NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Reading • Grade 4
Paired Literary Passages
NAEP
WEST VIRGINIA
NATIONAL ASSESSMENT
OF EDUCATIONAL
PROGRESS
nextgeneration
west virginia content standards & objectives
West Virginia Board of Education
2013-2014
Gayle C. Manchin, President
Michael I. Green, Vice President
Robert W. Dunlevy, Secretary
Thomas W. Campbell, Member
Tina H. Combs, Member
Lloyd G. Jackson II, Member
L. Wade Linger Jr., Member
William M. White, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
James B. Phares, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
User Guide
This document contains released items from past NAEP assessments which have been
aligned to the Common Core State Standards. Please note: the items do not always
align to a Common Core State Standard in the same grade as assessed.
Each item can be found online using the NAEP Questions Tool
(http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). The NAEP Questions Tool
allows items to be downloaded in Microsoft Word. To assist in locating each item online,
the following information has been provided for each item:
 NAEP assessment year
 Assessed grade
 Block code
 Question number
Each item includes the following information:
 NAEP Questions Tool search parameter
 Common Core State Standards and West Virginia Next Generation CSO
alignment
 Text of item
 Performance data for public school students in West Virginia and the nation,
including the percentage of students in each score category for constructed
response items, or the percentage of students selecting each multiple choice
option for multiple choice items.
 Correct answer is shaded for multiple choice items.
Suggested uses for information:
 Review items in context of instruction provided. Determine if instruction is
reaching the depth of knowledge necessary.
 Analyze sample student responses for each score category to determine:
o Why each response was placed in the score category.
o How students could edit answer to score in the highest score category.
 Review distractors to determine the misconception revealed by each selection.
Determine how instruction can address the misconception prior to assessment.
 Use items with students, for example, as “bell ringers” or assessment items.
 Develop items of similar rigor to use with students during instruction or as
assessment tools.
1
NUTTING
By Barbara Greenwood
Willy found a sunny spot
on the porch and settled down
to peel the freshly roasted chestnuts. "Just
what I need to make a nice turkey stuffing," Ma had said
when Willy arrived home with them a few days back.
He was glad she hadn't asked where he'd found the
chestnuts. It was a story he wasn't anxious to tell...
Willy had taken a shortcut through the forest, hoping to
practice some tracking skills. Be sure to mark your trail,
Pa always said, so he'd been slicing curls of bark from tree
trunks. The fresh blazes glowed white in the gloom of the
forest. No fear of missing those on the way back, Willy
thought, folding down the blade of his jackknife.
He had just started to search the ground for animal
tracks when a squirrel bounded across his path. For a
frozen moment it stared up at him, and Willy noticed
its bulging cheeks. "I'll bet you've got a cache of nuts
somewhere, you little rascal."
The squirrel darted away, and Willy ran after it. Deeper
and deeper he plunged into the forest, his eyes on the
flicker of tail before him. Then, with a sudden leap, the
squirrel scampered up a tree and vanished. Willy collapsed
against the tree trunk, panting. Lost him!
Peering around, he felt the darkness of the forest press
down on him. No white blazes pointed the way back.
With a stab of alarm he realized he'd completely forgotten
Pa's warning. What will I do? Willy slumped onto a large
gnarled root. Shout? No use. Too far from home. Perhaps
someone will come along. He listened hard. Nothing but
eerie silence. Don't panic, he told himself. Don't panic.
But he'd heard about people being lost in the woods for
days, sometimes even...forever.
A rustle of leaves made him glance around. The
squirrel! They stared at each other, unblinking, for a
Page 2
2
second. Then, with a flip of its tail, the squirrel
disappeared under a twisted root.
"I'll bet that's your hiding place." Willy was about to
thrust his hand into the hole when he thought about the
squirrel's sharp teeth. Instead he picked up a short stick.
No angry scolding followed his probing, so he reached in.
It was a cache of beechnuts. He could feel their three-sided
shapes. And what was that? Something bigger. He drew
out a handful. There, among the small, shiny beechnuts
was one big chestnut. If there's one, there must be more.
He felt around again. Yes, more big ones. Just what Ma
needs for the turkey stuffing. Then he remembered—
home. How was he going to find his way home?
There must be a way out. He peered into the darkness,
hoping for any sign of the way he had come. Nothing.
No—wait. A memory tugged at the back of his mind—just
before the squirrel disappeared, his hand had brushed
against smooth bark. Most of these trees had rough bark.
But what if... Searching carefully, Willy spotted a
smooth-barked tree. Underneath it on the forest floor
were scuffled leaves. And there! Leading away was a line
of scuffs. Leaves crunched by feet. Were these his own
footprints? Yes! He could follow them back to the path.
"Hooray!" Willy shouted. Then he remembered the
nuts. I'll come back for them. But, no, on second thought
he didn't really want to come here again.
He pulled off his shirt, shivering in the chilly October
air. It would make a good carrying sack. He'd run to keep
himself warm.
He'd cleared the squirrel's hole right down to the
bottom and was tying the shirt sleeves together to close
the sack when a thought struck him. Opening the bulging
shirt, he scooped out a handful of beechnuts and dropped
them back into the hole.
"There," he said, in the general direction of the squirrel.
"Now you can enjoy your harvest dinner, too."
From A Pioneer Thanksgiving, written by Barbara Greenwood and
illustrated by Heather Collins. Text © 1999 Barbara Greenwood.
Illustrations © 1999 Heather Collins. Used by permission of
Kids Can Press Ltd., Toronto.
Page 3
3
"Treed"
by Judith Viorst*
Description of Poem
The speaker of the poem writes a humorous description of her experience climbing the
tallest tree in her backyard. She explains that it is easy to climb up the tree, but it is very
hard to climb down.
* Permission to put the text of the poem on the website was not granted by the copyright
holder. The full text can be found in SAD UNDERWEAR AND OTHER
COMPLICATIONS, © 1995 by Judith Viorst. Published by Atheneum Books for Young
Readers, an imprint of Simon & Schuster Children's Publishing Division.
SAD UNDERWEAR AND OTHER COMPLICATIONS by Judith Viorst
ISBN -10:
0689833768
ISBN-13:
978-0689833768
Page 4
4
NAEP 2011 Grade 4 Block R3 #1
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#1.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #1 is shown in the table below.
Common Core State Standards
RL.4.1
WV Next Generation CSOs
ELA.4.R.C1.1
2011 Grade 4 Block R3 #1 refers to the story, Nutting, by Barbara Greenwood.
Why does Willy take a shortcut through the forest?
A.
B.
C.
D.
He wants to get home before dark.
He is chasing some squirrels.
He wants to work on his tracking skills.
He is in a hurry to climb a tree.
A
B
C
D
Omitted
(Skipped)
West Virginia
27%
13%
55%
4%
0%
National Public
25%
14%
58%
3%
0%
5
NAEP 2011 Grade 4 Block R3 #2
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#2.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #2 is shown in the table below.
Common Core State Standards
RL.4.1
WV Next Generation CSOs
ELA.4.R.C1.1
NAEP 2011 Grade 4 Block R3 #2 refers to the story, Nutting, by Barbara Greenwood.
How does Willy mark his path through the forest?
A.
B.
C.
D.
By leaving a trail of nuts
By cutting the bark of tree trunks
By painting lines on trees
By making piles of leaves
A
B
C
D
Omitted
(Skipped)
West Virginia
22%
63%
2%
13%
0%
National Public
19%
59%
4%
18%
1%
6
NAEP 2011 Grade 4 Block R3 #3
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this question is from 2011 Grade 4 Block R3 #3.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #3 is shown in the table below.
Common Core State Standards
RL.4.1
RL.4.3
WV Next Generation CSOs
ELA.4.R.C1.1
ELA.4.R.C1.3
NAEP 2011 Grade 4 Block R3 #3 refers to the story, Nutting, by Barbara Greenwood.
Explain why Willy gets lost in the forest.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Full
Partial
Little/No
Comprehension Comprehension Comprehension
West
Virginia
National
Public
Omitted
(Skipped)
Off
Task
22%
56%
20%
3%
0%
23%
56%
21%
1%
0%
7
Scoring Guide
Full Comprehension
Responses at this level explain why Willy becomes lost.
 He forgets to mark his path while following a squirrel.
 He does not follow his father's advice.
Partial Comprehension
a) Responses at this level explain an action related to Willy becoming lost but not the
reason why he becomes lost.
 He follows a squirrel into the forest.
OR
b) Responses describe conditions in the forest that lead to Willy's getting lost.
 The forest was dark.
 There were so many trees in the forest.
Little or No Comprehension
Responses at this level provide irrelevant details or personal opinions or may simply
repeat the question.
8
Examples of Student Response Representing Each Score Category
Full Comprehension – Examples of Actual Student Responses
Student Response A
Explain why Willy gets lost in the forest.
Scorer Comments:
The response provides several relevant details from the story to explain why Willy gets
lost in the forest.
Student Response B
Explain why Willy gets lost in the forest.
Scorer Comments:
The response provides one relevant detail from the story to explain why Willy gets lost
in the forest.
9
Partial Comprehension – Examples of Actual Student Responses
Student Response A
Explain why Willy gets lost in the forest.
Scorer Comments:
The response provides an action related to why Willy got lost, but then just states that
he got lost with no explanation about why Willy got lost.
Student Response B
Explain why Willy gets lost in the forest.
Scorer Comments:
The response describes conditions in the forest related to Willy's getting lost in the
forest, but does not explains why Willy got lost.
10
Little or No Comprehension – Examples of Actual Student Responses
Student Response A
Explain why Willy gets lost in the forest.
Scorer Comments:
The response does not explain why Willy gets lost in the forest and provides incorrect
information.
Student Response B
Explain why Willy gets lost in the forest.
Scorer Comments:
The response provides a summary of the story, but does not explain why Willy gets lost
in the forest.
11
NAEP 2011 Grade 4 Block R3 #4
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#4.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #4 is shown in the table below.
Common Core State Standards
RL.4.1
RL.4.3
WV Next Generation CSOs
ELA.4.R.C1.1
ELA.4.R.C1.2
2011 Grade 4 Block R3 #4 refers to the story, Nutting, by Barbara Greenwood.
What kind of person is Willy? Support your answer with information from the story.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Full
Partial
Little/No
Comprehension Comprehension Comprehension
West
Virginia
National
Public
Omitted
(Skipped)
Off
Task
30%
53%
13%
4%
1%
39%
42%
17%
3%
0%
12
Scoring Guide
Full Comprehension
Responses at this level describe the kind of person Willy is and provide information from
the story as support.
 Willy is brave. He gets over his panic about being lost in the woods and searches
for the smooth-barked tree.
 Willy is resourceful because he is able to think back to the smooth-barked tree
and then he finds his footsteps.
 Willy is not very careful. He chases the squirrel through the forest.
 Willy is a good person. He gives nuts back to the squirrel.
Partial Comprehension
a) Responses at this level describe something Willy does but do not describe the kind of
person Willy is.
 Willy took a shortcut to practice his tracking skills.
OR
b) Responses describe the kind of person Willy is but do not provide information from
the story as support.

He is very brave.
Little or No Comprehension
Responses at this level provide irrelevant details or personal opinions or may simply
repeat the question.
13
Examples of Student Response Representing Each Score Category
Full Comprehension – Examples of Actual Student Responses
Student Response A
What kind of person is Willy? Support your answer with information from the story.
Scorer Comments:
The response accurately describes what kind of person Willy is and support the answer
using information from the story. It describes Willy as "genorous" because he collected
chestnuts for his mother and left some for the squirrel.
Student Response B
What kind of person is Willy? Support your answer with information from the story.
Scorer Comments:
The response accurately describes what kind of person Willy is and support the answer
using information from the story. It describes Willy as "adventureas" because he took a
short cut through the woods.
14
Partial Comprehension – Examples of Actual Student Responses
Student Response A
What kind of person is Willy? Support your answer with information from the story.
Scorer Comments:
The response describes something that Willy does in the story but does not describe
the kind of person Willy is.
Student Response B
What kind of person is Willy? Support your answer with information from the story.
Scorer Comments:
The response describes the kind of person Willy is but does not provide information
from the story.
15
Little or No Comprehension – Examples of Actual Student Responses
Student Response A
What kind of person is Willy? Support your answer with information from the story.
Scorer Comments:
The response provides a description of Willy that is not based on information from the
story and shows a misunderstanding of the story.
Student Response B
What kind of person is Willy? Support your answer with information from the story.
Scorer Comments:
The response provides a description of Willy that is not based on information from the
story and provides irrelevant facts.
16
NAEP 2011 Grade 4 Block R3 #6
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#6.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #6 is shown in the table below.
Common Core State Standards
RL.4.5
RL.4.6
WV Next Generation CSOs
ELA.4.R.C2.2
ELA.4.R.C2.2
NAEP 2011 Grade 4 Block R3 #6 refers to the story, Nutting, by Barbara Greenwood
and the poem, Treed, by Judith Viorst.
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
17
Extensive
Essential
Partial
Unsatisfactory
Omitted
(Skipped)
Off
Task
West Virginia
7%
14%
36%
37%
6%
0%
National
Public
14%
12%
40%
29%
4%
0%
Scoring Guide
Extensive
Responses at this level compare the character in the story to the character in the poem
and use information from both the story and the poem about each of their situations to
support the comparison.
 Willy and the speaker in the poem are different because Willy is brave because
he went into the forest and the speaker is acting like she or he is scared because
the poem speaker is saying, I'll be in this tree until I'm one hundred and three.
Essential
a) Responses at this level compare the character in the story to the character in the
poem and use information from either the story or the poem to support the comparison.
 Willy is similar to the speaker because the speaker wrote about fear and panic
while Willy was scared and frightened because he forgot to leave bark trails.
 Willy and the speaker are adventurous. Willy wandered into the forest alone.
OR
b) Responses make a text-based comparison without using information from either text
as support.

One way Willy and the speaker are similar is they are both are afraid of
something.
18
Partial
a) Responses at this level describe what the characters say or do in both texts but
compare only their situations, not the characters.
 Willy and the speaker are alike because at first the speaker and Willy both got
lost and couldn't fix the problem. The speaker and Willy are different because
Willy found his way home and the speaker was still stuck in the tree.
 Willy goes into the forest and the speaker goes up in a tree.
OR
b) Responses provide text-based information about either the speaker or Willy.
Unsatisfactory
Responses at this level may make a comparison of the characters based on irrelevant
details; may compare details or actions from both texts that are irrelevant to a
comparison of the characters; may provide personal opinions about one or both
characters; or may just talk about setting rather than character.
 Willy and the poet are the same because they are both talking about the
outdoors and trees.
 They both involve a tree and they both involve kids.
 A speaker is a poem maker and Willy is the person in the poem.
 They are both talking about trees and you have to be careful climbing a tree
because you can fall or get stuck very easily.
 Both take place in a forest.
19
Examples of Student Response Representing Each Score Category
Extensive – Examples of Actual Student Responses
Student Response A
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response uses information from the story and also from the poem to support a
comparison about Willy and the speaker of the poem to explain one way that Willy and
the speaker in the poem are similar.
20
Student Response B
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response uses information from the story and also from the poem to support a
comparison about Willy and the speaker of the poem to explain one way that the
speaker in the poem and Willy are different.
21
Essential – Examples of Actual Student Responses
Student Response A
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response compares Willy to the speaker in the poem using relevant information
only from the story to explain the comparison.
22
Student Response B
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response explains how Willy and the speaker in the poem are different but does not
use information from either the story or the poem to explain the comparison.
23
Partial – Examples of Actual Student Responses
Student Response A
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response describes what happens to Willy and the speaker in the poem, but it does
not compare the two characters.
Student Response B
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response gives text-based information about Willy, but does not refer to the
speaker in the poem.
24
Unsatisfactory – Examples of Actual Student Responses
Student Response A
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response makes a comparison based on a detail not related to either character.
Student Response B
Explain one way Willy and the speaker in the poem are similar or different. Use
information from both the story and the poem to support your answer.
Scorer Comments:
The response is incorrect and merely defines what it means to be similar.
25
NAEP 2011 Grade 4 Block R3 #7
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#7.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #7 is shown in the table below.
Common Core State Standards
RL.4.1
RL.4.2
WV Next Generation CSOs
ELA.4.R.C1.1
ELA.4.R.C1.2
2011 Grade 4 Block R3 #7 refers to the poem, Treed, by Judith Viorst.
Do you think the poem is meant to be serious or funny? Use an example from the poem
to explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
West Virginia
National Public
Acceptable
Unacceptable
47%
55%
48%
41%
26
Omitted
(Skipped)
4%
3%
Off Task
1%
0%
Scoring Guide
Acceptable
Responses at this level indicate whether the poem is meant to be serious or funny and
explain the answer using an example from the poem.
 The poem is serious because the speaker is scared. She says, "I clung in the
dark to the bark."
 The poem is funny because the speaker says she'll still be up there when she's
103.
 The poem is funny and serious. The speaker is stuck up in the tree, but then she
says to send her a present by a bird. She knows that won't happen.
 It's serious because she's stuck up in the tree.
Unacceptable
Responses at this level provide irrelevant details or personal opinions or may simply
indicate whether the poem was meant to be serious or funny without any reference to
the poem.
• She or he was serious about the topic.
• Kinda funny and kinda serious.
27
Examples of Student Responses Representing Each Score Category
Acceptable – Examples of Actual Student Responses
Student Response A
Do you think the poem is meant to be serious or funny? Use an example from the poem
to explain your answer.
Scorer Comments:
The response explains why the poem is meant to be funny using an example from the
poem.
Student Response B
Do you think the poem is meant to be serious or funny? Use an example from the poem
to explain your answer.
Scorer Comments:
The response uses specific examples from the poem to show why the poem is meant to
be both serious and funny.
28
Unacceptable – Examples of Actual Student Responses
Student Response A
Do you think the poem is meant to be serious or funny? Use an example from the poem
to explain your answer.
Scorer Comments:
The response provides an opinion about the story, not about the poem.
Student Response B
Do you think the poem is meant to be serious or funny? Use an example from the poem
to explain your answer.
Scorer Comments:
The response provides a personal opinion about why the author wrote the poem.
29
NAEP 2011 Grade 4 Block R3 #8
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#8.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #8 is shown in the table below.
Common Core State Standards
RL.4.1
RL.4.3
WV Next Generation CSOs
ELA.4.R.C1.1
ELA.4.R.C1.3
2011 Grade 4 Block R3 #8 refers to the poem, Treed, by Judith Viorst.
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
West
Virginia
National
Public
Full
Comprehension
Partial
Comprehension
Little/No
Comprehension
Omitted
(Skipped)
Off
Task
13%
44%
37%
5%
1%
10%
51%
35%
4%
0%
30
Scoring Guide
Full Comprehension
Responses at this level give an explanation for the repetition of the word "Very" that
suggests some understanding of poetic craft (e.g., visual effect, emphasis, humor).
• To make the poem seem like a tall tree.
• To make it funny.
• To emphasize how totally hard it is to come down.
• To show that it is hard to come down from a tree.
NOTE: "Show" is acceptable as a 4th-grade way of saying "emphasize”.
Partial Comprehension
Responses at this level give an explanation that is limited to the literal interpretation of
content.
• Because it is hard to come down.
• To explain how tall the tree is.
• Because it is very very very hard to climb down, but easy to go up.
• It's scary to come down.
Little or No Comprehension
Responses at this level offer unsupported, vague explanations that do not indicate any
understanding of poetic craft.
• To make it more interesting.
• To make it exciting.
Or, they provide irrelevant details or personal opinions or may simply repeat the
question or lines from the poem.
•
Because up is easy, down is hard.
31
Examples of Student Response Representing Each Score Category
Full Comprehension – Examples of Actual Student Responses
Student Response A
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
Scorer Comments:
The response suggests that the repetition is used to create humorous effect on the
reader and to emphasize the speaker's dilemma.
Student Response B
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
Scorer Comments:
The response suggests that the repetition is used to create humorous effect on the
reader and to emphasize the speaker's dilemma.
32
Partial Comprehension – Examples of Actual Student Responses
Student Response A
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
Scorer Comments:
Responses at this level give an explanation that is limited to the literal interpretation of
content.
Student Response B
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
Scorer Comments:
Responses at this level give an explanation that is limited to the literal interpretation of
content.
33
Little or No Comprehension – Examples of Actual Student Responses
Student Response A
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
Scorer Comments:
The response provides an unsupported personal opinion.
Student Response B
Explain why the speaker in the poem repeats the word "Very" at the end of the poem.
Scorer Comments:
The response merely repeats the end of the poem.
34
NAEP 2011 Grade 4 Block R3 #9
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsz/landing.aspx). In
the NAEP Questions Tool search, this reading question is from 2011 Grade 4 Block R3
#9.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block R3 #9 is shown in the table below.
Common Core State Standards
RL.4.4
L.4.4
WV Next Generation CSOs
ELA.4.R.C2.1
ELA.4.L.C17.1
NAEP 2011 Grade 4 Block R3 #9 refers to the story, Nutting, by Barbara Greenwood.
On page 2, the author of the story says that Willy hears only " eerie silence." This
means that Willy
A.
B.
C.
D.
finds the silence strange and frightening
believes the silence will go away soon
wonders what causes the silence
feels alone in the silence
West Virginia
National Public
A
B
C
D
45%
49%
6%
7%
13%
10%
36%
34%
35
Omitted
(Skipped)
0%
0%
James B. Phares, Ed.D.
State Superintendent of Schools