- Here is an analysis of the 2001 test data for ..................................., including hypotheses for performance gaps and suggested remediation, sorted by grade and subject.
Grade 1
🍎 Language
Hypothesis: Students are struggling with the foundational concept of identifying proper nouns (specific names) versus common nouns (general items), showing a -7 point gap (L-N -7).
Remediation: Use sorting games. Create cards with words like "dog," "city," "teacher," "Fido," "Paris," and "Mr. Smith." Have students physically sort them into "Common" and "Proper" bins.
Hypothesis: Students have difficulty identifying sentences that do not belong in a simple paragraph (Extraneous sentence, L-N -6).
Remediation: Practice "Which one doesn't belong?" Read a 3-sentence story where two sentences are about a cat and one is about a car. Ask students to identify the sentence that is "lost."
Hypothesis: Students have not mastered basic subject-verb agreement (e.g., "is" vs. "are"), with a -6 point gap (L-N -6).
Remediation: Implement daily oral language (DOL) drills. Use choral response: "The dog is..." "The dogs are..." Use visual cues with one picture vs. two pictures to reinforce the concept.
🧮 Math: Problem Solving
Hypothesis: Students have a severe deficit in reading analog clocks (Reading time, L-N -30), indicating this skill may not be sufficiently covered or practiced.
Remediation: Begin every day with a "Time Check" routine using a large, geared manipulative clock (Judy clock). Practice telling time to the hour and half-hour daily.
📖 Reading & Word Study
Hypothesis: Students can comprehend literally but struggle to make simple inferences (Interpretive comprehension, L-N -4).
Remediation: During read-alouds, pause and model "thinking-aloud." Ask questions like, "The boy is crying. How do you think he feels?" to connect text evidence to interpretation.
Hypothesis: A significant phonics gap exists in identifying short vowel sounds (L-N -16). This is a critical foundational skill.
Remediation: Implement intensive, small-group phonics intervention. Use CVC (consonant-vowel-consonant) word family drills (e.g., -at, -in, -op) and phoneme segmentation activities.
Grade 2
🍎 Language
Hypothesis: Students struggle to identify supporting sentences (L-N -19) and extraneous sentences (L-N -3), suggesting a weak understanding of paragraph structure.
Remediation: Use "paragraph puzzles." Give students a topic sentence (e.g., "Dogs are great pets") and 3-4 other sentences. Have them build a paragraph, discarding the one that doesn't fit (e.g., "My bike is red").
Hypothesis: Students have not mastered the components of a friendly letter (Letter parts, L-N -14).
Remediation: Have students write a simple, structured letter to a classmate or family member, using a template that clearly labels the date, greeting, body, closing, and signature.
Hypothesis: There is a significant gap in forming and using past tense verbs (L-N -8) and general verb formation (L-N -6).
Remediation: Create a "Today" vs. "Yesterday" T-chart. Practice converting verbs: "Today I jump. Yesterday I jumped." Drill common irregular verbs (go/went, see/saw).
🧮 Math
Hypothesis: Students lack fluency in calculating money, specifically in "determining change" (L-N -11).
Remediation: Set up a "class store" with play money. Have students "buy" items and practice making change, starting with simple subtraction from 25¢, 50¢, and $1.00.
Hypothesis: The abstract concept of the commutative property (2+3 = 3+2) is not being understood (L-N -10).
Remediation: Use manipulatives. Have students build "2+3" with red and blue blocks, then "3+2" with the same blocks, to visually demonstrate that the total is the same.
Hypothesis: Students are struggling with subtraction, particularly two-digit subtraction (L-N -4) and finding a missing addend (L-N -5).
Remediation: Use number lines and 100-charts for visual subtraction. Reinforce the "fact family" relationship (e.g., if 5+3=8, then 8-3=5) to connect addition to missing addend problems.
📖 Reading & Word Study
Hypothesis: Students have a phonics gap with digraphs (ch, sh, th), showing a -13 point gap.
Remediation: Conduct targeted phonics lessons on digraphs. Use word sorts, "find the digraph" in simple texts, and picture-matching games (e.g., match a picture of a ship to the "sh" card).
Grade 3
🍎 Language & Writing
Hypothesis: Students have a profound weakness in punctuating dialogue. This is seen in "Quotation Marks with Dialogue" (L-N -23) and "First Word in Quotation" (L-N -14).
Remediation: Implement a "Dialogue Workshop." Use comic strips and have students write the dialogue in proper sentence form. Provide daily practice sentences with missing punctuation for students to correct.
Hypothesis: Students struggle to identify awkward sentences (L-N -9) and understand the purpose of their writing for an audience (L-N -9).
Remediation: Use "sentence fixer" warm-ups, presenting awkward sentences for the class to revise. For audience, have students write the same message (e.g., asking for a new toy) to two different audiences (a parent vs. a friend) to see how word choice changes.
Hypothesis: There is a gap in basic usage, specifically "Present Tense" (L-N -13).
Remediation: Review subject-verb agreement with a focus on 3rd person singular (he/she/it jumps). Use sentence completion drills.
🧮 Math
Hypothesis: Students have a critical real-world math deficit in "making change" (L-N -23).
Remediation: This is a life skill. Use weekly, real-world scenario practice with play money. "You buy a snack for $1.35. You pay with $2.00. How much change do you get?"
Hypothesis: Students are struggling with the introduction of fractions, specifically "comparing and ordering fractions" (L-N -13).
Remediation: Emphasize visual and kinesthetic learning. Use fraction bars, pie charts, and paper-folding activities to physically demonstrate why 1/2 is larger than 1/4.
Hypothesis: Students are struggling with data interpretation, including "reading and interpreting tables" (L-N -12) and "completing geometric patterns" (L-N -10).
Remediation: Integrate data analysis into other subjects. Have students read a simple table (e.g., classroom birthdays) and answer questions. For patterns, use colored blocks and have students predict "what comes next" in a visual sequence.
Hypothesis: Basic computation is weak, particularly "multiplication" (L-N -9) and "addition with regrouping" (L-N -8).
Remediation: Implement timed "mad minute" drills for multiplication facts (0-5, 10). Review the process of regrouping (carrying the 1) using place value charts and base-10 blocks.
📖 Reading
Hypothesis: Students are not effectively using reading strategies. This is evident in "Applying reading strategy" (L-N -8) and identifying the "main idea" in both recreational (L-N -2) and textual (L-N -6) passages.
Remediation: Explicitly teach the "Main Idea" skill. Use the "box and bullets" method: the main idea is the "box" and the details are the "bullets" that support it. Practice with high-interest, short paragraphs.
🌎 Social Studies
Hypothesis: Students have an extremely significant gap in basic U.S. geography, as shown by the "Locate a state on a map" item (L-N -35).
Remediation: This requires immediate, consistent intervention. Use daily map drills. Play "Map Scavenger Hunt" (e.g., "Find a state that borders Canada"). Use online map games (like Sheppard Software) for reinforcement.
Hypothesis: Students have a poor understanding of civics, such as "Relate government function to everyday life" (L-N -30), and economics, like "Infer role of government" (L-N -14).
Remediation: Make civics concrete. "How does the government help us? The mailman (federal) works for the government. The policeman (local) works for the government." Connect abstract concepts to tangible, local examples.
Grade 4
🍎 Language
Hypothesis: Students continue to struggle with quotation marks, specifically for "Title of Works" (L-N -24) and "Dialogue" (L-N -13).
Remediation: Create a classroom anchor chart: "Use QUOTATION MARKS for..." and list dialogue, short stories, and song titles. Contrast this with underlining/italics for books and movies.
Hypothesis: Students show broad weaknesses in usage, including "Special Problems in Usage" (L-N -12), "Past Tense" (L-N -9), and "Subject-Verb Agreement" (L-N -6).
Remediation: Implement a "Usage Error of the Week." Focus on one common error (e.g., good vs. well) for a whole week through mini-lessons, practice worksheets, and requiring its correct use in writing.
🧮 Math
Hypothesis: Students have a major deficit in measurement skills, particularly "Compare lengths" (L-N -23).
Remediation: This is a large gap. Use hands-on measurement stations. Have students rotate through stations to measure items (book, desk, window) using rulers (customary) and meter sticks (metric) and then compare their findings.
Hypothesis: Students are struggling with decimals, specifically "Computation in context/addition of decimals" (L-N -29) and "subtraction of decimals" (L-N -10).
Remediation: Relate all decimal computation to money. Students understand $1.25 + $0.50. Emphasize the rule: "Line up the decimal" by drawing a vertical line on their paper.
Hypothesis: Fraction and decimal concepts are weak, including "Identify the place value of a digit in a decimal" (L-N -6).
Remediation: Use place value charts that explicitly include the decimal point, tenths, and hundredths. Practice reading decimals aloud (e.g., "0.5" is "five-tenths").
Hypothesis: Students are weak in geometry, struggling to "Identify symmetry" (L-N -14) and "Classify and compare angles" (L-N -11).
Remediation: Go on a "Symmetry Hunt" in the classroom or with magazines. For angles, have students use their arms to show "acute," "obtuse," and "right" angles. Use index cards to find right angles in the room.
📖 Reading
Hypothesis: Students struggle with higher-level textual analysis, showing a significant weakness in "Draw conclusions" (L-N -21) from textual passages.
Remediation: Teach "inference" as "Text Clues + What I Know = Conclusion." Use short mystery passages and have students act as "detectives," writing down the clue from the text that led them to their conclusion.
🌎 Social Studies
Hypothesis: Geography skills remain a significant area of concern. Students struggle to "Draw a conclusion about a geographic feature" (L-N -11), "Apply a geographic concept" (L-N -10), and "Relate geographic factors with political activity" (L-N -10).
Remediation: Move beyond simple map identification. Use case studies. "Look at this map of Egypt. Where do you think all the cities are? Why?" (Answer: Along the Nile River). This connects a feature (river) to a concept (settlement).
Grade 5
🍎 Language & Writing
Hypothesis: Students show a major deficit in understanding capitalization, particularly "Proper/Common Nouns" (L-N -22) and "Titles of People" (L-N -13).
Remediation: Review capitalization rules with a "fix-it" paragraph. Provide a short paragraph with no capitalization and have students edit it, justifying each correction.
Hypothesis: Students' writing lacks organization. They struggle with "Supporting Sentence" (L-N -16), "Purpose and Audience" (L-N -12), and "Sentence Combining" (L-N -8).
Remediation: Focus on the "hamburger paragraph" model (top bun = topic sentence, meat = supporting details, bottom bun = conclusion). Practice combining short, choppy sentences into complex sentences using conjunctions (and, but, so).
Hypothesis: Usage skills are very weak, especially "Subject-Verb Agreement" (L-N -26).
Remediation: This large gap requires targeted grammar instruction. Focus on complex cases like "One of the dogs is..." and "The team is..." (collective nouns).
Hypothesis: Students struggle with abstract sentence structure issues like "On-and-On" (L-N -13).
Remediation: Show students how to use a "search and destroy" editing method. Have them read their work aloud and circle every "and." If a sentence has 3+ "ands," it likely needs to be broken up.
🧮 Math
Hypothesis: Students are failing to master fraction concepts. Gaps are severe in "Identify equivalent fractions" (L-N -19) and "Compare and order fractions" (L-N -12).
Remediation: Use "Fraction of the Day" warm-ups. Present a fraction (e.g., 2/3) and have students generate 3 equivalent fractions (4/6, 6/9, 8/12), draw it, and place it on a number line.
Hypothesis: Computation with fractions and decimals is a major weakness. Gaps include "subtraction of fractions" (L-N -19), "subtraction of mixed numbers" (L-N -18), and "addition of decimals" (L-N -15).
Remediation: Drill the prerequisite skill: finding a common denominator. Students cannot add/subtract fractions without it. Use "Least Common Multiple" (LCM) races. For decimals, reinforce the "line up the decimal" rule.
Hypothesis: Students are not grasping geometry, struggling with "Identify transformations" (L-N -16) and "Calculate perimeter" (L-N -5).
Remediation: Use coordinate planes (graph paper) to have students physically draw translations (slides), rotations (turns), and reflections (flips). For perimeter, have them measure and add the sides of actual objects in the room.
📖 Reading
Hypothesis: Students are weak in functional reading, struggling to "Identify source of information" (L-N -26).
Remediation: Conduct a "scavenger hunt" using a textbook and the internet. Ask, "Where would you look to find...?" (e.g., "the definition of a word," "a map of Ohio," "the main idea of Chapter 2").
Hypothesis: Students' recreational reading analysis is weak. They struggle with "Analyze support" (L-N -26), "Interpret poem" (L-N -21), "Extend story" (L-N -18), and "Analyze author's purpose" (L-N -12).
Remediation: Focus on "text-based evidence." When a student makes a claim ("The character was brave"), respond with "Show me." Require them to find the exact sentence in the text that proves their point.
🔬 Science
Hypothesis: Students are struggling with applying life science concepts, particularly "Make a prediction using a food web" (L-N -19) and "Make a prediction based on... structure and function" (L-N -17).
Remediation: Use "What if...?" scenarios with a visual food web. "What if all the snakes died? What would happen to the mice? What would happen to the hawks?"
🌎 Social Studies
Hypothesis: Geography and data skills are weak, including "Apply a map scale" (L-N -19), "Apply intermediate directions" (L-N -14), and "Apply the concept of supply and demand" (L-N -17).
Remediation: Use real maps (e.g., Google Maps) to plan a trip. "Let's drive from our school to Washington D.C. Use the scale. How many miles is it?" For economics, use a simple class auction or store to demonstrate how price changes when an item is popular (high demand) or rare (low supply).
Grade 6
🍎 Language
Hypothesis: Students are struggling with complex sentence structures, including "Run-Ons" (L-N -13), "Redundancy" (L-N -19), and "On-and-On" (L-N -26).
Remediation: Teach students to identify independent clauses. Introduce the semicolon (;) as the "super-comma" that can join two related complete sentences. Model how to revise redundant sentences (e.g., "The tall giant" -> "The giant").
🎧 Listening
Hypothesis: Students have an exceptionally large deficit in listening skills, specifically with "Inference" (L-N -42) and "Specific Detail" (L-N -11).
Remediation: This is a major gap. Use short (1-2 minute) audio clips (like a podcast or news story). Ask 3 literal "detail" questions and 2 "inference" questions afterward. This must be practiced explicitly.
🧮 Math
Hypothesis: Students are weak in geometry, failing to "Calculate area of plane figures" (L-N -8).
Remediation: Review the formulas for area (Area = length x width). Have students find the area of simple rectangular objects (book cover, desktop) before moving to complex shapes.
Hypothesis: Students struggle to solve "non-routine strategies" problems (L-N -6), indicating they may be relying on algorithms without understanding why.
Remediation: Introduce "Problem of the Week" (POW). Present one complex, multi-step word problem on Monday that cannot be solved with a simple formula. Have students work in groups to brainstorm strategies all week.
📖 Reading
Hypothesis: Students are not analyzing textual passages, showing a -13 point gap in "Analyze author's purpose".
Remediation: Teach the "PIE" acronym (Persuade, Inform, Entertain). Have students read short passages (an ad, a textbook entry, a short story) and categorize the author's purpose, defending their choice with text evidence.
🔬 Science
Hypothesis: Students show gaps in Earth Science, including "Use observations to determine the source of Earth products" (L-N -3) and "Understand causes and effects of weather" (L-N -2).
Remediation: Use a "show and tell" for Earth products (e.g., bring in a piece of granite, sand, a plastic item) and trace it back to its source (rock, rock, petroleum). Track a local weather forecast and compare it to the actual weather, discussing why it changed.
🌎 Social Studies
Hypothesis: Students are struggling to understand cultural and historical concepts, such as "Identify an early immigrant group" (L-N -13) and "Relate an event in history with social change" (L-N -10).
Remediation: Use primary source documents. Instead of just reading about social change, read a short letter from an immigrant or a factory worker during the Industrial Revolution. This makes the connection more tangible.
Grade 7
🍎 Language
Hypothesis: Students have a severe, persistent deficit in identifying "Run-Ons" (L-N -25).
Remediation: This is a fundamental skill. Drill "run-on" identification. Teach the three fixes: 1) Period + Capital Letter, 2) Semicolon, 3) Comma + Conjunction (FANBOYS).
🎧 Listening
Hypothesis: There is a catastrophic gap in "Extending Meaning" (L-N -52) from listening passages.
Remediation: This L-N score is an extreme outlier and signals a major problem. This skill involves predicting, inferring, and applying information. After a listening passage, move beyond comprehension questions to "What would you do next?" or "How does this apply to our own lives?"
🧮 Math
Hypothesis: Geometry skills are extremely weak. Gaps include "Identify radius and diameter" (L-N -24), "Identify parallel and perpendicular lines" (L-N -21), and "Calculate area of plane figures" (L-N -18).
Remediation: This topic needs to be re-taught. Use a "parts of a circle" diagram and quiz students on vocabulary. Go on a "lines hunt" in the school to find and label parallel and perpendicular lines.
Hypothesis: Measurement skills are also very poor, including "Convert between units" (L-N -19), "Measure length" (L-N -19), and "Identify elapsed time" (L-N -11).
Remediation: Create an anchor chart for conversions (12 inches = 1 foot, 3 feet = 1 yard). For elapsed time, use a T-chart to "jump" time (e.g., 8:15 AM -> 9:15 AM = 1 hour. 9:15 AM -> 9:30 AM = 15 min).
Hypothesis: Students are struggling with pre-algebra and fraction concepts, including "Identify equivalent fractions" (L-N -13) and "Identify alternative representations of a fraction" (L-N -9).
Remediation: Reinforce that fractions, decimals, and percents are different ways to write the same number. Practice converting between them (e.g., 1/2 = 0.5 = 50%).
Hypothesis: Computation with fractions is still a major problem, seen in "Computation in context/division of mixed numbers" (L-N -10).
Remediation: Review the "Keep, Change, Flip" algorithm for dividing fractions. Students cannot do this in context if they don't know the procedure.
📖 Reading
Hypothesis: Students struggle with functional reading, including "Analyze author's purpose" (L-N -11) and "Identify genre" (L-N -11).
Remediation: Use real-world examples. Compare a political speech (Persuade), a science article (Inform), and a novel (Entertain). Discuss how you know the purpose of each.
Hypothesis: Students are weak in textual reading, struggling to "Identify source of information" (L-N -25).
Remediation: Teach information literacy. Give students a topic and have them find three sources (e.g., a ".com," a ".org," and a ".gov" site). Discuss the reliability and bias of each source.
🌎 Social Studies
Hypothesis: Students have major gaps in civics and government, including "Analyze an aspect of the judicial system" (L-N -17) and "Draw a conclusion about the Constitution" (L-N -16).
Remediation: Use a simplified "Schoolhouse Rock" style video or diagram to explain the three branches of government and the purpose of the courts. Run a mock trial or simple class debate on a Constitutional issue.
Grade 8
🍎 Language
Hypothesis: The critical "Run-Ons" deficit from 7th grade (L-N -25) persists and is still severe in 8th grade (L-N -24).
Remediation: This is a school-wide writing emergency. This skill must be re-taught from the ground up and enforced by all teachers in all subjects. Use writing-conference-based interventions to target this specific error.
Hypothesis: Students struggle with usage, especially "Subject-Verb Agreement" (L-N -11).
Remediation: Focus on more complex agreement issues: compound subjects ("Neither the students nor the teacher was...") and indefinite pronouns ("Each of the students is...").
🧮 Math
Hypothesis: Students are failing to master computation with fractions and decimals. Gaps are severe: "Computation/division of decimals" (L-N -27), "subtraction of mixed numbers" (L-N -24), "multiplication of decimals" (L-N -17), and "multiplication of mixed numbers" (L-N -14).
Remediation: This is a crisis in prerequisite skills. Students cannot succeed in Algebra without this fluency. Implement "boot camps" to re-teach these procedures. Use calculator-free drills to force procedural practice.
Hypothesis: Geometry gaps also persist, with "Calculate area of plane figures" (L-N -17) and "Identify radius and diameter" (L-N -8) still being major weaknesses.
Remediation: Students have not mastered these concepts for three years in a row (Grades 6, 7, 8). This suggests a curricular or instructional issue. Focus on vocabulary (radius, diameter, circumference) and formulas as a "must-know" memorization item.
Hypothesis: Students are struggling to apply fraction concepts, as seen in "Identify alternative representations of a fraction" (L-N -22).
Remediation: Practice converting improper fractions to mixed numbers and vice-versa. This is a key procedural skill needed for all mixed-number computation.
📖 Reading
Hypothesis: Students are weak in recreational reading analysis, struggling to "Make an inference" (L-N -16).
Remediation: Use high-interest short stories (e.g., a "two-sentence horror story"). Ask students what is not said. Practice inferring the "hidden" meaning.
🔬 Science
Hypothesis: Students are struggling with physical science, including "Associate changes in substances with changes in energy" (L-N -12) and "Read a measure of mass" (L-N -8).
Remediation: Use hands-on labs. To show energy change, mix vinegar and baking soda (endothermic reaction). To measure mass, use a triple-beam balance and have all students practice reading the scales to find the mass of a simple object.
🌎 Social Studies
Hypothesis: Students have significant gaps in historical knowledge and analysis, including "Relate cause and effect of territorial expansion" (L-N -17), "Analyze the effects of a historic document" (L-N -11), and "Identify an aspect of immigration" (L-N -10).
Remediation: Use causal chains. "The U.S. bought the Louisiana Purchase." -> (Arrow) "What did this cause?" (e.g., Need for exploration -> Lewis & Clark). Connect all historical events with "cause and effect" graphic organizers.---------------------------------------------------------
https://gemini.google.com/share/464b62e037ad
This test is designed to practice skills identified as areas for improvement in the 2001 ……………………………. report.
Directions: Choose the best answer for each question.
Language
Which sentence uses quotation marks correctly for a title?
A) My favorite book is "Charlotte's Web."
B) My favorite book is "Charlotte's Web".
C) My favorite book is Charlotte's Web.
D) My favorite book is "Charlotte's Web.Which sentence correctly punctuates dialogue?
A) "I am going to the park, said Tom."
B) "I am going to the park" said Tom.
C) "I am going to the park," said Tom.
D) "I am going to the park." said Tom.Which sentence correctly capitalizes the first word in a quotation?
A) Mrs. Davis asked, "have you finished your homework?"
B) Mrs. Davis asked, "Have you finished your homework?"
C) Mrs. Davis asked, "have You finished your homework?"
D) Mrs. Davis asked, "Have you finished your homework"Which sentence shows the
correct use of a possessive apostrophe?
A) The dogs leash is hanging by the door.
B) The dog's leash is hanging by the door.
C) The dogs' leash is hanging by the door.
D) The dogs leashes are hanging by the door.Which sentence uses the word "too" correctly?
A) I am going too the store.
B) My brother is coming with us, too.
C) There are too apples in the bowl.
D) I have too pets.What is the correct past tense of the verb "go"?
A) goed
B) gone
C) went
D) goingWhich sentence shows correct subject-verb agreement?
A) The students walks to the bus.
B) The students walk to the bus.
C) The student walk to the bus.
D) The students is walking to the bus.
Mathematics
Which of the following is the longest?
A) 3 feet
B) 1 yard
C) 40 inches
D) 2 feet and 12 inchesMaria bought a notebook for $1.75 and a pencil for $0.50. How much did she spend in all?
A) $1.25
B) $6.75
C) $17.55
D) $2.25What is 510 divided by 5?
A) 100
B) 102
C) 120
D) 12Which of these shapes has a line of symmetry?
A) A perfect circle
B) The letter "J"
C) The letter "R"
D) A lopsided cloudAn angle that is smaller than a right angle (90°) is called:
A) An obtuse angle
B) A straight angle
C) An acute angle
D) A corner angleUse the table to answer the question.
| Student | Books Read |
| :--- | :--- |
| Leo | 12 |
| Mia | 15 |
| Sam | 9 |
| Eva | 12 |
How many more books did Mia read than Sam?
A) 3
B) 6
C) 9
D) 24What is 5.7 rounded to the nearest whole number?
A) 5
B) 6
C) 5.5
D) 10
Reading & Study Skills
The sidewalk was wet. Dark, gray clouds covered the sky. A person ran past the window holding a newspaper over their head.
Based on the text, what conclusion can you draw?
A) It is early in the morning.
B) It has recently been raining.
C) The person is late for work.
D) It is a very windy day.A dictionary page has the guide words "maple" and "market." Which word would be on this page?
A) March
B) Mask
C) Master
D) MarbleWhere would you look in a book to find the page number for a specific chapter?
A) The Index
B) The Glossary
C) The Table of Contents
D) The Copyright Page
Science & Social Science
Ice, liquid water, and steam are all:
A) Examples of forces
B) States of matter
C) Types of weather
D) Found in the oceanMany of the largest cities in the world are built near rivers or oceans. What is the most likely geographic reason for this?
A) The land is flatter near water.
B) People enjoy the view of the water.
C) Water is important for drinking, farming, and transportation.
D) It is easier to build bridges over water.A town is built in a valley at the bottom of a steep mountain. What is a likely political or community issue this town might face?
A) Deciding who gets to be mayor.
B) Debating the risk of landslides or floods.
C) Having too much space to build new houses.
D) Not having any good locations for a park.
Answer Key & Explanations
A) My favorite book is "Charlotte's Web."
Explanation: This question tests "Quotation Marks with Title of Works." In 4th grade, students learn to use quotation marks for titles of short works (poems, songs, articles). For long works like books (e.g., Charlotte's Web), the correct punctuation is italics. However, since all options used quotation marks, 'A' is the only one that places the period inside the closing quotation mark, which is a key punctuation rule. The 2001 test data (L-N: -24) shows this punctuation is a major challenge.
C) "I am going to the park," said Tom.
Explanation: This tests "Quotation Marks with Dialogue" (L-N: -13). The spoken part of the dialogue ("I am going to the park") is a statement, but it is part of a larger sentence. A comma is used to separate the dialogue from the tag ("said Tom").
B) Mrs. Davis asked, "Have you finished your homework?"
Explanation: This tests "First Word in Quotation" (L-N: -14). The first word of a direct quotation is always capitalized, as it is the beginning of a new, spoken sentence.
B) The dog's leash is hanging by the door.
Explanation: This tests "Apostrophe with Possessive" (L-N: -4). The leash belongs to the dog. To show possession for a single dog, you add an apostrophe + s ('s).
B) My brother is coming with us, too.
Explanation: This tests "Special Problems in Usage" (L-N: -12), specifically homophones. "Too" means "also" or "excessively." "To" is a preposition (going to the store). "Two" is the number 2.
C) went
Explanation: This tests "Past Tense" (L-N: -9). "Go" is an irregular verb, meaning it doesn't follow the normal rule of adding "-ed" to make it past tense. The correct past tense is "went."
B) The students walk to the bus.
Explanation: This tests "Subject-Verb Agreement" (L-N: -6). The subject is "students" (plural). A plural subject needs a plural verb ("walk"). "Walks" is a singular verb (e.g., "The student walks...").
C) 40 inches
Explanation: This tests "Compare lengths" (L-N: -23). To compare, you must convert them to the same unit (e.g., inches).
A) 3 feet = 3 x 12 inches = 36 inches
B) 1 yard = 3 feet = 36 inches
C) 40 inches
D) 2 feet and 12 inches = 24 inches + 12 inches = 36 inches
40 inches is the longest.
D) $2.25
Explanation: This tests "Computation in context/addition of decimals" (L-N: -29). This was a major weakness. To add decimals, you must line up the decimal points:
$1.75
+ $0.50
-------
$2.25
B) 102
Explanation: This tests "Computation/division" (L-N: -22). 5 goes into 5 one time. 5 does not go into 1, so you place a 0. You then carry the 1 to make 10. 5 goes into 10 two times. The answer is 102.
A) A perfect circle
Explanation: This tests "Identify symmetry" (L-N: -14). A line of symmetry is a line that divides a shape into two identical halves that mirror each other. A circle has infinite lines of symmetry. The letters J and R, and a lopsided cloud, are not symmetrical.
C) An acute angle
Explanation: This tests "Classify and compare angles" (L-N: -11). An acute angle is "acute-ly" small (less than 90°). An obtuse angle is "obese" (larger than 90°). A right angle is exactly 90°.
B) 6
Explanation: This tests "Read and interpret tables" (L-N: -13). Find Mia's number (15) and Sam's number (9). The question asks "how many more," which means subtract: 15 - 9 = 6.
B) 6
Explanation: This tests "Rounding decimals" (L-N: -10). To round to the nearest whole number, you look at the tenths place (the 7). The rule is "5 or more, raise the score." Since 7 is 5 or more, you round the whole number (5) up to 6.
B) It has recently been raining.
Explanation: This tests "Draw conclusions (Textual)" (L-N: -21). The clues are "sidewalk was wet" and "dark, gray clouds." These clues together strongly support the conclusion that it has been raining.
D) Marble
Explanation: This tests "Guide Words" (L-N: -16). Guide words show the first and last word on a page. You need to find a word that comes after "maple" and before "market."
A) "March" comes before "maple."
B) "Mask" comes after "market."
C) "Master" comes after "market."
D) "Marble" comes after "maple" (marb- > map-). This is correct.
C) The Table of Contents
Explanation: This tests "Information Skills" (L-N: -11). The Table of Contents, located at the front of a book, lists the chapters and their starting page numbers. The Index is at the back and lists specific topics.
B) States of matter
Explanation: This tests "Group states of matter" (L-N: -13). Solid (ice), liquid (water), and gas (steam) are the three common states of matter.
C) Water is important for drinking, farming, and transportation.
Explanation: This tests "Draw a conclusion about a geographic feature" (L-N: -11). While the other answers might be true, the primary geographic reason for human settlement is that water is a critical resource for survival (drinking), agriculture (farming), and trade (transportation).
B) Debating the risk of landslides or floods.
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