (such as vocabulary,
sentence variety, tone, and voice) under standard 2; and for sentence formation, usage,
mechanics, and spelling under standard 3.
Legibility contributes to the scorers’ ease of understanding what the student has written.
Any legible composition will be scored, regardless of penmanship. Students may write in
print or cursive.
Only the written response to the writing prompt is scored for the conventions of writing
(sentence formation, usage, mechanics, and spelling). All other written responses for the
English Language Arts, Mathematics, Science, and Social Studies assessments are scored
for content only.
A 12-point rubric is used to score writing. The dimensions and point values of the writing
rubric are:
Composing 4 points (on a 1-to-4-point scale)
Style/Audience Awareness 4 points (on a 1-to-4-point scale)
Sentence Formation 1 point (on a 0-to-1-point scale)
Usage 1 point (on a 0-to-1-point scale)
Mechanics 1 point (on a 0-to-1-point scale)
Spelling 1 point (on a 0-to-1-point scale)
For the Composing dimension and for the Style/Audience Awareness dimension, the
following descriptors apply to the score points:
Score
Level Description of Score Level
4 The writer demonstrates consistent, though not necessarily perfect,
control of almost all of the dimension’s features.
3 The writer demonstrates reasonable, but not consistent, control of most
of the dimension’s features, indicating some weakness in the dimension.
2 The writer demonstrates enough inconsistent control of several features
to indicate significant weakness in the dimension.
1 The writer demonstrates little or no control of most of the dimension’s
features.
LEAP Assessment Guide 1-5 English Language Arts Grade 4
Control is defined as the writer’s ability to use a given feature of written language
effectively at the appropriate grade level.
The Composing dimension includes the focusing, supporting, and structuring that a writer
does to construct an effective message for a reader. The writer crafts that message by
focusing on a central idea, providing elaboration of ideas to support the central idea, and
delivering the central idea and its support in a unified, organized text. Specific features of
Composing are as follows:
• Central idea
• Support/Elaboration
• Unity
• Organization
This chart shows the specific elements considered when scoring the Composing dimension:
Score Point Central Idea Elaboration Organization and Unity
4
Consistent
Control
• sharp focus
• clarity of purpose
• strategy
(preplanning and
foreshadowing)
• selected information
• thorough elaboration
• ideas are developed
(examples)
• necessary information
• specific details
• wholeness throughout
• ideas related to central idea
• beginning, middle, end
• logical order
• transitions
• sense of completion
3
Reasonable
Control
• clear central idea
• clear focus
• ideas are developed
• necessary information
• relevant
• may have uneven
development
• beginning, middle, end
• logical order
• simple transitions
• wholeness (may have a
weak ending)
2
Inconsistent
Control
• vague central idea
• shifts in focus
• digressions
• listing
• information may be
superficial, incomplete,
and/or irrelevant
• idea clusters
• little or uneven development
• weak beginning, middle, end
• retreats and/or repetitions
• gaps
• random order
• no ending
1
Little or No
Control
• unclear central
idea
• confusion
• automatic writing without
selection
• relevant information missed
• little or no development
• minimal information
• no beginning or end
• severe gaps
• random order
• too little to demonstrate
LEAP Assessment Guide 1-6 English Language Arts Grade 4
The Style/Audience Awareness dimension comprises features of linguistic expression: how
a writer purposefully shapes and controls language to affect readers. This domain focuses on
the expressiveness, specificity, and rhythm of the piece and on the writer’s tone and
presence. Features of Style/Audience Awareness are as follows:
• Selected vocabulary (diction or word choice)
• Selected information
• Sentence variety (syntactic variety)
• Tone
• Voice
This chart shows the specific elements considered when scoring the Style/Audience
Awareness dimension.
Score Point Selected Vocabulary Selected Information Sentence Diversity Tone and Voice
4
Consistent
Control
• word choice is
appropriate,
relevant
• vivid power verbs
• stylistic techniques
(imagery, similes)
• selected for
relevance and/or
impact
• vivid examples or
anecdotes
• appropriate to
audience
• manipulates
audience (humor)
• some variety in
structure
(beginnings,
endings),
complexity, length
• consistent,
clear, vibrant
tone and voice
• individual
personality
• engages
and/or
manipulates
audience
3
Reasonable
Control
• clear
• appropriate
• relevant
• some variety
• some selected
information
• some examples
• appropriate to
audience
• some variety in
structure and/or
complexity and/or
length
• And, But beginnings
• consistent
tone
• aware of
audience
• clear voice
2
Inconsistent
Control
• generic
• overused
• some may be
inappropriate
• wrong word
• contradictions
• bare bones
• lists information
• irrelevant
• superficial
• sentence patterns
• simple sentences
• overextended
sentences
• And, But beginnings
• vague
• weak
awareness of
audience
• inappropriate
• monotonous
• inconsistent
tone
1
Little or No
Control
• functional
• inappropriate
• wrong word
• omission errors
• automatic writing
• too little information
• inappropriate abrupt
change from central
idea
• simple
• patterns
• on and on
• confusing
• absent
• no awareness
of audience
• unengaged
LEAP Assessment Guide 1-7 English Language Arts Grade 4
The dimensions of Sentence Formation, Usage, Mechanics, and Spelling are scored with
either a + (receiving a score point of 1) or – (receiving a score point of 0).
Sentence Formation: Desirable features are completeness and construction of a variety of
patterns.
+
The response exhibits acceptable control of sentence formation. Most
sentences are correct; there are few, if any, run-on sentences or fragments.
Additionally, there is a variety of sentence patterns, indicating that the writer
can construct more than one type of sentence competently.
–
The response exhibits unacceptable control of sentence formation. There are
run-on sentences, fragments, and/or poorly constructed sentences that
indicate that the writer does not have adequate skill in sentence formation.
There may be evidence of control of only one type of sentence pattern (usually
simple).
Usage: Features are agreement, standard inflections, and word meaning.
+
The response exhibits acceptable control of usage. Subject-verb agreement,
verb tenses, forms of adjectives and adverbs, and word meaning are generally
correct. If errors are present, they do not appear to be part of a pattern of
usage errors.
–
The response exhibits unacceptable control of usage. There are errors in
subject-verb agreement, verb tenses, forms of adjectives and adverbs, and/or
word meaning. The pattern of errors is evidence of a lack of control of the
features of usage.
Mechanics: Features are punctuation and capitalization.
+
The response exhibits acceptable control of mechanics. Punctuation and
capitalization are generally correct. If errors are present, they do not appear to
be part of a pattern of mechanics errors.
–
The response exhibits unacceptable control of mechanics. There are errors in
punctuation and capitalization. The pattern of errors is evidence of a lack of
control of the features of mechanics.
Spelling:
+ The response exhibits acceptable control of spelling. The majority of gradeappropriate
words are spelled correctly. There is no pattern of spelling errors.
– The response exhibits unacceptable control of spelling. There are errors in
spelling grade-appropriate words. There is a pattern of spelling errors.
In some cases, a paper may not be scorable. For example, if a paper is illegible, it will not be
scored in any dimension and will receive a score of zero. A paper may be off-topic and
cannot be scored for Composing or Style/Audience Awareness dimensions, but it may be
scored for Sentence Formation, Usage, Mechanics, and Spelling. Such a paper could receive
a maximum of 4 of 12 points.
LEAP Assessment Guide 1-8 English Language Arts Grade 4
Additional Scoring Criteria for Writing
No Double Jeopardy
During scoring, one word will constitute only one error. In situations in which it is difficult
to determine to which dimension the error should be assigned, the scorer will take into
account priority, context clues, and error patterns that are evident in the paper.
• Priority is given to the more serious grammatical errors.
• Context clues may indicate the writer’s intention.
• Error patterns already evident in the paper indicate a skill weakness in that
dimension.
Sentence Formation:
• If a sentence with omissions, extra words, or wrong words can be corrected by changing
one word, the error should count as a usage error.
Example: When it’s no school, I play all day.
• If a sentence requires the rearrangement, omission, or addition of more than one word,
the error should count as a sentence formation error.
Example: I saw those boys fighting while driving my car.
• Nonparallel structure, often in a series, is a sentence formation error.
Example: We will live better lives, coping with our sorrows, and how to be
joyful of our happiness.
• In grades that are not responsible for mastery of colons, a sentence that contains a series
that should have been preceded by a colon would count as a sentence formation error.
The alternate correct construction would be another sentence.
Example: Janet is a good librarian because of all three of these reasons she is
helpful, she is smart and she is courteous.
• If a sentence fragment is deliberately presented for effect, the error is not counted as an
error.
Example: What a break!
• A pattern of awkward syntax (word order) should be considered a sentence formation
error.
Quotations:
• All spelling and grammar errors that appear in a direct quotation are assumed to be the
errors of the speaker, not the writer. They are not counted in any dimension. Errors in
mechanics that appear in a direct quotation do count.
Example: “You aint got no reason ta be here Manny!” shouted the foreman.
• Direct quotations should not be preceded by that. Indirect quotations should be
preceded by that. These count as errors in mechanics.
Example: Then Mom said that, “We cannot go along.” After we returned, she
said we are in trouble.
LEAP Assessment Guide 1-9 English Language Arts Grade 4
Mechanics, Usage, and Spelling:
Usage and mechanics errors count each time they occur in a composition. However, spelling
errors count only once, even if a word is misspelled in more than one way.
• If a sentence begins with a capital letter but is not preceded by a period, the error counts
as a mechanics error.
Example: Martha went to the well and looked inside Far below, something
was sparkling in the water.
• If a sentence begins with a lowercase letter but is preceded by a period, the error counts
as a mechanics error.
Example: Teddy is the youngest in the family. he is my only nephew.
• Use of double comparatives or double negatives is a common usage error.
Example: I’m even more better at soccer than at football. None of them are
not my friend.
• Use of the wrong preposition is a common usage error.
Example: He went for the house.
• In addition to TV, both T.V. and tv are acceptable and not mechanics errors.
Interchanging will with would and can with could is acceptable and not a usage error.
Use of so they instead of so that they is acceptable and not a usage error.
• Agreement errors of compound pronouns or collective nouns with possessives are usage
errors.
Examples: Correct: people’s lives, everyone’s hope, everybody’s house,
their lives
• Agreement errors with collectives, phrases, and conjunctions are usage errors.
Example: Incorrect: None of the teachers are good role models or a hero.
• A word may be both a usage and a spelling error; it may not be possible from context
clues to determine whether the error is in spelling or in usage. In such instances, the
error should be counted in usage only.
Example: She allway comes to work on time.
• If a misused word in a sentence is a real word, it is a usage error. If it is not a real word,
it is a spelling error.
Example: We all went to the skating ring. (usage) We joined my parnets and
were reddy to leave. (spelling)
• An error in which a homonym takes the place of the correct word is counted as a
spelling error.
Example: Martin gave him a peace of his chocolate bar.
• Some words, although they are not real homonyms, are so phonetically similar that they
are frequently misspelled. Context clues should indicate whether the skill weakness is
spelling or usage (wrong word).
Example: I would rather have a vacation then a raise! (spelling) She was late
for her piano listens. (usage)
LEAP Assessment Guide 1-10 English Language Arts Grade 4
• A word may be either a spelling or a mechanics error. Use either context clues or error
patterns to determine which dimension would be most appropriate.
Example: All the hero’s aren’t in the movies. (spelling)
• A word may be either a usage or a mechanics error. Use either context clues or error
patterns to determine which dimension would be most appropriate.
Example: Were going to Disneyland on our vacation. (mechanics)
• In a series, a comma before and is optional; both ways are considered correct.
Example: The birds, cats and dogs . . . The birds, cats, and dogs . . .
• In some series, the placement of the comma is not optional because it affects the sense
of the sentence.
Example: The pet shop was filled with birds, cats and dogs (kenneled), and
fish of every color, shape and size.
• A word at the end of a line that is not broken at the end of a syllable or is broken and has
only one syllable is a mechanics error.
Example: I worked at the National Foundation
for the Blind.
Other Issues:
• Jargon that is in common use in contemporary speech is permitted in on-demand
compositions.
Example: After he cut the lights, we locked the door and left the house.
• Dialect is counted as a usage error unless it is in a direct quotation.
Example: I’m very happy y’all are reading my test and I hope y’all pass me.
Students must produce a composition to participate in the test. Plays, poems, lyrics, and
drawings are not acceptable. One or two sentences do not satisfy the requirements of a
composition. Copies are not allowed.
Because the purpose of writing assessments is to determine how well students can
demonstrate and maintain writing skills in an original on-demand composition, the rules of
standard written English apply and override foreign language, regional, ethnic, and
colloquial speech patterns.
Compositions will be considered on topic if the scorer can determine that the student
attempted to respond to the prompt.
LEAP Assessment Guide 1-11 English Language Arts Grade 4
For each administration of LEAP, a student’s writing response is scored by at least two
readers, whose scores are averaged for each dimension.
Example of Scores for a Writing Response
Dimension Reader 1 Reader 2 Average
Composing 3 4 3.5
Style/Audience Awareness 2 2 2.0
Subtotal 5.5
Sentence Formation 1 0 0.5
Usage 1 1 1.0
Mechanics 0 1 0.5
Spelling 1 1 1.0
Subtotal 3.0
Total score 8.5 (of 12)
Short-answer items:
The short-answer questions in the grade 4 English language arts test are scored on a 0- to 2-
point scale. The following is a general scoring rubric for 2-point questions. All written
student responses are hand-scored with item-specific scoring rubrics, which are included
with the sample items in this guide.
General Scoring Guide (Rubric)—Short-Answer Items
Score
Level Description of Score Level
2 • The student’s response provides a complete and correct answer.
1
• The student’s response is partially correct.
• The student’s response demonstrates limited awareness or contains errors.
0 • The student’s response is totally incorrect, irrelevant, too minimal to evaluate,
or blank.
LEAP Assessment Guide 1-12 English Language Arts Grade 4
English Language Arts Test Specifications, Grade 4
Subtest
Content Standard
Points
Writing
Using
Information
Resources
Reading and
Responding
Proofreading
1. Read, comprehend, and
respond 10 — — 10 —
2. Write competently 8 8 — — —
3. Use conventions of
language 12 4 — — 8
4. Apply speaking/listening
skills N/A — — — —
5. Locate, select, and
synthesize information 9 — 9 — —
6. Read, analyze, and
respond to literature 8 — — 8 —
7. Apply reasoning and
problem-solving skills 18 — — 18 —
Total 65 12 9 36 8
No. of items 44 1 7 28 8
The ELA test design remains constant from year to year.
LEAP Assessment Guide 1-13 English Language Arts Grade 4
STANDARDS AND BENCHMARKS ASSESSED
This section explains which benchmarks are assessed and how they will be assessed. The
information is organized by test sessions.
The following information is presented for each test session:
Standards Assessed
Benchmarks Assessed: the text of all benchmarks eligible for LEAP
Assessment Limits:
• any benchmarks that are excluded from LEAP
• any special restrictions on test content
Explanation of Codes
Standards 1, 6, and 7 relate to reading comprehension skills.
Standards 2 and 3 relate to writing processes and conventions of language.
Standard 4 relates to speaking and listening skills, which are not assessed on LEAP.
Standard 5 relates to research skills.
English language arts codes are arranged by content area, standard number, grade cluster (E,
M, H), and benchmark number. The first part of the code is always English language arts.
The second part indicates the standard number. The third part indicates the grade cluster and
benchmark number.
Examples of English Language Arts Codes
Code Translation
ELA-1-E4 English Language Arts, standard 1, elementary, benchmark 4
ELA-4-M1 English Language Arts, standard 4, middle school, benchmark 1
ELA-3-H3 English Language Arts, standard 3, high school, benchmark 3
LEAP Assessment Guide 1-14 English Language Arts Grade 4
Writing
The Writing session measures standards 2 and 3.
Standard 2: Students write competently for a variety of purposes and audiences.
Benchmarks Assessed
ELA-2-E1 drawing, dictating, and writing compositions that clearly state or imply a central
idea with supporting details in a logical, sequential order (beginning, middle,
end)
ELA-2-E2 focusing on language (vocabulary), concepts, and ideas that show an awareness
of the intended audience and/or purpose (for example, classroom, real-life,
workplace) in developing compositions
ELA-2-E3 creating written texts using the writing process
ELA-2-E4 using narration, description, exposition, and persuasion to develop compositions
(for example, stories, letters, poems, logs)
ELA-2-E6 writing as a response to texts and life experiences (for example, journals, letters,
lists)
For the Writing session, students compose a response to a writing topic, referred to as a
writing prompt. ELA-2-E1, ELA-2-E2, and ELA-2-E3 are assessed through the
composition, which reflects use of a writing process that may include evidence of prewriting
with notes, outlines, or webbing ideas and conscious construction to communicate ideas.
The composition is scored for a focused central idea, organization, and elaboration with
supporting details as well as for use of language and sentence structure appropriate to the
intended audience.
Assessment Limits:
The modes assessed at grade 4 are narrative or descriptive. ELA-2-E5, recognizing and
applying literary devices, is not assessed.
LEAP Assessment Guide 1-15 English Language Arts Grade 4
Standard 3: Students communicate using standard English grammar, usage, sentence structure,
punctuation, capitalization, spelling, and handwriting.
Benchmarks Assessed
ELA-3-E2 demonstrating use of punctuation (for example, comma, apostrophe, period,
question mark, exclamation mark), capitalization, and abbreviations in final
drafts of writing assignments
ELA-3-E3 demonstrating standard English structure and usage by writing clear, coherent
sentences
ELA-3-E4 using knowledge of the parts of speech to make choices for writing
ELA-3-E5 spelling accurately using strategies (for example, letter-sound correspondence,
hearing and recording sounds in sequence, spelling patterns, pronunciation) and
resources (for example, glossary, dictionary) when necessary
Compositions are scored for the conventions of standard English.
Assessment Limits:
The content parameters for conventions grade 4 students are expected to know are specified
on page 1-16 of this guide. Any legible composition is scored, but quality of penmanship,
ELA-3-E1, writing legibly, allowing margins and correct spacing between letters in a word
and words in a sentence, is not scored.
LEAP Assessment Guide 1-16 English Language Arts Grade 4
Content Parameters
Punctuation
• use of end punctuation (with sentences and with abbreviated titles, such as Mr.)
• use of commas in a series of terms, in dates, between city and state, after the salutation,
and after the closing of a friendly letter
• use of apostrophes with contractions and possessives
Capitalization
• capitalization of the first word of a sentence, the pronoun I, days, months, and holidays,
names of people, titles of respect, and titles of books, movies, songs, etc.
Sentence Structure
• use of complete sentences (avoiding fragments and run-on sentences)
Usage
• subject-verb agreement
• use of verb tenses
• comparative and superlative adjectives and adverbs
• use of pronoun case
• usage of nouns, verbs, pronouns, adjectives, and adverbs
Spelling
• grade-appropriate words
• high-frequency words
• color words
• days of the week
• common abbreviations
• grade-appropriate spelling patterns
LEAP Assessment Guide 1-17 English Language Arts Grade 4
Reading and Responding
The Reading and Responding session assesses reading comprehension skills specified in
standards 1, 6, and 7 with four reading passages.
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety of
strategies for different purposes.
Benchmarks Assessed
ELA-1-E1 gaining meaning from print and building vocabulary using a full range of
strategies (for example, self-monitoring and correcting, searching, crosschecking),
evidenced by reading behaviors using phonemic awareness, phonics,
sentence structure, and meaning
ELA-1-E4 recognizing story elements (for example, setting, plot, character, theme) and
literary devices (for example, dialogue, simile, personification) within a selection
ELA-1-E5 reading, comprehending, and responding to written, spoken, and visual texts in
extended passages (for example, range for fiction passages—450–1,000 words;
range for nonfiction—450–850 words)
ELA-1-E6 interpreting (for example, retelling, summarizing) texts to generate connections
to real-life situations
Questions measuring benchmark ELA-1-E1 assess gaining meaning from word clues or
context clues but not building vocabulary. ELA-1-H1 is tested through multiple-choice
questions involving application of grade-appropriate vocabulary. Items assess understanding
the meaning of a word from context. Clues to proper meaning are found in the sentence
itself or in surrounding sentences.
Questions measuring ELA-1-E4 assess story elements but not literary devices. Story
elements include plot, setting, main characters, theme, and problem resolution.
ELA-1-E5 may be measured with questions that involve an illustration or picture.
ELA-1-E6 may be measured with questions related to newspaper articles, magazine articles,
or advertisements. Items may also include responses to fiction or nonfiction in which
students relate some aspect of the literature to real-life experiences.
These four benchmarks may be assessed with multiple-choice and short-answer questions
related to the reading passages.
Assessment Limits:
Benchmarks ELA-1-E2 (using conventions of print), ELA-1-E3 (adjusting speed of
reading), and ELA-1-E7 (reading with fluency for various purposes) are not assessed on
LEAP because these skills require teacher observation in one-on-one interaction with
students.
LEAP Assessment Guide 1-18 English Language Arts Grade 4
Standard 6: Students read, analyze, and respond to literature as a record of life experiences.
Benchmarks Assessed
ELA-6-E1 recognizing and responding to United States and world literature that represents
the experiences and traditions of diverse ethnic groups
ELA-6-E2 recognizing and responding to a variety of classic and contemporary fiction and
nonfiction literature from many genres (for example, folktales, legends, myths,
biography, autobiography, poetry, short stories)
ELA-6-E3 identifying and distinguishing key differences of various genres
To allow for assessment of these benchmarks, the four reading passages represent a variety
of literary genres. At least one represents American literature, reflecting the experiences and
traditions of ethnic group(s) within the United States. Questions that measure ELA-6-E3
may require students to identify characteristics of the passages as well as the genre of a
passage. All three benchmarks may be measured by multiple-choice or short-answer
questions related to the passages.
Standard 7: Students apply reasoning and problem-solving skills to their reading, writing,
speaking, listening, viewing, and visually representing.
Benchmarks Assessed
ELA-7-E1 using comprehension strategies (for example, sequencing, predicting, drawing
conclusions, comparing and contrasting, making inferences, determining main
ideas) to interpret oral, written, and visual texts
ELA-7-E2 using basic reasoning skills, life experiences, and available information to solve
problems in oral, written, and visual texts
ELA-7-E3 recognizing an author’s purpose (reason for writing) and viewpoint (perspective)
ELA-7-E4 using basic reasoning skills to distinguish fact from opinion, skim and scan for
facts, determine cause and effect, generate inquiry, and make connections with
real-life situations
Questions that measure standard 7 focus primarily on assessment of reading comprehension
and higher-order thinking skills. All four benchmarks may be measured by multiple-choice
or short-answer questions related to the passages.
LEAP Assessment Guide 1-19 English Language Arts Grade 4
Using Information Resources
The Using Information Resources session measures standard 5, research skills, using a set of
reference sources.
Standard 5: Students locate, select, and synthesize information from a variety of texts, media,
references, and technological sources to acquire and communicate knowledge.
Benchmarks Assessed
ELA-5-E1 recognizing and using organizational features of printed text, other media, and
electronic information (for example, parts of a text, alphabetizing, captions,
legends, pull-down menus, keyword searches, icons, passwords, entry menu
features)
ELA-5-E2 locating and evaluating information sources (for example, print materials,
databases, CD-ROM references, Internet information, electronic reference works,
community and government data, television and radio resources, audio and visual
materials)
ELA-5-E3 locating, gathering, and selecting information using graphic organizers, simple
outlining, note taking, and summarizing to produce texts and graphics
ELA-5-E5 giving credit for borrowed information by telling or listing sources
ELA-5-E6 recognizing and using graphic organizers (for example, charts/graphs,
tables/schedules, diagrams/maps)
ELA-5-E1 is measured with questions that assess the ability to use organizational features to
locate information in a variety of sources. Questions measuring ELA-5-E2 assess the ability
to determine the best source of information. Items that measure ELA-5-E3 focus on the
skills of outlining and filling in parts of a graphic organizer. ELA-5-E5 is assessed with
questions that involve identifying parts of a bibliographic entry. Items that measure ELA-5-
E6 involve locating information in graphic organizers.
These benchmarks may be assessed with multiple-choice and short-answer questions.
Assessment Limits:
Benchmark ELA-5-E4, using technology to produce, revise, and publish a variety of works,
is not assessed because the process of producing a research report does not lend itself to
LEAP assessment.
LEAP Assessment Guide 1-20 English Language Arts Grade 4
Proofreading
The Proofreading session assesses standard 3, proofreading skills, with the use of a rough
draft of a letter or report.
Standard 3: Students communicate using standard English grammar, usage, sentence structure,
punctuation, capitalization, spelling, and handwriting.
Benchmarks Assessed
ELA-3-E2 demonstrating use of punctuation (for example, comma, apostrophe, period,
question mark, exclamation mark), capitalization, and abbreviations in final
drafts of writing assignments
ELA-3-E3 demonstrating standard English structure and usage by writing clear, coherent
sentences
ELA-3-E4 using knowledge of the parts of speech to make choices for writing
ELA-3-E5 spelling accurately using strategies (for example, letter-sound correspondence,
hearing and recording sounds in sequence, spelling patterns, pronunciation) and
resources (for example, glossary, dictionary) when necessary
All questions in the Proofreading session measure the use of the conventions of standard
English. ELA-3-E5 is assessed with questions that require students to recognize the correct
spelling of grade-appropriate words. Students may not use dictionaries for this test session.
The content parameters for fourth grade are shown on page 1-16.
These benchmarks are measured with 8 multiple-choice questions.
Assessment Limits:
ELA-3-E1, writing legibly, is not assessed.
LEAP Assessment Guide 1-21 English Language Arts Grade 4
Sample Test Items: Grade 4 English Language Arts
WRITING
Below is a sample writing topic like those used in a grade 4 LEAP English Language Arts
test. The writing assessment measures standards 2 and 3, with the exception of
ELA-2-E5, recognizing and applying literary devices, and ELA-3-E1, writing legibly.
Writing Topic
Read the topic in the box below and write a well-organized multiparagraph
composition of about 100 to 150 words. Be sure to follow the suggestions listed
under the box.
Your school needs stories about courage for the next school writing contest. You
are to write about a time when you did something that perhaps you were nervous or
afraid to do but then worked up the courage to do.
Before you begin to write, think about a time when you needed courage. It could be
when you told the truth after making a mistake, when you were reading a report in
front of your class, or when you helped someone who needed it.
Now write a story for the school writing contest telling about a time you did
something that took courage.
• Your description should have at least two paragraphs.
• Be sure your story has a beginning, a middle, and an end.
• Give specific details and enough information so that your readers will
understand what happened.
• Be sure to write clearly.
• Check your writing for correct spelling, punctuation, and grammar.
LEAP Assessment Guide 1-22 English Language Arts Grade 4
READING AND RESPONDING
Following are reading passages and questions that have been used on grade 4 LEAP
assessments. The samples are from the four types of passages that appear on tests: long and
short fiction and nonfiction passages and poetry. Test items in the Reading and Responding
session measure the following standards:
• ELA Standard 1: Students read, comprehend, and respond to a range of materials,
using a variety of strategies for different purposes.
• ELA Standard 6: Students read, analyze, and respond to literature as a record of life
experiences.
• ELA Standard 7: Students apply reasoning and problem-solving skills to reading,
writing, speaking, listening, viewing, and visually representing.
LEAP Assessment Guide 1-23 English Language Arts Grade 4
Short Passage
LEAP Assessment Guide 1-24 English Language Arts Grade 4
Sample Multiple-Choice Items
1. Which of these contributed to Hershey’s success?
A. a good education
B. working hard at his job
C. being well known in town
D. his parents’ encouragement
Correct response: B
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
LEAP Assessment Guide 1-25 English Language Arts Grade 4
2. Which word best describes Hershey after his chocolate company became
successful?
A. boastful
B. forgetful
C. generous
D. worried
Correct response: C
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety
of strategies for different purposes.
Benchmark ELA-1-E4: recognizing story elements (for example, setting, plot, character,
theme) and literary devices (for example, simile, dialogue, personification) within a
selection
3. Read this sentence. “The loss was sad for Milton, and it devastated his
parents.” What does devastated mean?
A. surprised
B. disappointed
C. greatly upset
D. suddenly angered
Correct response: C
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety
of strategies for different purposes.
Benchmark ELA-1-E1: gaining meaning from print and building vocabulary using a full
range of strategies (for example, self-monitoring and correcting, searching, cross-checking),
evidenced by reading behaviors using phonemic awareness, phonics, sentence structure, and
meaning
LEAP Assessment Guide 1-26 English Language Arts Grade 4
4. You can tell that this passage is a biography because it
A. has interesting characters.
B. takes place a long time ago.
C. tells facts about a real person’s life.
D. has a beginning, a middle, and an end.
Correct response: C
Standard 6: Students read, analyze, and respond to literature as a record of life experiences.
Benchmark ELA-6-E3: identifying and distinguishing key differences of various genres
LEAP Assessment Guide 1-27 English Language Arts Grade 4
Sample Short-Answer Items
5. According to the passage, what were two difficulties Milton Hershey had in
his life?
Scoring Rubric:
Score Description
2 The student’s response is complete. It clearly states at least two text-based
examples of difficulties from Hershey’s life.
1
The student’s response is partial. It
• states one text-based example of a difficulty from Hershey’s life
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Exemplary responses:
• He was poor.
• His family moved a lot.
• His sister died.
• He was young during the Civil War (people were terrified).
• He was not a good student.
• He attended seven different schools.
• His father moved away from home.
• Other text-based response.
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
LEAP Assessment Guide 1-28 English Language Arts Grade 4
6. The passage says that Milton Hershey opened a school for orphaned boys
with the money he made from his business. Describe one experience that
Hershey had while growing up, and state why that experience probably
caused him to open this school.
Scoring Rubric:
Score Description
2
The student’s response is complete. It
• clearly describes a childhood experience that would cause Hershey to open a
school for orphaned boys
AND
• gives an explanation of why this would cause him to open the school for orphaned
boys.
1
The student’s response is partial. It
• identifies a childhood experience that would cause Hershey to open a school for
orphaned boys
OR
• gives an vague explanation of why Hershey opened a school for orphaned boys
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Exemplary Responses:
• He was poor when he was a child, so he wanted to help poor boys. (He knew what
they felt like.)
• He went to school only through the fourth grade. He probably wanted poor boys to
be able to continue their education (because he could not continue his and knew what
that felt like).
• Other text-based response.
Standard 7: Students apply reasoning and problem-solving skills to their reading, writing,
speaking, listening, viewing, visually representing.
Benchmark ELA-7-E2: using basic reasoning skills, life experiences, and available
information to solve problems in oral, written, and visual texts
LEAP Assessment Guide 1-29 English Language Arts Grade 4
Long Nonfiction
LEAP Assessment Guide 1-30 English Language Arts Grade 4
Sample Multiple-Choice Items
1. In the first paragraph, the word offspring means
A. parent.
B. child.
C. animal.
D. adult.
Correct response: B
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety
of strategies for different purposes.
Benchmark ELA-1-E1: gaining meaning from print and building vocabulary using a full
range of strategies (for example, self-monitoring and correcting, searching, cross-checking),
evidenced by reading behaviors using phonemic awareness, phonics, sentence structure, and
meaning
LEAP Assessment Guide 1-31 English Language Arts Grade 4
2. What happens soon after a baby chimpanzee leaves the birth nest?
A. It leaves its mother.
B. It meets other chimpanzees.
C. It hunts for food.
D. It climbs small trees.
Correct response: B
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety
of strategies for different purposes.
Benchmark ELA-1-E5: reading, comprehending, and responding to written, spoken, and
visual texts in extended passages (for example, range for fiction passages, 450–1,000 words;
range for nonfiction, 450–850 words)
3. What was the author’s main purpose in writing this passage?
A. to compare baby chimpanzees to young people
B. to tell why chimpanzees make good pets
C. to tell how chimpanzees have fun
D. to explain how chimpanzees are raised
Correct response: D
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E3: recognizing an author’s purpose (reason for writing) and viewpoint
(perspective)
4. According to the passage, a mother chimpanzee will push her young one
away
A. when the young one nurses for the first time.
B. if a dry season lasts for many weeks.
C. if the young one tries to nurse when it gets older.
D. when the mother wants to be with another family.
Correct response: C
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E4: using basic reasoning skills to distinguish fact from opinion, skim
and scan for facts, determine cause and effect, generate inquiry, and make connections with
real-life situations
LEAP Assessment Guide 1-32 English Language Arts Grade 4
Sample Short-Answer Items
5. Identify two things in the passage that show what a mother chimpanzee
does soon after her baby is born.
Scoring Rubric:
Score Description
2 The student’s response is complete. It identifies two things in the passage that
show what a mother chimpanzee does soon after a baby is born.
1
The student’s response is partial. It
• identifies one thing in the passage that shows what a mother chimpanzee does
soon after a baby is born
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Exemplary responses:
Things that a mother chimpanzee does soon after her baby is born:
• She climbs very slowly while holding the baby (cradling the baby).
• She tries to make the baby comfortable.
• She may keep the baby away from other chimpanzees.
• She carries the baby between food trees.
• She protects the baby from male chimpanzees by crouching low, grunting softly,
and bobbing her head (which keeps other chimpanzees away from the baby).
• She takes the baby to meet others.
• She may squeeze the baby too hard while trying to help.
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E4: using basic reasoning skills to distinguish fact from opinion, skim
and scan for facts, determine cause and effect, generate inquiry, and make connections with
real-life situations
LEAP Assessment Guide 1-33 English Language Arts Grade 4
6. Based on information in the passage, identify one way male and female
chimpanzees are alike and one way they are different.
Scoring Rubric:
Score Description
2
The student’s response is complete. It identifies
• one way male and female chimpanzees are alike
AND
• one way male and female chimpanzees are different.
1
The student’s response is partial. It either
• identifies one way male and female chimpanzees are alike
OR
• identifies one way male and female chimpanzees are different
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Exemplary responses:
How male and female chimpanzees are alike:
• They may pick the wings off a butterfly if they are bored.
• They enjoy climbing trees.
• They like to meet other families.
• They like to play chase games.
• They wrestle with each other when they catch each other after a chase.
• They nurse from their mother.
How male and female chimpanzees are different:
• Males get carried away after a chase game and end up in a fight.
• Females prefer carrying tiny babies.
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
LEAP Assessment Guide 1-34 English Language Arts Grade 4
Poetry
LEAP Assessment Guide 1-35 English Language Arts Grade 4
Sample Multiple-Choice Items
1. In “The Winter Sun,” why is the winter sun “a grumpy guy”?
A. No one will talk to him.
B. He does not see the sky for long.
C. The cold weather bothers him.
D. He cannot come outside at all.
Correct answer: B
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
2. In line 3 of “The Moon’s the North Wind’s Cookie,” the “rim of scraps” most
likely describes the
A. size of the full moon.
B. stars around the moon.
C. clouds that cover the moon.
D. shape of a crescent moon.
Correct answer: D
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety
of strategies for different purposes.
Benchmark ELA-1-E4: recognizing story elements (for example, setting, plot, character,
theme) and literary devices (for example, simile, dialogue, personification) within a
selection
LEAP Assessment Guide 1-36 English Language Arts Grade 4
3. Both poems can best be described as
A. playful descriptions of nature.
B. serious lessons about life.
C. true information about the world.
D. happy stories about everyday life.
Correct answer: A
Standard 6: Students read, analyze, and respond to literature as a record of life experiences.
Benchmark ELA-6-E2: recognizing and responding to a variety of classic and
contemporary fiction and nonfiction literature from many genres (for example, folktales,
legends, myths, biography, autobiography, poetry, short stories)
4. In “The Moon’s the North Wind’s Cookie,” the speaker mostly
A. describes the weather
B. explains how the wind feels.
C. pretends to be the moon.
D. tells how the moon changes.
Correct answer: D
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E3: recognizing an author’s purpose (reason for writing), and
viewpoint (perspective)
LEAP Assessment Guide 1-37 English Language Arts Grade 4
Sample Short-Answer Item
5. Identify two ways the South Wind is like a baker in “The Moon’s the North
Wind’s Cookie.”
Scoring Rubric:
Score Description
2 The student’s response is complete. It identifies two ways the South Wind is
like a baker.
1
The student’s response is partial. It either
• identifies one way the South Wind is like a baker
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Exemplary responses:
Ways the South Wind is like a baker:
• He kneads clouds in his den (clouds are like his dough).
• He bakes a crisp new moon.
• (In place of knead, response might include the terms such as make or work with.)
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
LEAP Assessment Guide 1-38 English Language Arts Grade 4
Long Fiction
LEAP Assessment Guide 1-39 English Language Arts Grade 4
LEAP Assessment Guide 1-40 English Language Arts Grade 4
Sample Multiple-Choice Items
1. Papa got the idea to advertise for a wife
A. from his children.
B. from the newspaper.
C. from the housekeeper.
D. from his neighbor.
Correct response: D
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E4: using basic reasoning skills to distinguish fact from opinion, skim
and scan for facts, determine cause and effect, generate inquiry, and make connections with
real-life situations
2. Who are Nick and Lottie?
A. the family’s neighbors
B. the family’s dogs
C. Sarah’s brother and his wife
D. Sarah’s cats
Correct response: B
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
LEAP Assessment Guide 1-41 English Language Arts Grade 4
3. Why is Ann amazed that Caleb asked Sarah about snoring and fires?
A. She was going to tell Sarah not to answer those questions.
B. She already knew the answers to those questions.
C. She thinks their neighbor should have asked those questions.
D. She thinks those are rude questions to ask.
Correct response: D
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E1: using comprehension strategies (for example, sequencing,
predicting, drawing conclusions, comparing and contrasting, making inferences, determining
main ideas) to interpret oral, written, and visual texts
4. What does the word pesky mean when Caleb and Anna talk about being
"loud and pesky”?
A. annoying
B. energetic
C. sloppy
D. boring
Correct response: A
Standard 1: Students read, comprehend, and respond to a range of materials, using a variety
of strategies for different purposes.
Benchmark ELA-1-E1: gaining meaning from print and building vocabulary using a full
range of strategies (for example, self-monitoring and correcting, searching, cross-checking),
evidenced by reading behaviors using phonemic awareness, phonics, sentence structure, and
meaning
LEAP Assessment Guide 1-42 English Language Arts Grade 4
Sample Short-Answer Items
5. List two things that Sarah will no longer see around her when she comes to
live on a prairie farm.
Scoring Rubric:
Score Description
2 The student’s response is complete. It lists two text-based things Sarah will no
longer see.
1
The student’s response is partial. It either
• lists one text-based thing Sarah will no longer see
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect or irrelevant, too brief to evaluate, or blank.
Exemplary responses:
• the sea
• the fog on the sea
• the fish her brother catches in the sea
• sea birds
• her brother’s tall house with gray shingles
• other text-based answers
Standard 7: Students apply reasoning and problem-solving skills to their reading, writing,
speaking, listening, viewing, and visually representing.
Benchmark ELA-7-E4: using basic reasoning skills to distinguish fact from opinion, skim
and scan for facts, determine cause and effect, generate inquiry, and make connections with
real-life situations
LEAP Assessment Guide 1-43 English Language Arts Grade 4
6. What gift did Sarah send Anna, and why was it special?
Scoring Rubric:
Score Description
2
The student’s response is complete. It
• identifies the gift
AND
• explains why it is special.
1
The student’s response is partial. It either
• identifies the gift
OR
• explains why it is special
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Exemplary responses:
• The gift was a book about sea birds.
• It is something that is special to Sarah. It shows that she wants to share what is
important to her with Anna.
Standard 7: Students apply reasoning and problem-solving skills to reading, writing,
speaking, listening, viewing, visually representing.
Benchmark ELA-7-E4: using basic reasoning skills to distinguish fact from opinion, skim
and scan for facts, determine cause and effect, generate inquiry, and make connections with
real-life situations
LEAP Assessment Guide 1-44 English Language Arts Grade 4
USING INFORMATION RESOURCES
Following is a set of information resources and questions used on grade 4 LEAP
assessments. The grade 4 assessment focuses primarily on measuring student ability to
locate information. Test items in the Using Information Resources session measure standard
5, with the exception of ELA-5-E-4, using available technology to produce, revise, and
publish a variety of works.
Introduction: In this session of the test you are asked to look at some reference
materials and then use the materials to answer the question that follow.
Research Topic: Discovering Louisiana
Suppose you want to find out more about Louisiana for a family vacation or a report
you are writing. Four different sources of information about Louisiana are included
in this test session. The information sources and the page numbers where you can
find them are listed below.
1. Louisiana Tour Guide from the Louisiana Travel Promotion Association
a. Map of Louisiana (page XX)
b. Table of Contents (page XX)
c. State Symbols/Climate (page XX)
2. Internet Web Site Information
LouisianaTravel.com (page XX)
3. World Book Encyclopedia
Louisiana Fact Sheet (page XX)
4. Index from Social Studies Textbook (page XX)
Directions: Skim pages XX through XX to become familiar with the information
contained in these sources. Remember that these are reference sources, so you
should not read every word in each source. Once you have skimmed the sources,
answer the questions on pages XX and XX. Use the information sources to answer
the questions. As you work through the questions, go back and read the parts that
will give you the information you need.
LEAP Assessment Guide 1-45 English Language Arts Grade 4
LEAP Assessment Guide 1-46 English Language Arts Grade 4
LEAP Assessment Guide 1-47 English Language Arts Grade 4
LEAP Assessment Guide 1-48 English Language Arts Grade 4
LEAP Assessment Guide 1-49 English Language Arts Grade 4
LEAP Assessment Guide 1-50 English Language Arts Grade 4
LEAP Assessment Guide 1-51 English Language Arts Grade 4
All items in the Using Information Resources session measure benchmarks of standard 5:
Students locate, select, and synthesize information from a variety of texts, media, references,
and technological sources to acquire and communicate knowledge.
Sample Multiple-Choice Items
1. Which month is the average daily low temperature closest to the average
daily high temperature?
A. September
B. November
C. December
D. January
Correct response: B
Benchmark ELA-5-E6: recognizing and using graphic organizers (for example,
charts/graphs, tables/schedules, diagrams/maps)
2. Which index entry from the social studies textbook has a map in it?
A. Appalachian Mountains
B. Bayou
C. Cancer, Tropic of
D. Capital resources
Correct response: C
Benchmark ELA-5-E1: recognizing and using organizational features of printed text, other
media, and electronic information (for example, parts of a text, alphabetizing, captions,
legends, pull-down menus, keyword searches, icons, passwords, entry menu features)
LEAP Assessment Guide 1-52 English Language Arts Grade 4
3. Which resource has the best information on the location of Louisiana in the
United States?
A. Louisiana Tour Guide pages on State Symbols/Climate
B. Internet Web site information for Louisiana Travel.com
C. Louisiana fact sheet from the World Book Encyclopedia
D. Index from the social studies textbook
Correct response: C
Benchmark ELA-5-E2: locating and evaluating information sources (for example, print
materials, databases, CD-ROM references, Internet information, electronic reference works,
community and government data, television and radio resources, audio and visual materials)
4. Suppose you were planning your report on Louisiana. You want to make an
outline. Which resource uses headings that would be best for your outline?
A. the table of contents
B. the map of Louisiana
C. the Internet Web site information
D. the index
Correct response: A
Benchmark ELA-5-E3: locating, gathering, and selecting information using graphic
organizers, simple outlining, note taking, and summarizing to produce texts and graphics
LEAP Assessment Guide 1-53 English Language Arts Grade 4
Sample Short-Answer Item
5. Complete the following outline on what Louisiana’s climate is like. Some of
the outline has been done for you.
I. Louisiana’s year-round climate
A. Winter temperatures are mild.
B. _______________________
C. _______________________
D. Fall temperatures are very comfortable.
Scoring Rubric:
Score Description
2 The student’s response is complete. It correctly fills in both parts of the
outline.
1
The student’s response is partial. It either
• correctly fills in one part of the outline
OR
• demonstrates a limited awareness and/or may contain errors.
0 The student’s response is incorrect or irrelevant, too brief to evaluate, or blank.
Exemplary Responses:
I. Louisiana’s year-round climate
A. Winter temperatures are mild.
B. Spring temperatures are very comfortable.
C. Summer temperatures are hot.
D. Fall temperatures are very comfortable.
Benchmark ELA-5-E3: locating, gathering, and selecting information using graphic
organizers, simple outlining, note taking, and summarizing to produce texts and graphics
LEAP Assessment Guide 1-54 English Language Arts Grade 4
PROOFREADING
Following are a proofreading passage and four multiple-choice items that appeared on a
grade 4 LEAP assessment. The Proofreading session measures standard 3, with the
exception of ELA-3-E1, writing legibly. On the actual test, this session includes eight
multiple-choice items.
126 Maple Avenue
Oakwood, LA 70019
January 5, 2005
Dear Mr Allen,
1
I thought that I would write to tell you how much fun I had on the class trip to
your farm last week.
We really enjoyed the tours of the egg barn and the catfish hatchery. They
was extra interesting! I still have questions about how the eggs and fish get to the
2
cities. Maybe you can answer my questions in March on our next trip.
Thank you again for the tour and your time with my friends and me. Me and
3
my mom and dad would like to visit some weekend.
3
Yours truly
4
Evie Smith
LEAP Assessment Guide 1-55 English Language Arts Grade 4
All items in the Proofreading session measure benchmarks of standard 3: Students
communicate using standard English grammar, usage, sentence structure, punctuation,
capitalization, spelling, and handwriting.
Sample Multiple-Choice Items
1. How should you correct the error in number 1?
A. change Dear to Deer
B. change Mr to Mr.
C. change Allen, to Allen
D. There is no error.
Correct response: B
Benchmark ELA 3-E2: demonstrating use of punctuation (for example, comma,
apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in
final drafts of writing assignments
2. How should you correct the error in number 2?
A. change was to were
B. change extra to extera
C. change interesting! to interesting?
D. There is no error.
Correct response: A
Benchmark ELA 3-E3: demonstrating standard English structure and usage by writing
clear, coherent sentences
3. How should you correct the error in number 3?
A. change Me and my mom and dad to My mom and dad and me
B. change Me and my mom and dad to My mom, dad, and I
C. change Me and my mom and dad to Me and my Mom and Dad
D. There is no error.
Correct response: B
Benchmark ELA 3-E4: using knowledge of the parts of speech to make choices for writing
LEAP Assessment Guide 1-56 English Language Arts Grade 4
4. How should you correct the error in number 4?
A. change Yours to yours
B. change truly to Truly
C. change truly to truly,
D. There is no error.
Correct response: C
Benchmark ELA 3-E2: demonstrating use of punctuation (for example, comma,
apostrophe, period, question mark, exclamation mark), capitalization, and abbreviations in
final drafts of writing assignments
LEAP Assessment Guide 1-57 English Language Arts Grade 4
Standards and Benchmark Statements, across Grades
Standard 1: Students read, comprehend, and respond to a range of materials, using a
variety of strategies for different purposes.
K–4 5–8 9–12
ELA-1-E1 Gaining meaning from
print and building vocabulary
using a full range of strategies
(for example, self-monitoring and
correcting, searching, crosschecking),
evidenced by reading
behaviors using phonemic
awareness, phonics, sentence
structure, and meaning
ELA-1-E2 Using the conventions
of print (for example , left-toright
directionality, top-tobottom,
one-to-one matching,
sentence framing)
ELA-1-E3 Adjusting speed of
reading (for example, appropriate
pacing, intonation, expression) to
suit the difficulty of materials and
the purpose for reading for
example, enjoying, learning,
problem solving)
ELA-1-E4 Recognizing story
elements (for example, setting,
plot, character, theme) and
literary devices (for example,
simile, dialogue, personification)
within a selection
ELA-1-E5 Reading, comprehending,
and responding to
written, spoken, and visual texts
in extended passages (for
example, range for fiction
passages—450–1,000 words;
range for nonfiction—450–850
words)
ELA-1-E6 Interpreting (for
example, retelling, summarizing)
texts to generate connections to
real-life situations
ELA-1-M1 Using knowledge of
word meaning and developing
basic and technical vocabulary
using various strategies (for
example, context clues, idioms,
affixes, etymology, multiplemeaning
words)
Conventions of print are
enhanced though application
across grade levels.
Speed of reading is enhanced
through application across
grade levels.
ELA-1-M2 Interpreting story
elements (for example, mood,
tone, style)* and literary devices
(for example, flashback,
metaphor, foreshadowing,
symbolism)* within a selection
ELA-1-M3 Reading, comprehending,
and responding to
written, spoken, and visual texts
in extended passages (for
example , ranging from 500–
1,000 words)
ELA-1-M4 Interpreting (for
example, paraphrasing,
comparing, contrasting) texts
with supportive explanations to
generate connections to real-life
situations and other texts (for
example , business, technical,
scientific)
ELA-1-H1 Using knowledge of
word meaning and extending
basic and technical vocabulary,
employing a variety of strategies
(for example, contexts,
connotations and denotations,
word derivations, relationships,
inferences)
Conventions of print are
enhanced though application
across grade levels.
Speed of reading is enhanced
through application across
grade levels
ELA-1-H2 Analyzing and
evaluating the effects of complex
literary devices (for example,
irony, sarcasm, ambiguity)** on
the meaning and purpose of a
selection
ELA-1-H3 Reading, comprehending,
and responding to
extended, complex written,
spoken, and visual texts (for
example, ranging from 600–
1,500 words)
ELA-1-H4 Analyzing and
evaluating complex texts with
supportive explanations to
generate connections to real-life
situations and other texts (for
example, consumer materials,
public documents)
LEAP Assessment Guide 1-58 English Language Arts Grade 4
K–4 5–8 9–12
ELA-1-E7 Reading with fluency
(natural sequencing of words) for
various purposes (for example,
enjoying, learning, problem
solving)
ELA-1-M5 Adjusting reading rate
according to texts and purposes
for reading (for example,
problem solving, evaluating,
researching)*
ELA-1-H5 Adjusting reading rate
according to texts and purposes
for reading (for example,
analyzing, synthesizing,
evaluating)**
* Inclusive of K–4 examples
** Inclusive of K–8 examples
LEAP Assessment Guide 1-59 English Language Arts Grade 4
Standard 2: Students write competently for a variety of purposes and audiences.
K–4 5–8 9–12
ELA-2-E1 Dictating, dictating and
writing compositions that clearly
state or imply a central idea with
supporting details in a logical,
sequential order (beginning,
middle, end)
ELA-2-E2 Focusing on language
(vocabulary), concepts, and ideas
that show an awareness of the
intended audience and/or purpose
(for example, classroom, real-life,
workplace) in developing
compositions
ELA-2-E3 Creating written texts
using the writing process
ELA-2-E4 Using narration,
description, exposition, and
persuasion to develop
compositions (for example,
stories, letters, poems, logs)
ELA-2-E5 Recognizing and
applying literary devices (for
example, figurative language)
ELA-2-E6 Writing as a response to
texts and life experiences (for
example, journals, letters, lists)
ELA-2-M1 Writing multiparagraph
compositions (150–200 words)
that clearly imply a central idea
with supporting details in a
logical, sequential order
ELA-2-M2 Using language,
concepts, and ideas that show an
awareness of the intended
audience and/or purpose (for
example, classroom, real-life,
workplace) in developing
complex compositions
ELA-2-M3 Identifying and
applying the steps of the writing
process
ELA-2-M4 Using narration,
description, exposition, and
persuasion to develop various
modes of writing (for example,
notes, essays)*
ELA-2-M5 Identifying and
applying literary devices (for
example, symbolism, dialogue)*
ELA-2-M6 Writing as a response
to texts and life experiences (for
example, personal and business
letters)*
ELA-2-H1 Writing compositions
(250–300 words) that employ
specific organizational elements
(for example, spatial order, order,
order of importance, ascending/
descending order, chronological
order) and clearly imply a central
idea with supporting details in a
logical, sequential order
ELA-2-H2 Using language,
concepts, and ideas that show an
awareness of the intended
audience and/or purpose (for
example, classroom, real-life,
workplace) in developing
extended complex compositions
ELA-2-H3 Applying the steps of
the writing process, emphasizing
revising and editing in final drafts
ELA-2-H4 Using narration,
description, exposition, and
persuasion to develop various
modes of writing (for example,
editorials, critical analyses)**
ELA-2-H5 Applying literary
devices and various stylistic
elements (for example, diction,
sentence structure, voice, tone)**
ELA-2-H6 Writing as a response to
texts and life experiences (for
example, technical writing,
resumes)**
* Inclusive of K–4 examples
** Inclusive of K–8 examples
LEAP Assessment Guide 1-60 English Language Arts Grade 4
Standard 3: Students communicate using standard English grammar, usage, sentence
structure, punctuation, capitalization, spelling, and handwriting.
K–4 5–8 9–12
ELA-3-E1 Writing legibly,
allowing margins and correct
spacing between letters in a word
and words in a sentence
ELA-3-E2 Demonstrating use of
punctuation (for example,
comma, apostrophe, period,
question mark, exclamation
mark), capitalization, and
abbreviations in final drafts of
writing assignments
ELA-3-E3 Demonstrating standard
English structure and usage by
writing clear, coherent sentences
ELA-3-E4 Using knowledge of the
parts of speech to make choices
for writing
ELA-3-E5 Spelling accurately using
strategies (for example, lettersound
correspondence, hearing
and recording sounds in
sequence, spelling patterns,
pronunciation) and resources (for
example, glossary, dictionary)
when necessary
ELA-3-M1 Writing fluidly and
legibly in cursive or printed form
ELA-3-M2 Demonstrating use of
punctuation (for example, colon,
semicolon, quotation marks,
dashes, parentheses),
capitalization, and abbreviations
ELA-3-M3 Demonstrating
standard English structure and
usage by using correct and varied
sentence types (for example,
compound and compoundcomplex)
and effective personal
styles
ELA-3-M4 Demonstrating
understanding of the parts of
speech to make choices for
writing
ELA-3-M5 Spelling accurately using
strategies and resources (for
example, glossary, dictionary,
thesaurus, spell check) when
necessary
ELA-3-H1 Writing fluidly and
legibly in cursive or printed form
ELA-3-H2 Using the grammatical
and mechanical conventions of
standard English
Standard English structure and
usage are demonstrated across
grade levels.
Standard English structure and
usage are demonstrated across
grade levels.
ELA-3-H3 Spelling accurately using
strategies and resources (for
example, technical glossary,
specialized dictionary) when
necessary
LEAP Assessment Guide 1-61 English Language Arts Grade 4
Standard 4: Students demonstrate competence in speaking and listening as tools for
learning and communicating
K–4 5–8 9–12
ELA-4-E1 Speaking intelligibly,
using standard English
pronunciation
ELA-4-E2 Giving and following
directions/procedures
ELA-4-E3 Telling or retelling
stories in sequence
ELA-4-E4 Giving rehearsed and
unrehearsed presentations
ELA-4-E5 Speaking and listening
for a variety of audiences (for
example, classroom, real-life,
workplace) and purposes (for
example, awareness,
concentration, enjoyment,
information, problem solving)
ELA-4-E6 Listening and
responding to a wide variety of
media (for example, music, TV,
film, speech)
ELA-4-E7 Participating in a
variety of roles in group
discussions (for example, active
listener, contributor, discussion
leader)
ELA-4-M1 Speaking intelligibly,
using standard English
pronunciation and diction
ELA-4-M2 Giving and following
directions/procedures
This benchmark is not emphasized
at these grade levels.
ELA-4-M3 Using the features of
speaking (for example, audience
analysis, message construction,
delivery, interpretation of
feedback) when giving rehearsed
and unrehearsed presentations
ELA-4-M4 Speaking and listening
for a variety of audiences (for
example, classroom, real-life,
workplace) and purposes (for
example, awareness,
concentration, enjoyment,
information, problem solving)
ELA-4-M5 Listening and
responding to a wide variety of
media*
ELA-4-M6 Participating in a
variety of roles in group
discussions (for example,
facilitator, recorder)*
ELA-4-H1 Speaking intelligibly,
using standard English
pronunciation and diction
ELA-4-H2 Giving and following
directions and procedures
This benchmark is not emphasized
at these grade levels.
ELA-4-H3 Using the features of
speaking (for example, audience
analysis, message construction,
delivery, interpretation of
feedback) when giving prepared
and impromptu presentations
ELA-4-H4 Speaking and listening
for a variety of audiences (for
example, classroom, real-life,
workplace) and purposes (for
example, awareness,
concentration, enjoyment,
information, problem solving)
ELA-4-M5 Listening and
responding to a wide variety of
media (for example, CDROM)**
ELA-4-H6 Participating in a
variety of roles in group
discussion (for example,
mediator)**
* Inclusive of K–4 examples
** Inclusive of K–8 examples
LEAP Assessment Guide 1-62 English Language Arts Grade 4
Standard 5: Students locate, select, and synthesize information from a variety of texts,
media, references, and technological sources to acquire and communicate knowledge.
K–4 5–8 9–12
ELA-5-E1 Recognizing and using
organizational features of printed
text, other media, and electronic
information (for example, parts
of a text, alphabetizing, captions,
legends, pull-down menus,
keyword searches, icons,
passwords, entry menu features)
ELA-5-E2 Locating and evaluating
information sources (for example,
print materials, databases, CDROM
references, Internet
information, electronic reference
works, community and
government data, television and
radio resources, audio and visual
materials)
ELA-5-E3 Locating, gathering, and
selecting information using
graphic organizers, simple
outlining, note taking, and
summarizing to produce texts and
graphics
ELA-5-E4 Using available
technology to produce, revise,
and publish a variety of works
(for example, book reviews,
summaries, short research
reports)
ELA-5-E5 Giving credit for
borrowed information by telling
or listing sources
ELA-5-E6 Recognizing and using
graphic organizers (for example,
charts/ graphs, tables/schedules,
diagrams/maps)
ELA-5-M1 Identifying and using
organizational features of printed
text, other media and electronic
information (for example,
microprint, CD-ROM, e-mail)*
ELA-5-M2 Integrating information
sources*
ELA-5-M3 Locating, gathering,
and selecting information using
formal outlining, paraphrasing,
interviewing, and surveying to
produce documented texts and
graphics*
ELA-5-M4 Using available
technology to produce, revise,
and publish a variety of works
(for example, documented
research reports, investigative
reports, annotated
bibliographies)*
ELA-5-M5 Citing references using
various formats (for example,
endnotes, bibliography)*
ELA-5-M6 Identifying and
interpreting graphic organizers
(for example, flowcharts,
timelines, tree diagrams)*
ELA-5-H1 Evaluating and using
organizational features of printed
text, other media, and electronic
information (for example,
citations, endnotes, bibliographic
references)**
ELA-5-H2 Synthesizing
information sources**
ELA-5-H3 Accessing information
and conducting research using a
variety of primary and secondary
sources to produce formal
papers**
ELA-5-H4 Using available
technology to produce, revise,
and publish a variety of works
(abstracts, analytical reports,
summative research)**
ELA-5-H5 Citing references using
various formats (for example,
parenthetical citations, annotated
bibliographies)**
ELA-5-H6 Analyzing and
synthesizing graphic organizers
(for example, organizational
charts, concept maps,
comparative tables)**
* Inclusive of K–4 examples
** Inclusive of K–8 examples
LEAP Assessment Guide 1-63 English Language Arts Grade 4
Standard 6: Students read, analyze, and respond to literature as a record of life
experiences.
K–4 5–8 9–12
ELA-6-E1 Recognizing and
responding to United States and
world literature that represents
the experiences and traditions of
diverse ethnic groups
This benchmark is not emphasized
at these grade levels.
ELA-6-E2 Recognizing and
responding to a variety of classic
and contemporary literature from
many genres (for example,
folktales, legends, myths,
biography, autobiography,
poetry, short stories)
ELA-6-E3 Identifying and
distinguishing key differences of
various genres
ELA-6-M1 Comparing/
contrasting, and responding to
United States and world literature
that represents the experiences
and traditions of diverse ethnic
groups
This benchmark is not emphasized
at these grade levels.
ELA-6-M2 Identifying, comparing,
and responding to a variety of
classic and contemporary fiction
and nonfiction literature from
many genres (for example,
novels, drama)*
ELA-6-M3 Classifying and
interpreting various genres
according to their unique
characteristics
ELA-6-H1 Analyzing, evaluating,
and responding to United States
and world literature that
represents the experiences and
traditions of diverse ethnic
groups
ELA-6-H2 Analyzing distinctive
elements (for example, recurrent
themes, historical significance,
literary techniques) of ancient,
American, British, and world
literature
ELA-6-H3 Analyzing and
synthesizing a variety of classic
and contemporary fiction and
nonfiction literature from many
genres (for example, epic)**
ELA-6-H4 Analyzing and
responding to various genres as
records of life experiences
* Inclusive of K–4 examples
** Inclusive of K–8 examples
LEAP Assessment Guide 1-64 English Language Arts Grade 4
Standard 7: Students apply reasoning and problem-solving skills to their reading, writing,
speaking, listening, viewing, and visually representing.
K–4 5–8 9–12
ELA-7-E1 Using comprehension
strategies (for example,
sequencing, predicting, drawing
conclusions, comparing and
contrasting, making inferences,
determining main ideas) to
interpret oral, written, and visual
texts
ELA-7-E2 Using basic reasoning
skills, life experiences, and
available information to solve
problems in oral, written, and
visual texts
ELA-7-E3 Recognizing an author’s
purpose (reason for writing), and
viewpoint (perspective)
ELA-7-E4 Using basic reasoning
skills to distinguish fact from
opinion, skim and scan for facts,
determine cause and effect,
generate inquiry, and make
connections with real-life
situations
ELA-7-M1 Using comprehension
strategies (for example,
summarizing, recognizing literary
devices, paraphrasing) * to
analyze oral, written, and visual
texts
ELA-7-M2 Using reasoning skills
(for example, categorizing,
prioritizing),* life experiences,
accumulated knowledge, and
relevant available information
resources to solve problems in
oral, written, and visual texts
ELA-7-M3 Interpreting the effects
of an author’s purpose (reason for
writing), and viewpoint
(perspective)
ELA-7-M4 Using inductive and
deductive reasoning skills across
oral, written, and visual texts*
ELA-7-H1 Using comprehension
strategies (for example,
synthesizing, critiquing)** to
evaluate oral, written, and visual
texts
ELA-7-H2 Using reasoning skills
(for example, analyzing,
evaluating),** incorporating life
experiences, and using available
information resources to solve
problems in complex oral,
written, and visual texts
ELA-7-H3 Analyzing and
evaluating the effects of an
author’s life, culture, and
philosophical assumptions as
reflected in the author’s
viewpoint (perspective)
ELA-7-H4 Using analytical
reasoning skills in a variety of
complex oral, written, and visual
texts**
* Inclusive of K–4 examples
** Inclusive of K–8 examples
LEAP Assessment Guide 1-65 English Language Arts Grade 4
Louisiana Educational Assessment Program
English Language Arts Achievement Level Descriptors: Grade 4
These descriptors have been modified slightly from the 1998 publication to match the
condensed descriptors on the 2006 Student Report.
Achievement Level Descriptors
Advanced
Students scoring at this level generally exhibit the following skills:
In the areas of reading and use of resources, students
• understand what they read, make generalizations, and extend meanings by
integrating personal experiences and other reading experiences;
• explain the author’s intent and purpose;
• identify literary devices such as figurative language; and
• research topics by selecting and evaluating information in a variety of
sources.
In the area of writing, students
• express analytical, critical, and/or creative thinking in response to a writing
task;
• develop responses with sharply focused central ideas, cohesive organization,
and thorough elaboration;
• demonstrate awareness of the intended audience through use of creative
language and sentence structure and strong personal style or voice; and
• demonstrate consistent command of spelling, grammar, punctuation, and
capitalization.
Mastery
Students scoring at this level generally exhibit the following skills:
In the areas of reading and use of resources, students
• demonstrate overall understanding of what they read;
• extend ideas in texts by making connections to their own experiences,
making inferences, and drawing conclusions;
• identify an author’s intent and purpose;
• research topics by selecting and evaluating information in a variety of
sources.
In the area of writing, students
• express analytical, critical and/or creative thinking in response to a writing
task;
• develop a response with a focused central idea through use of logical
organization and sufficient elaboration;
• demonstrate an awareness of the intended audience through use of
appropriate language and sentence structure and personal style or voice; and
• demonstrate reasonable command of spelling, grammar, punctuation, and
capitalization.
LEAP Assessment Guide 1-66 English Language Arts Grade 4
Basic
Students scoring at this level generally exhibit the following skills:
In the areas of reading and use of resources, students
• demonstrate some understanding of what they read;
• make obvious connections between information and their personal
experiences;
• extend ideas in the text by making simple inferences; and
• research topics by locating information in a variety of sources.
In the area of writing, students
• express some critical or creative thinking in response to a writing task;
• develop responses with central ideas supported with some organization and
elaborated with a few supporting details;
• demonstrate audience awareness through use of general vocabulary, some
sentence variety, and some evidence of personal style or voice; and
• make errors in spelling, grammar, punctuation, and capitalization that
interfere with communication to the reader.
Approaching Basic
Students scoring at this level generally exhibit the following skills:
In the areas of reading and use of resources, students
• demonstrate partial understanding of what they read;
• make limited connections between texts and their own personal experiences;
• identify obvious meanings in texts and make limited or simple inferences;
and
• research topics by locating information in commonly used resources.
In the area of writing, students
• demonstrate a limited response to a writing task;
• develop responses with vague or weak central ideas, weak organization, and
few or limited details;
• demonstrate limited audience awareness through use of simple or
inappropriate vocabulary, simple sentences, and little to no evidence of
personal style or voice; and
• demonstrate inconsistent or little command of spelling, grammar,
capitalization, and punctuation.
Unsatisfactory
Students scoring at this level generally have not demonstrated the fundamental
knowledge and skills needed for the next level of schooling.
In the areas of reading and use of resources, students at this level have not
exhibited the ability to
• demonstrate an understanding of overall meaning of what they read;
• make connections between information in texts and their own experiences;
• identify obvious meaning in texts; or
• locate information in commonly used resources.
In the area of writing, students at this level have not exhibited the ability to
• develop an appropriate response to a writing task;
• focus on a central idea and demonstrate observable organization and
supporting details;
• demonstrate audience awareness through use of appropriate vocabulary and
sentence structure and personal style or voice; or
• demonstrate acceptable command of spelling, grammar, capitalization, and
punctuation.
LEAP Assessment Guide 1-67 English Language Arts Grade 4