NAEP Reading
Grade 4
Sample Assessment Block
Informational Text
Single Passage
West Virginia Department of Education
NAEP Reading - Grade 4
West Virginia Board of Education
2010-2011
Priscilla M. Haden, President
Jenny N. Phillips, Vice President
Robert W. Dunlevy, Secretary
Michael I. Green, Member
Burma Hatfield, Member
Lowell E. Johnson, Member
L. Wade Linger Jr., Member
Gayle C. Manchin, Member
William M. White, Member
Brian E. Noland, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
Jorea M. Marple, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
NAEP Reading - Grade 4
Table of Contents
Sample Assessment...................................................................................................................... 3
Framework Overview................................................................................................................ 10
Individual Item Analysis............................................................................................................ 12
NAEP Reading - Grade 4
This is a released block of from the NAEP 2009 Reading Assessment.
NAEP’s expectation is for students to complete these questions in 25 minutes.
2| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
3| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
4| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
1. What is the main purpose of the article?
A. To describe the variety of bees and what bees do
B. To explain the ways pollen is used by bees
C. To show the ways bees communicate with each other
D. To show what different species of bees look like
2. What does the author mean when she says, "Every species of bee has its own story"
(page 3)? Use information from the article to support your answer.
5| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
3. According to the article, what can animals of the same species do?
A. Travel in groups over long distances
B. Live together in homes such as hives
C. Mate with each other and give birth
D. Find food for their young
4. On page 3, the article says that some bees “sparkle in the sun.” This means that these bees
A. like to fly in the daytime
B. have unusual markings
C. prefer warm weather
D. look very shiny
6| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
5. Explain why bees are important to both plants and animals. Use information from the article to support
your answer.
7| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
6. Using information from the article, explain what pollination is and how it happens.
7. On page 4, the article says, “Many animals spread pollen.” This means that many animals
A. like to eat pollen
B. move pollen around
C. create their own pollen
D. spend time looking for pollen
8| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
8. Why does the author include the pictures on page 4?
9. What is one way stingless bees gather pollen?
A. By brushing against the flower’s seeds
B. By drinking nectar from orchids
C. By shaking themselves inside the flower
D. By rubbing against bees that sting
9| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
NAEP Reading Framework Overview Information
The National Assessment of Educational Progress (NAEP) assesses reading comprehension in English at grade 4,
8, and 12. Reading assessment uses two distinct types of text: literary text and informational text.
Literary text
• fiction
• literary nonfiction
• poetry
Informational text
• exposition
• argumentation and persuasive text
• procedural text and documents
The percentage of passages varies by grade level with literary text decreasing from grade 4 to grade 12 while
informational text increases from grade 4 to grade 12, as shown in the table below
Grade
Literary
Informational
4
50
50
8
45
55
12
30
70
Passage lengths vary by grade level and are determined by the specifications in the NAEP Reading Framework.
Grade
4
8
12
Passage Length
200-800
400-1000
500-1500
NAEP Reading Assessment in conducted using three specific item types: multiple choice, short constructed
response and extended constructed response. The percentage of time anticipated to be spent on each item type
varies by grade level, as shown in the table below.
10| Page
Grade
Multiple Choice
Short Constructed
Response
Extended Constructed
Response
4
8
12
50
40
40
40
45
45
10
15
15
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Cognitive Targets
Specific to Informational Text
Specific to Literary Text
Both Literary and
Informational Text
Locate/Recall
11| Page
Integrate/Interpret
Critique/Evaluate
Identify textually explicit
information and make
simple inferences within
and across texts, such as:
• Definitions
• Facts
• Supporting details
Make complex inferences within
and across texts to describe
problem and solution, cause and
effect:
• Compare or connect ideas,
problems, or situations.
• Determine unstated
assumptions in an argument.
• Describe how an author used
literary devices and text
features.
Consider text(s) critically to:
• Judge author’s craft and
technique.
• Evaluate the author’s
perspective or point of
view within or across texts.
• Take different perspectives
in relation to a text.
Identify textually explicit
information within and
across texts, such as:
• Character traits
• Sequence of events or
actions
• Setting
• Identify figurative
language
Make complex inferences within
and across texts to
• Infer mood or tone.
• Integrate ideas to determine
theme.
• Identify or interpret a
character’s motivations or
decisions.
• Examine relations between
them and setting or characters.
• Explain how rhythm, rhyme,
or form in poetry contributes
to meaning.
Consider text(s) critically to:
• Evaluate the role of literary
devices in conveying
meaning.
• Determine the degree to
which literary devices
enhance a literary work.
• Evaluate a character’s
motivations and decisions.
• Analyze the point of view
used by the author.
Identify textually explicit
information within and
across texts, such as:
• Topic sentence or main
idea
• Author’s purpose
• Causal relations
• Locate specific
information in text or
graphic
Make complex inferences within
and across texts to:
• Summarize major ideas.
• Draw conclusions and provide
supporting information.
• Find evidence in support of an
argument.
• Distinguish facts from
opinions.
• Determine the importance of
information within and across
text.
Consider text(s) critically to:
• Analyze the presentation of
information.
• Evaluate the way the
author selects language to
influence readers.
• Evaluate the strength and
quality of evidence used by
the author to support his or
her position.
• Determine the quality of
counterarguments within
and across texts.
• Judge the coherence,
logic, or credibility of an
argument.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Individual Item Analysis
For each question in the sample block related to the passage “What’s The Buzz” by Margery Facklum, the
cognitive target is given. In addition the percentage of students selecting each answer choice for multiple
choice or scoring at each score point are indicated for public school students in West Virginia and the nation.
The correct multiple choice answer is indicated with an asterisk. In order for a question to be considered
“omitted,” the student did not answer the question but answered a question or questions after it.
1. Integrate/Interpret
West Virginia
National Public
A*
72%
76%
B
17%
12%
C
D
Omitted
3%
8%
Rounds to zero
3%
9%
Rounds to zero
What is the main purpose of the article?
A. To describe the variety of bees and what bees do
B. To explain the ways pollen is used by bees
C. To show the ways bees communicate with each other
D. To show what different species of bees look like
2. Integrate/Interpret
Little or No comprehension
West Virginia
44%
National Public
33%
Partial Comprehension
42%
46%
Full Comprehension
Omitted
Off task
12%
1%
Rounds to zero
20%
2%
Rounds to zero
What does the author mean when she says, "Every species of bee has its own story"
(page 3)? Use information from the article to support your answer.
12| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Scoring Rubric
Score & Description
Full Comprehension
Responses at this level provide an interpretation of the quotation by indicating that there are many different species of bees,
and they support that statement with information from the article.
• Every species of bee is different because they can live long or a short time. They come in many different
shapes and sizes. Some bees can sting and some don’t.
• She means they have their own way of reproducing and collecting pollen.
Partial Comprehension
a) Responses at this level indicate that there are many different species of bees, but they do not support that statement with
information from the article.
• Every species of bee has its own story means it has a different group of its own species.
• She means every species of bee is different.
OR
b) Some responses only list characteristics but do not link them to the author’s statement.
• Some are bright colors and some are not.
• Some bees can die in a short time or a long year in life.
Little or No Comprehension
Responses at this level provide incorrect information, irrelevant details, or personal opinions. Responses may simply repeat
the question.
• The author meant species are one of the groups used by scientists to classify, or group, living things.
• Because there are so many—almost 40,000.
13| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Full Comprehension - Student Response
Exemplar 1
What does the author mean when she says, "Every species of bee has its own story" (page 3)? Use information
from the article to support your answer.
Exemplar 2
What does the author mean when she says, "Every species of bee has its own story" (page 3)? Use information
from the article to support your answer.
Scorer Comments:
Both responses explain the quotation with information from the article. The first response mentions one characteristic of bees; the second response talks about several.
14| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Partial Comprehension - Student Response
Exemplar 1
What does the author mean when she says, "Every species of bee has its own story" (page 3)? Use information
from the article to support your answer.
Exemplar 2
What does the author mean when she says, "Every species of bee has its own story" (page 3)? Use information
from the article to support your answer.
Scorer Comments:
The first response explains the quotation, but does not provide any information from the article to support the
explanation. The second response provides a fact about bees from the article, but does not explain the quotation.
15| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
3. Locate/Recall
West Virginia
National Public
A
10%
11%
B
22%
19%
C*
59%
62%
D
8%
7%
Omitted
Rounds to zero
Rounds to zero
According to the article, what can animals of the same species do?
A. Travel in groups over long distances
B. Live together in homes such as hives
C. Mate with each other and give birth
D. Find food for their young
4. Integrate/Interpret
A
B
West Virginia
14%
9%
National Public
18%
8%
C
6%
6%
D*
Omitted
70%
Rounds to zero
68%
Rounds to zero
On page 3, the article says that some bees "sparkle in the sun." This means that these bees
A. like to fly in the daytime
B. have unusual markings
C. prefer warm weather
D. look very shiny
16| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
5. Integrate/Interpret
West Virginia
National Public
Unsatisfactory
18%
17%
Partial
23%
24%
Essential
38%
39%
Extensive
19%
19%
Omitted
1%
2%
Off task
1%
Rounds to zero
Explain why bees are important to both plants and animals. Use information from the article to support
your answer.
Scoring Rubric
Score & Description
Extensive
Responses at this level explain why bees are important to both plants and animals and use information from the article assupport: bees spread pollen, which helps plants to reproduce, and animals need to eat plants to survive.
• Bees are important to plants because when bees carry pollen from one flower to another, it helps plants reproduce.
They are also helpful to animals because many animals survive on plants.
• Bees help plants survive by spreading pollen from one plant to another. Bees make honey which animals and
people eat.
• Bees are important because,
1. they pollinate the flowers,
2. the flowers keep reproducing,
3. the herbivores keep eating the flowers,
4. it starts all over again.
Essential
Responses at this level correctly explain either why bees are important to plants or why bees are important to animals, but
not both. The responses use information from the article as support.
• They spread pollen and make plants grow.
• Bees are important to plants because bees help reproduce the plants by taking the pollen to the other plants. Bees
are important to animals because bees bring the pollen to another plant so the other animals can drink. That’s
how much bees are important to animals too.
17 Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Partial
Responses at this level provide relevant information from the article, but they do not connect the information to why bees
are important to plants and animals.
• They collect pollen.
• Bees are important because they go get pollen from flowers and bring it back. Some bees get pollen by shaking the
flower and some reproduce and get pollen for the hive.
• Bees make honey.
Unsatisfactory
Responses at this level provide incorrect information, irrelevant details, or personal opinions. Responses may simply
repeat the question.
• Because they live in hives.
• More of the time they do save plants because the bees are taking all the protein out of the flower. The bees are
important to the animals because when the animal dies it reproduces the animal.
• Because bees make plants grow and get bigger.
NOTE: “Seeds” is not given credit for meaning “pollen.”
Extensive - Student Response
Exemplar 1
Explain why bees are important to both plants and animals. Use information from the article to support your
answer.
18| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Exemplar 2
Explain why bees are important to both plants and animals. Use information from the article to support your
answer.
Scorer Comments:
Both responses explain why bees are important to both plants and animals and provide relevant information
from the article to support each part of the answer.
Essential - Student Response
Exemplar 1
Explain why bees are important to both plants and animals. Use information from the article to support your
answer.
19| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Exemplar 2
Explain why bees are important to both plants and animals. Use information from the article to support your
answer.
Scorer Comments:
The first response explains why bees are important to plants and supports the answer with information from
the article but does not explain why bees are important to animals. The second response explains why bees are
important to plants and gives details from the article. The reference to animals ("some animals need plants") is
too vague to get credit.
20| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Partial - Student Response
Exemplar 1
Explain why bees are important to both plants and animals. Use information from the article to support your
answer.
Exemplar 2
Explain why bees are important to both plants and animals. Use information from the article to support your
answer.
Scorer Comments:
Both responses provide relevant information from the article, but they do not use the information to explain
why bees are important to plants and animals. The first response provides a generalization about why plants are
important to animals. The reference to bees in the second response ("a bee carries away pollin") is too vague to
get credit.
21| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
6. Integrate/Interpret
Little or No comprehension
Partial Comprehension
West Virginia
45%
44%
National Public
43%
37%
Full Comprehension
8%
17%
Omitted
2%
3%
Off task
1%
1%
Using information from the article, explain what pollination is and how it happens.
Scoring Rubric
Score & Description
Full Comprehension
Responses at this level use information from the article to explain what pollination is and how it happens.
• Pollination is the first step of making seeds. This happens when the pollen from the stamen reaches the pistil.
• Pollination is the way that plants reproduce. The way it happens is that the bees carry the pollen and it drops on
the female part of the flower and it reproduces.
Partial Comprehension
a) Responses at this level use information from the article to explain what pollination is, but they do not explain how it
happens.
• It reproduces and makes new flowers.
• Pollination is the first step in making seeds and it happens right beside the pistil.
OR
b) Responses use information from the article to explain how pollination happens, but they do not explain what pollination
is. • When bees get pollen and they go to another plant and that gets the pollen from the other plant so that's what
pollination is.
• Pollination is the movement of pollen from one flower to another. Pollination happens when one bee rubs itself
against a flower and moves to another one.
Little or No Comprehension
Responses at this level provide incorrect information, irrelevant details, or personal opinions. Responses may simply repeat
the question.
• First the bees take pollen to the hive, then turn it into honey, then the bears eat it.
• Bees get pollen on them.
The word "pollen" can be taken to mean "pollination."
The words "seeds" and "nectar" are not given credit for "pollen."
22 Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Full Comprehension - Student Response
Exemplar 1
Using information from the article, explain what pollination is and how it happens.
Exemplar 2
Using information from the article, explain what pollination is and how it happens.
Scorer Comments:
Both responses explain what pollination is and how it happens. They use information from the article to support
the explanation.
23| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Partial Comprehension - Student Response
Exemplar 1
Using information from the article, explain what pollination is and how it happens.
Exemplar 2
Using information from the article, explain what pollination is and how it happens.
Scorer Comments:
These responses either explain what pollination is or how pollination happens but do not answer both parts of the
question. The first response explains what pollination is; the second response describes what happens during the
pollination process.
24| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
7. Integrate/Interpret
A
B*
West Virginia
8%
79%
National Public
10%
78%
C
5%
5%
D
Omitted
8%
Rounds to zero
7%
1%
On page 4, the article says, "Many animals spread pollen." This means that many animals
A.
B.
C.
D.
like to eat pollen
move pollen around
create their own pollen
spend time looking for pollen
8. Critique/Evaluate
West Virginia
National Public
Unacceptable
59%
57%
Accepted
37%
40%
Omitted
2%
2%
Off task
1%
1%
Why does the author include the pictures on page 4?
25| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Scoring Rubric
Score & Description
Acceptable
Responses at this level explain why the author includes the pictures on page 4. Responses may simply describe what one
or more of the pictures show.
• They show us how flowers make pollen.
• They are pictures of how bees pollinate flowers.
• It is showing the different parts of the flower and where the pollen comes from.
Unacceptable
Responses at this level provide incorrect information, irrelevant details, or personal opinions. Responses may
simply repeat the question.
• Bees spread nectar to the plants.
• Bees come in many different shapes and sizes.
• I think bees are scary because they can sting!
• They help you understand the story better.
The word "pollination" can be taken to mean "pollen."
Acceptable - Student Response
Exemplar 1
Why does the author include the pictures on page 4?
26| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading - Grade 4
Exemplar 2
Why does the author include the pictures on page 4?
Scorer Comments:
The first response explains why the author includes the pictures on page 4. The second response describes the
pictures on page 4. Both responses are acceptable.
9. Locate/Recall
A
B
West Virginia
25%
17%
National Public
19%
16%
C*
55%
61%
D
Omitted
3%
Rounds to zero
4%
Rounds to zero
What is one way stingless bees gather pollen?
A. By brushing against the flower's seeds
B. By drinking nectar from orchids
C. By shaking themselves inside the flower
D. By rubbing against bees that sting
27| Page
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics,
National Assessment of Educational Progress (NAEP), 2009 Reading Assessment.
NAEP Reading
Grade 4
Jorea M. Marple, Ed.D.
State Superintendent of School
s