New York State Testing Program
Grade 4 Common Core
English Language Arts Test
Released Questions
June 2017
New York State administered the English Language Arts Common Core
Tests in April 2017 and is now making approximately 75% of the
questions from these tests available for review and use.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program
Grades 3–8 English Language Arts
Released Questions from 2017 Exams
Background
In 2013, New York State began administering tests designed to assess student performance in accordance
with the instructional shifts and rigor demanded by the new New York State P-12 Learning Standards in
English Language Arts (ELA). To help in this transition to new assessments, the New York State Education
Department (SED) has been releasing an increasing number of test questions from the tests that were
administered to students across the State in the spring. This year, SED is again releasing large portions of
the 2017 NYS Grades 3–8 Common Core English Language Arts and Mathematics test materials for review,
discussion, and use.
For 2017, included in these released materials are at least 75 percent of the test questions that appeared
on the 2017 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is providing information about the released passages; the associated text complexity for
each passage; and a map that details what learning standards each released question measures and the
correct response to each question. These released materials will help students, families, educators, and
the public better understand the tests and the New York State Education Department’s expectations for
students.
Understanding ELA Questions
Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P-12 Learning Standards in English
Language Arts. These questions ask students to analyze different aspects of a given text, including central
idea, style elements, character and plot development, and vocabulary. Almost all questions, including
vocabulary questions, will be answered correctly only if the student comprehends and makes use of the
whole passage.
For multiple-choice questions, students select the correct response from four answer choices. Multiple-
choice questions assess reading standards in a variety of ways. Some ask students to analyze aspects of
text or vocabulary. Many questions require students to combine skills. For example, questions may ask
students to identify a segment of text that best supports the central idea. To answer these questions
correctly, a student must first comprehend the central idea and then show understanding of how that
idea is supported. Questions tend to require more than rote recall or identification.
Short-Response Questions
Short-response questions are designed to assess New York State P-12 Reading and Language Standards.
These are single questions in which a student uses textual evidence to support his or her answer to an
inferential question. These questions ask the student to make an inference (a claim, position, or
conclusion) based on his or her analysis of the passage, and then provide two pieces of text-based
evidence to support his or her answer.
The purpose of the short-response questions is to assess a student’s ability to comprehend and analyze
text. In responding to these questions, students are expected to write in complete sentences. Responses
require no more than three complete sentences. The rubric used for evaluating short-response questions
can be found in the grade-level Educator Guides at
https://www.engageny.org/resource/test-guides-
english-language-arts-and-mathematics.
Extended-Response Questions
Extended-response questions are designed to measure a student’s ability to write from sources.
Questions that measure Writing from Sources prompt students to communicate a clear and coherent
analysis of one or two texts. The comprehension and analysis required by each extended response is
directly related to grade-specific reading standards. Student responses are evaluated on the degree to
which they meet grade-level writing and language expectations. This evaluation is made by using a rubric
that incorporates the demands of grade-specific New York State P-12 Reading and Language standards.
The integrated nature of the standards for ELA and literacy requires that students are evaluated across
the strands (Reading, Writing, and Language) with longer pieces of writing, such as those prompted by the
extended-response questions. The rubric used for evaluating extended-response questions can be found
in the grade-level Educator Guides at
https://www.engageny.org/resource/test-guides-english-language-
arts-and-mathematics.
New York State P-12 Learning Standards Alignment
The alignment(s) to the New York State P-12 Learning Standards for English Language Arts is/are intended
to identify the analytic skills necessary to successfully answer each question. However, some questions
measure proficiencies described in multiple standards, including writing and additional reading and
language standards. For example, two-point and four-point constructed-response questions require
students to first conduct the analyses described in the mapped standard and then produce written
responses that are rated based on writing standards. To gain greater insight into the measurement focus
for constructed-response questions, please refer to the rubrics.
These Released Questions Do Not Comprise a “Mini Test”
To ensure future valid and reliable tests, some content must remain secure for possible use on future
exams. As such, this document is not intended to be representative of the entire test, to show how
operational tests look, or to provide information about how teachers should administer the test; rather,
its purpose is to provide an overview of how the test reflects the demands of the New York State P-12
Learning Standards.
The released questions do not represent the full spectrum of the standards assessed on the State tests,
nor do they represent the full spectrum of how the standards should be taught and assessed in the
classroom. It should not be assumed that a particular standard will be measured by an identical question
in future assessments. Specific criteria for writing test questions, as well as additional assessment
information, are available at http://www.engageny.org/common-core-assessments
.
2017 Grade 4 ELA Test Text Complexity Metrics for
Released Questions Available on EngageNY
Selecting high-quality, grade-appropriate passages requires both objective text
complexity metrics and expert judgment. For the Grades 3–8 assessments based on the
New York State P-12 Learning Standards for English Language Arts, both quantitative
and qualitative rubrics are used to determine the complexity of the texts and their
appropriate placement within a grade-level ELA exam.
Quantitative measures of text complexity are used to measure aspects of text
complexity that are difficult for a human reader to evaluate when examining a text.
These aspects include word frequency, word length, sentence length, and text cohesion.
These aspects are efficiently measured by computer programs. While quantitative text
complexity metrics are a helpful start, they are not definitive.
Qualitative measures are a crucial complement to quantitative measures. Using
qualitative measures of text complexity involves making an informed decision about the
difficulty of a text in terms of one or more factors discernible to a human reader
applying trained judgment to the task. To qualitatively determine the complexity of a
text, educators use a rubric composed of five factors; four of these factors are required
and one factor is optional. The required criteria are: meaning, text structure, language
features, and knowledge demands. The optional factor, graphics, is used only if a
graphic appears in the text.
To make the final determination as to whether a text is at grade-level and thus
appropriate to be included on a Grades 3–8 assessment, New York State uses a two-step
review process, which is an industry best-practice. First, all prospective passages
undergo quantitative text complexity analysis using three text complexity measures. If
at least two of the three measures suggest that the passage is grade-appropriate, the
passage then moves to the second step, which is the qualitative review using the text-
complexity rubrics. Only passages that are determined appropriate by at least two of
three quantitative measures of complexity and are determined appropriate by the
qualitative measure of complexity are deemed appropriate for use on the exam.
For more information about text selection, complexity, and the review process please
refer to:
https://www.engageny.org/resource/new-york-state-passage-selection-resources-
for-grade-3-8-assessments
https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-
instruction-guidance-and-a-list-of-resources
https://www.engageny.org/resource/december-2014-nti-understanding-text-
complexity-grades-9-12
-
-
Text Complexity Metrics for 2017 Grade 4 Passages
Word
xile
esch
etric*
Qualitative
Passage Title
Count
Le
Fl
Reading
Kincaid
Maturity
M
D
R
egrees
eading
of
Power*
Review
Excerpt from Stunt Performers
667
850L
5.7
59
Appropriate
Excerpt from One Day and One Amazing
Morning on Orange Street
730
580L
3.1
47
Appropriate
You CAN Run a Mile!
662
940L
5.7
55
Appropriate
Excerpt from Underwater
619
630L
3.2
46
Appropriate
Excerpt from A Daughter of the Sea
678
770L
4.8
53
Appropriate
Excerpt from Wolf Stalker
681
890L
4.8
55
Appropriate
Excerpt from Double Dutch: A Celebration
of Jump Rope, Rhyme, and Sisterhood
550
930L
7.7
58
Appropriate
Excerpt from It's Our World, Too
850
830L
4.6
53
Appropriate
* Depending on when the passage was selected, either the Reading Maturity Metric or Degrees of Reading Power was
used as the third quantitative metric.
New York State 2017 Quantitative Text Complexity Chart for Assessment and Curriculum
To determine if a text’s quantitative complexity is at the appropriate grade level, New
York State uses the table below. In cases where a text is excerpted from a large work,
only the complexity of the excerpt that students see on the test is measured, not the
large work, so it is possible that the complexity of a book might be above or below grade
level, but the text used on the assessment is at grade level. Because the measurement
of text complexity is inexact, quantitative measures of complexity are defined by grade
band rather than by individual grade level and then paired with the qualitative review by
an educator.
Degrees of
Grade Reading The Lexile Reading
ATOS
Power
Flesch Kincaid
Framework
Maturity
SourceRater
2.75 – 5.14
42 – 54
1.98 – 5.34
420 – 820
3.53 – 6.13
0.05 – 2.48
4.97 – 7.03
52 – 60
4.51 – 7.73
740 – 1010
5.42 – 7.92
0.84 – 5.75
7.00 – 9.98
57 – 67
6.51 – 10.34
925 – 1185
7.04 – 9.57
4.11 – 10.66
9.67 – 12.01
62 – 72
8.32 – 12.12
1050 – 1335
8.41 – 10.81
9.02 – 13.93
11.20 – 14.10
67 – 74
10.34 – 14.20
1185 – 1385
9.57 – 12.00
12.30 – 14.50
Source: Student Achievement Partners
Read this article. Then answer questions 1 through 6.
Many motion pictures have exciting and thrilling action scenes. e people who
perform in these scenes are called stunt performers. ey oen stand in for the
movie stars when the risk of injury is greater.
Excerpt from Stunt Performers
by Tony Hyland
1 Do you want to be a stunt performer?
2 Could you be a stunt performer,
performing spectacular stunts in front
of an audience or movie camera?
3 Stunt performers perform aerial
acrobatics in circuses or dangerous
stunts for the movies. Circus performers
can swing on the ying trapeze high
above the audience. Stunt actors can
crash speeding cars in movie stunts.
4 We all love watching exciting stunts.
Most people will enjoy the show and go home. For the stunt performers, this is
the day’s work. ey’ll be back doing more spectacular stunts the following day.
5 Stunt work is an extreme job. e training is hard and the stunts can be
dangerous. But performers enjoy the thrill of their work and push themselves
hard to do more spectacular stunts.
6 Perhaps you could be a stunt performer one day.
Stunt actor or circus performer?
7 Stunt actors work in movies and television shows. ey work hard to make it
look as if someone else is doing the stunt. Circus performers work just as hard to
be the stars of the show.
GO ON
Page 2
Book 1
Grade 4
2017 Common Core
English Language Arts Test
Book 1
March 28–30, 2017
Book 2
Book 2
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
• Be sure to read all the directions carefully.
• Most questions will make sense only when you read the whole passage. You may read
the passage more than once to answer a question. When a question includes a quotation
from a passage, be sure to keep in mind what you learned from reading the whole
passage. You may need to review both the quotation and the passage in order to answer
the question correctly.
• Read each question carefully and think about the answer before choosing your answer
or writing your response.
• For written-response questions, be sure to
– clearly organize your writing and express what you have learned;
– accurately and completely answer the questions being asked;
– support your responses with examples or details from the text; and
– write in complete sentences using correct spelling, grammar, capitalization,
and punctuation.
• For the last question in this test book, you may plan your writing on the Planning Page
provided but do NOT write your final answer on this Planning Page. Writing on this
Planning Page will NOT count toward your final score. Write your final answer on the
lined response pages provided.
Page 1
Read this sentence from paragraph 1.
28
As your body becomes more conditioned to the exercise, you’ll get the
endurance to go even farther and faster.
Which paragraph
best supports this claim?
A
paragraph 2
B
paragraph 3
C
paragraph 5
D
paragraph 6
Based on paragraph 6, what does it mean to run “efficiently”?
29
A
to stretch and cool down correctly
B
to use correct speed and form
C
to train with another person
D
to avoid any danger
GO ON
Book 2
Page 5
Which sentence best expresses the main idea of the article?
30
A
“If your school participates in the President’s Challenge, chances are you have taken
the Physical Fitness Test.” (paragraph 1)
B
“ ‘But to perform your best in the mile run, and to feel good doing it, you really
need to prepare properly,’ says Larry Greene.” (paragraph 2)
C
“To train for a mile run, start by running a short distance, such as one-quarter
mile.” (paragraph 5)
D
“ ‘Don’t push yourself when running becomes painful,’ Greene says.” (paragraph 6)
Based on information in the text box “First Place Finish!” what can the reader
31
conclude about racing?
A
Running in races can encourage people to work hard.
B
Competing in races is something every runner must try.
C
Training three days a week is necessary to win races.
D
Winning championship races requires joining a program.
GO ON
Page 6
Book 2
21 Lien remembered Junior’s mournful, frightened cries. “But will he be able to
survive away from his pod?” she asked anxiously.
22 “We’ll release him near another whale community that will take him in,” the
veterinarian explained. He then added, “It’s a good thing you found him when
you did and kept him from actually beaching and hurting himself.”
GO ON
Page 12
Book 2
34
What is a theme of “Excerpt from A Daughter of the Sea?” How do events in
the story help develop this theme? Use details from the story to support your
response.
In your response, be sure to
• identify a theme of the story
• explain how events help develop this theme
• use details from the story to support your response
GO ON
Book 2
Page 15
Grade 4
2017 Common Core
English Language Arts Test
Book 2
March 28–30, 2017
Book 3
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
• Be sure to read all the directions carefully.
• Most questions will make sense only when you read the whole passage. You may read
the passage more than once to answer a question. When a question includes a quotation
from a passage, be sure to keep in mind what you learned from reading the whole
passage. You may need to review both the quotation and the passage in order to answer
the question correctly.
• Read each question carefully and think about the answer before writing your response.
• In writing your responses, be sure to
– clearly organize your writing and express what you have learned;
– accurately and completely answer the questions being asked;
– support your responses with examples or details from the text; and
– write in complete sentences using correct spelling, grammar, capitalization,
and punctuation.
• For the last question in this test book, you may plan your writing on the Planning Page
provided but do NOT write your final answer on this Planning Page. Writing on this
Planning Page will NOT count toward your final score. Write your final answer on the
lined response pages provided.
Page 1
Book 3
10 With the wolves in pursuit, the young mule deer doubled back to race across
the meadow, heading for the creek. Suddenly the black wolf broke away to chase
the four adult deer once again as they sprinted around the trampled grass. Only
the gray wolf kept aer the young deer, which crashed into the creek, its eyes
wide and white with fear.
11 e deer was heading straight toward where Jack, Troy, and Ashley crouched
behind the log, as if humans—even three of them—were less threatening than
one large wolf.
12 Jack picked up his camera. “Don’t move a muscle,” he whispered to Ashley.
13 It took only seconds for the young deer to explode into the brush above the
bank, right next to them. Jack tried to re off a few pictures, but it was like trying
to photograph lightning—the deer was just too swi.
14 Across the creek, the gray wolf stopped at the bank. Aer stepping gingerly
into the shallow ripples that edged the creek, it paused and looked around. It
almost seemed to be considering whether to follow the deer and get wet, or to
forget the whole adventure and stay dry.
15 “Wow!” Jack whispered soly. “Look at him!”
16 e big wolf stood less than forty feet from them. A black leather radio collar
showed through the ruff of fur around his neck.
17 is was a young but full-grown male, a hundred-plus pounds of powerful
muscle and thick gray fur.
18 Carefully, holding his breath, Jack raised his camera. At that slight motion the
wolf snapped to attention, bouncing backward in surprise. For a brief moment
the animal stood stiff-legged, staring straight at Jack, its yellow eyes gleaming.
en he pivoted and ran back across the meadow toward the rising hills. Loping
halfway up the hill, he stopped, threw one brief, scornful glance toward Jack, and
turned his attention to the other wolf, the black one, still running aer the herd
of deer.
19 Troy breathed, “at was—that was—”
20 He didn’t nish saying what it was, but Jack understood, even though he
couldn’t have put words to it either. Nothing could adequately describe the thrill
of seeing what they’d just seen, of being close enough that they’d actually been a
part of it.
GO ON
Book 3
Page 3
35
36
In paragraph 14, why do the authors say the wolf stepped “gingerly”? Use two details
from the story to support your response.
How does the narrator’s point of view affect how the characters and events are
described in the story? Use
two details from the story to support your response.
GO ON
Book 3
Page 5
1
Read this article. Then answer questions 37 and 38.
Excerpt from Double Dutch:
A Celebration of Jump Rope,
Rhyme, and Sisterhood
by Veronica Chambers
Tahira Reid was an eight-year-old girl living in the Bronx, a borough of
New York City, when she came up with her rst invention. ere was a poster
contest for kids in the third grade, and the theme was: “What would you like to
see in the future?’’ It was the year the Space Shuttle Challenger was launched,
and almost everyone drew a picture of astronauts, rockets, or people who lived
on the moon. But Tahira thought an invention should be practical, as well as
imaginative. Although she was just a little girl, she had already grasped the credo
of history’s nest inventors.
As a third grader, Tahira’s biggest problem was that she didn’t have anyone
to turn double Dutch for her when she came home from school. Before, in
between, and aer classes, she could jump whenever she wanted, surrounded
by girls who also loved to turn and jump. In her neighborhood, however, there
weren’t any kids her age, and Tahira couldn’t jump double Dutch alone. She
came up with the idea for a machine that would turn the ropes for you.
GO ON
Page 6
Book 3
2
37
38
In paragraph 3 of “Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme,
and Sisterhood
,’’ what does “At first, Tahira was stumped’’ mean? Use two
details from
the article to support your response.
In “Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and Sisterhood ,’’
what did Tahira think about the sport of double Dutch as an adult? Use
two details
from the article to support your response.
GO ON
Page 8
Book 3
Both “Excerpt from Double Dutch: A Celebration of Jump Rope, Rhyme, and
Sisterhood’’ and “Excerpt from It’s Our World, Too!’’ are about a young person’s
solution to a problem. Describe a problem each one faces. How are the ways
they solve their problems similar and different? Use details from both articles to
support your response.
In your response, be sure to
• describe a problem each young person faces
• explain the similarities and differences of their solutions to the problems
• use details from both articles to support your response
40
Page 15
Book 3
GO ON
Page 16
Book 3
STOP
Grade 4
2017 Common Core
English Language Arts Test
Book 3
March 28–30, 2017
THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2017 English Language Arts Tests Map to the Standards
Grade 4
Released Questions Available on EngageNY
Question Type
Key
Points Standard Subscore
Secondary
Standard(s)
Multiple Choice Questions:
Percentage of Students
Who Answered Correctly
(P-Value)
Average P-Value
Points (Average Points Earned
Earned ÷ Total Possible Points)
Constructed Response Questions:
Book 1
1 Multiple Choice B 1 CCSS.ELA-Literacy.RI.4.1 Reading 0.80
2 Multiple Choice A 1 CCSS.ELA-Literacy.RI.4.1 Reading 0.58
3 Multiple Choice C 1 CCSS.ELA-Literacy.RI.4.1 Reading 0.75
4 Multiple Choice C 1 CCSS.ELA-Literacy.RI.4.3 Reading 0.71
5 Multiple Choice D 1 CCSS.ELA-Literacy.RI.4.5 Reading 0.70
6 Multiple Choice A 1 CCSS.ELA-Literacy.RI.4.2 Reading 0.39
19 Multiple Choice C 1 CCSS.ELA-Literacy.RL.4.1 Reading 0.68
20 Multiple Choice B 1 CCSS.ELA-Literacy.RL.4.3 Reading 0.44
21 Multiple Choice D 1 CCSS.ELA-Literacy.L.4.5a Reading 0.33
22 Multiple Choice C 1 CCSS.ELA-Literacy.RL.4.3 Reading 0.50
23 Multiple Choice D 1 CCSS.ELA-Literacy.RL.4.2 Reading 0.40
24 Multiple Choice D 1 CCSS.ELA-Literacy.RL.4.2 Reading 0.65
Book 2
25 Multiple Choice D 1 CCSS.ELA-Literacy.RI.4.1 Reading 0.51
26 Multiple Choice B 1 CCSS.ELA-Literacy.RI.4.3 Reading 0.56
27 Multiple Choice A 1 CCSS.ELA-Literacy.RI.4.7 Reading 0.36
28 Multiple Choice C 1 CCSS.ELA-Literacy.RI.4.8 Reading 0.46
29 Multiple Choice B 1 CCSS.ELA-Literacy.RI.4.4 Reading 0.59
30 Multiple Choice
B 1 CCSS.ELA-Literacy.RI.4.2 Reading 0.53
31 Multiple Choice A 1 CCSS.ELA-Literacy.RI.4.1 Reading 0.68
32 Constructed Response 2 CCSS.ELA-Literacy.RL.4.4
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
1.33 0.66
33 Constructed Response 2 CCSS.ELA-Literacy.RL.4.3
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
1.16 0.58
34 Constructed Response 4 CCSS.ELA-Literacy.RL.4.2
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2,
CCSS.ELA-Literacy.L.4.3,
CCSS.ELA-Literacy.L.4.4
1.76 0.44
Book 3
35 Constructed Response 2 CCSS.ELA-Literacy.RL.4.4
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
1.22 0.61
Grade 4
Released Questions Available on EngageNY
Question Type
Key
Points Standard Subscore
Secondary
Standard(s)
Multiple Choice Questions:
Constructed Response Questions:
Percentage of Students
Who Answered Correctly
(P-Value)
Average
Points
Earned
P-Value
(Average Points Earned
÷ Total Possible Points)
36 Constructed Response 2 CCSS.ELA-Literacy.RL.4.6
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
0.89 0.45
37 Constructed Response 2 CCSS.ELA-Literacy.RI.4.4
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
1.18 0.59
38 Constructed Response 2 CCSS.ELA-Literacy.RI.4.1
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
1.13 0.57
39 Constructed Response 2 CCSS.ELA-Literacy.RI.4.8
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2
1.14 0.57
40 Constructed Response 4 CCSS.ELA-Literacy.RI.4.9
Writing to
Sources
CCSS.ELA-Literacy.L.4.1,
CCSS.ELA-Literacy.L.4.2,
CCSS.ELA-Literacy.L.4.3,
CCSS.ELA-Literacy.L.4.4
1.78 0.44
*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, each constructed-response question measures proficiencies described
in multiple standards, including writing and additional reading and language standards. For example, two point and four point constructed-response questions require students to first conduct the
analyses described in the mapped standard and then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-
response questions please refer to the rubrics shown in the Educator Guides.