Open Up - Grade 4 - ELA - Module 2 - End of Unit 3 Assessment

A student is writing a story for class. She needs to correct the punctuation and grammar usage mistakes in her story. Read the paragraph from the draft of her story and rewrite it with the correct punctuation, capitalization, and grammar. (L.4.2a, L.4.2b)At first, she considered trying to swim away, but she knew the big quick tiger shark was much too fast. In a panic she thought, what should I do? How can I defend myself”

Tags

L.4.2.b

L.4.2.a

Choose the sentence that is punctuated correctly. (L.4.2b)

• The shark hid behind a rock and said to himself, “that fish looks like tasty prey.”
• “The shark hid behind a rock” and said to himself that fish looks like tasty prey
• “The shark hid behind a rock and said to himself that fish looks like tasty prey.”
• The shark hid behind a rock and said to himself, “That fish looks like tasty prey.”

Tags

L.4.2.b

Rewrite the sentences below to include adjectives from the word boxes in the correct order. (L.4.1d) The armadillo has a shell for protection.

Tags

SL.4.1.d

Rewrite the sentences below to include adjectives from the word boxes in the correct order. (L.4.1d) The hedgehog has spines for protection.

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SL.4.1.d

The writer wants to include a punctuation mark in the box ☐ that conveys his meaning to a reader. Which punctuation mark would be the most appropriate choice? (L.4.3b)

• :
• ?
• !

Tags

L.4.3.b

The writer wants to replace the underlined word to make his meaning clearer. Which word would be a better choice? (W.4.3d, L.4.3a, L.4.6)

• dove
• drifted
• dropped
• floated

Tags

W.4.3.d

RL.4.6

L.4.3.a

A class of fourth-graders was given the following plan for a narrative. Read the plan and the directions that follow.Task: choose-your-own-adventure narrative Audience: students, teachers, and parents Purpose: to entertain and teach the reader about how your expert animal defends itselfTwo students wrote narratives using the plan. Read the passages below.Student 1:Peter Opossum pricked his ears back. “Crunch, crunch.” Sticks breaking! This wasn’t just twigs breaking from a skunk or fox walking along the forest floor. It was loud. It could only mean one thing. It had to be a bobcat! Peter Opossum looked between the trees and bushes. Over there! A bobcat! What should he do? The only answer was to play dead. Quickly, Peter fell to the ground and rolled to one side. He rounded his back and went limp, letting his tongue hang out of his mouth. Cracking his eyes open just enough to keep track of the bobcat, Peter watched as it sniffed around looking for a snack. Keeping still, he waited until the bobcat bounded off, chasing after a different scent. When the coast was clear, he slowly got up. He was safe!Student 2:An opossum was in the forest looking for some grass or nuts to eat. This was dangerous because a bobcat was also in the forest looking for food. The bobcat is a predator of the opossum, which means it eats opossums as part of its diet. The opossum heard the bobcat in the forest, too. When an opossum hears a predator, it plays dead. This makes the predator not interested in the opossum anymore. The opossum lay down on the ground, rounded his back, and let his tongue hang out of his mouth. He opened his eyes and watched the bobcat. The bobcat came close and sniffed the opossum, noticed it was already dead and ran off to chase a different scent. Once the bobcat was gone, the opossum got up. He was safe!Which passage is more appropriate for this task, purpose, and audience? Why? (W.4.4, L.4.3c)

• Student 1
• Student 2

Tags

W.4.4

L.4.3.c

Directions: You have already written an introduction and Choice #1 for your Choose-Your-Own-Adventure narrative. Write Choice #2 of your narrative. Other students, teachers, and parents will read your narrative for pleasure and to learn more about how your expert animal defends itself.Develop a second ending for your narrative that shows how your animal responds to the encounter with a predator described in the introduction. Describe the experience or events that show how your animal uses the chosen defense mechanism to survive. Choose the most important information from your sources to include in your resolution. Then write an ending to your narrative that is at least two paragraphs long. Use dialogue and description to show your characters’ actions, thoughts, and feelings, and add sensory details to describe experiences and events precisely. Clearly organize your narrative by using transitional words and phrases to show the sequence of events.REMEMBER: A well-written , research-based narrative• Uses dialogue and descriptions to show characters’ actions, thoughts, and feelings • Uses transitional words and phrases to show the sequence of events • Uses sensory details to describe experiences and events precisely • Uses a narrative voice and engages the reader • Follows rules of writing (spelling, punctuation, and grammar) • Incorporates research from at least two sourcesNow, begin work on the second ending to your narrative. Manage your time carefully so that you can:1. Read the introduction you have already written, the Unit 1 and 2 texts used in your research, and your research notes.2. Plan the second ending to your narrative. 3. Write the second ending to your narrative. 4. Use the What makes a Good Narrative? checklist to revise and edit the second ending to your narrative to be sure it meets all the criteria.

Tags

W.4.3.e

L.4.2.d

W.4.9.b

L.4.2.b

W.4.4

W.4.3.c

W.4.3.d

L.4.1.d

W.4.3.b

L.4.3.c

L.4.3.a

W.4.3.a

RI.4.9

L.4.2.a

L.4.3.b

RL.4.2

L.4.6

W.4.10