Common Core: 4th Grade English Language Arts : Common Core: 4th Grade English Language Arts
Study concepts, example questions & explanations for Common Core: 4th Grade English Language Arts
All Common Core: 4th Grade English Language Arts Resources
Example Questions
Example Question #251 : Common Core: 4th Grade English Language Arts
Coal Passage 1
The typical coal plant in the United States creates more than 125,000 tons of ash and 193,000 tons of sludge each year. On average, 42% of coal combustion waste ponds and landfills are unlined. This means that the substances in the waste can seep into the ground and nearby lakes. Some of the substances include arsenic, mercury, chromium, and cadmium. These can contaminate drinking water supplies and directly contact the consumers who drink water from these areas. The disposal of coal plant waste has damaged many ecosystems. Once the coal plants have cycled through billions of gallons of water to cool the system, it is dumped back into the river, ocean, or lake it is pulling water from. When this hot water is released back into the body of water, it creates “thermal pollution,” which can harm the plants and animals living in this area. Many plants add chemicals to their cooling water, which is released back into the lake, ocean, or river with the hot water.
Coal Passage 2
Coal is a concentrated form of prehistoric biomass, plant life, and is the most plentiful fossil fuel produced in the United States. More than 90 percent of the coal consumed in the US is used to generate electricity. Coal power is also an essential industry source for making steel, cement, and paper, and is used in numerous other industries. Coal was a valuable resource that powered trains, steamships, and other forms of transportation for centuries. Coal is essential to the US economy and provides consumers with affordable electricity. The mining of coal and the use of coal power plants provide vital jobs to many American citizens. In 2018 15% of U.S. coal production was exported to other countries. Exporting coal has a positive effect on the United State’s economy.
Which of the following is cited as support for the arguments of Passages 1 and 2, respectively
Passage 1: contaminated water
Passage 2: jobs
Passage 1: fuel for transportation
Passage 2: non-renewable resource
Passage 1: renewable resource
Passage 2: essential source
Passage 1: economy
Passage 2: inconvenience
Passage 1: contaminated water
Passage 2: jobs
The author of Passage 1 makes the case that the use of coal should be eliminated or decreased, and uses support such as lack of water contamination, thermal pollution, added chemicals, ash, and sludge to support this argument. The author of Passage 2 believes that coal should remain in use, and cites support such as historical significance in the transportation industry, a positive effect on the economy, the source for affordable electricity, and job creation. Only the answer “Passage 1: contaminated water; Passage 2: jobs” correctly matches an element of support to its corresponding argument.
Example Question #11 : Craft And Structure
Coal Passage 1
The typical coal plant in the United States creates more than 125,000 tons of ash and 193,000 tons of sludge each year. On average, 42% of coal combustion waste ponds and landfills are unlined. This means that the substances in the waste can seep into the ground and nearby lakes. Some of the substances include arsenic, mercury, chromium, and cadmium. These can contaminate drinking water supplies and directly contact the consumers who drink water from these areas. The disposal of coal plant waste has damaged many ecosystems. Once the coal plants have cycled through billions of gallons of water to cool the system, it is dumped back into the river, ocean, or lake it is pulling water from. When this hot water is released back into the body of water, it creates “thermal pollution,” which can harm the plants and animals living in this area. Many plants add chemicals to their cooling water, which is released back into the lake, ocean, or river with the hot water.
Coal Passage 2
Coal is a concentrated form of prehistoric biomass, plant life, and is the most plentiful fossil fuel produced in the United States. More than 90 percent of the coal consumed in the US is used to generate electricity. Coal power is also an essential industry source for making steel, cement, and paper, and is used in numerous other industries. Coal was a valuable resource that powered trains, steamships, and other forms of transportation for centuries. Coal is essential to the US economy and provides consumers with affordable electricity. The mining of coal and the use of coal power plants provide vital jobs to many American citizens. In 2018 15% of U.S. coal production was exported to other countries. Exporting coal has a positive effect on the United State’s economy.
Which of the following represents an opinion that would likely be held by the authors of both passages?
The historical significance of the use of coal far outweighs any reason we might consider eliminating it.
Eliminating the use of coal would have an impact on the electricity industry.
The use of coal has become expensive to keep in use and should be eliminated.
It is more costly to continue to produce electricity using coal than it would be to eliminate it.
Eliminating the use of coal would have an impact on the electricity industry.
While the remaining answer options might represent one author's perspective but not the other, the option “Eliminating the use of coal would have an impact on the electricity industry” addresses an opinion held by both authors. Neither author would likely deny that eliminating coal would significantly impact how electricity is made and consumed in the United States.
Example Question #14 : Craft And Structure
Coal Passage 1
The typical coal plant in the United States creates more than 125,000 tons of ash and 193,000 tons of sludge each year. On average, 42% of coal combustion waste ponds and landfills are unlined. This means that the substances in the waste can seep into the ground and nearby lakes. Some of the substances include arsenic, mercury, chromium, and cadmium. These can contaminate drinking water supplies and directly contact the consumers who drink water from these areas. The disposal of coal plant waste has damaged many ecosystems. Once the coal plants have cycled through billions of gallons of water to cool the system, it is dumped back into the river, ocean, or lake it is pulling water from. When this hot water is released back into the body of water, it creates “thermal pollution,” which can harm the plants and animals living in this area. Many plants add chemicals to their cooling water, which is released back into the lake, ocean, or river with the hot water.
Coal Passage 2
Coal is a concentrated form of prehistoric biomass, plant life, and is the most plentiful fossil fuel produced in the United States. More than 90 percent of the coal consumed in the US is used to generate electricity. Coal power is also an essential industry source for making steel, cement, and paper, and is used in numerous other industries. Coal was a valuable resource that powered trains, steamships, and other forms of transportation for centuries. Coal is essential to the US economy and provides consumers with affordable electricity. The mining of coal and the use of coal power plants provide vital jobs to many American citizens. In 2018 15% of U.S. coal production was exported to other countries. Exporting coal has a positive effect on the United State’s economy.
The following appeared in a news article concerning the use of coal for electricity:
While coal is damaging to the environment, its benefit outweighs that of any other fossil fuel. This makes coal the most cost-effective fossil fuel for its value.
Which author's point of view would this information best support?
This information would refute the arguments made by both passages
This information would support the argument made in Passage 1 but refute the argument made in Passage 2
This information would support the argument made in Passage 2 but refute the argument made in Passage 1
This information would support the arguments made by both passages
This information would support the argument made in Passage 2 but refute the argument made in Passage 1
The information provided in the news article provides evidence that coal is “the most cost-effective fossil fuel for its value” once we consider its benefits. So, this evidence would support the argument made by Passage 2 - the author suggesting that the use of coal for electricity should remain in place.
Example Question #12 : Compare And Contrast Points Of View And Topics
Adapted from Aesop’s Belling the Cat (620-560 BCE)
The Mice once called a meeting to decide on a plan to free themselves of their enemy, the Cat. At least they wished to find some way of knowing when she was coming, so they might have time to run away. Indeed, something had to be done, for they lived in such constant fear of her claws that they hardly dared stir from their dens by night or day.
Many plans were discussed, but none of them was thought good enough. At last, a very young Mouse got up and said: "I have a plan that seems very simple, but I know it will be successful.
All we have to do is to hang a bell about the Cat's neck. When we hear the bell ringing, we will know immediately that our enemy is coming."
All the Mice were much surprised that they had not thought of such a plan before. But in the midst of the rejoicing over their good fortune, an old Mouse arose and said:
"I will say that the plan of young Mouse is very good. But let me ask one question: Who will bell the Cat?"
Adapted from Aesop’s The Crow and the Pitcher (620-560 BCE)
In a spell of dry weather, when the Birds could find very little to drink, a thirsty Crow found a pitcher with a little water in it. But the pitcher was high and had a narrow neck, and no matter how he tried, the Crow could not reach the water. The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles, he dropped them into the pitcher one by one. With each pebble, the water rose a little higher until at last, it was near enough so he could drink.
How are these stories similar to one another?
The stories teach a lesson about never giving up even when all other plans have failed.
The main characters are animals who are facing an enemy.
None of the answer choices are correct.
The main characters each come up with a plan or idea to solve their problem.
The main characters each come up with a plan or idea to solve their problem.
The same author, Aesop, wrote both of these stories, and they have similarities that can be identified. Both the main characters, the Crow and the Mice, have a problem, and must develop a solution. The Crow drops pebbles into the pitcher, which causes the water level to rise, and the Mice decide they will put a bell around the cat's neck so they can hear it coming. Both characters come up with a plan or idea to help them.
Example Question #21 : Craft And Structure
Passage and table adapted from "Why Leaves Change Color" on "Northeastern Area," a website by the USDA Forest Service. <https://www.na.fs.fed.us/fhp/pubs/leaves/leaves.shtm>.
There are two main types of trees: coniferous trees and deciduous trees. Coniferous trees have small, needle-like leaves. They keep these leaves all year. One example of a coniferous tree is a pine tree, which has green needles during all seasons. In contrast, deciduous trees lose their leaves every autumn. Before these leaves drop and blow away, they change from green to colors like red, orange, yellow, and brown.
Have you ever wondered why deciduous leaves change color in the fall? This color change is caused by a chemical process in the cells of tree leaves.
Green leaves are green because they contain a green molecule, chlorophyll. This is a very important molecule in the natural world. Leaves use this molecule to turn carbon dioxide, sunlight, and water into sugar and oxygen in a process called “photosynthesis.” So, chlorophyll lets the plant store energy as sugar, which it can use as food. It also lets the plant provide food for anything that eats it, like a cow, a bird, or even a human!
So, what does chlorophyll, a green molecule, have to do with autumn leaf colors? Deciduous leaves also contain molecules of other colors, but the chlorophyll in the leaves covers them up in the summer. In the fall, deciduous trees stop making chlorophyll. Eventually there is no more chlorophyll in their leaves. The colors of the other molecules show through. The colors of these other molecules are the colors we see in autumn leaves. The next time you see colorful leaves in the fall, you’ll know more about the chemistry at work!
The first paragraph of this passage is best described as __________.
a description of a problem
a comparison of two things
a sequence of events told in chronological order
an explanation of the cause behind a particular effect
a comparison of two things
This question asks you to describe one particular paragraph in the passage: the first one. What is happening in the first paragraph? What is being discussed?
There are two main types of trees: coniferous trees and deciduous trees. Coniferous trees have small, needle-like leaves. They keep these leaves all year. One example of a coniferous tree is a pine tree. In contrast, deciduous trees lose their leaves every autumn. Before these leaves drop and blow away, they change from green to colors like red, orange, yellow, and brown.
The first paragraph tells the reader about two types of trees. One of these types keeps their leaves all year, and the other loses their leaves every autumn. The answer choice that most accurately describes of this paragraph is "a comparison of two things." The first paragraph is not "a sequence of events told in chronological order," "an explanation of the cause behind a particular effect," or "a description of a problem." The entire passage could be summarized as "an explanation of the cause behind a particular effect," but since we are only looking at the first paragraph, this is not the correct answer. The first paragraph by itself is not "an explanation of the cause behind a particular effect." It focuses on a comparison.
Example Question #1 : Determine Structure
Passage 1: Adapted from "The Busy Blue Jay" in True Bird Stories from My Notebooks by Olive Thorne Miller (1903).
The following passage is from a book in which the author talks about raising and releasing into the wild birds that had been captured and sold as pets.
One of the most interesting birds who ever lived in my Bird Room was a blue jay named Jakie. He was full of business from morning till night, scarcely ever a moment still.
Jays are very active birds, and being shut up in a room, my blue jay had to find things to do, to keep himself busy. If he had been allowed to grow up out of doors, he would have found plenty to do, planting acorns and nuts, nesting, and bringing up families. Sometimes the things he did in the house were what we call mischief because they annoy us, such as hammering the woodwork to pieces, tearing bits out of the leaves of books, working holes in chair seats, or pounding a cardboard box to pieces. But how is a poor little bird to know what is mischief?
One of Jakie’s amusements was dancing across the back of a tall chair, taking funny little steps, coming down hard, “jouncing” his body, and whistling as loud as he could. He would keep up this funny performance as long as anybody would stand before him and pretend to dance, too.
My jay was fond of a sensation. One of his dearest bits of fun was to drive the birds into a panic. This he did by flying furiously around the room, feathers rustling, and squawking as loud as he could. He usually managed to fly just over the head of each bird, and as he came like a catapult, every one flew before him, so that in a minute the room was full of birds flying madly about trying to get out of his way. This gave him great pleasure.
Wild blue jays, too, like to stir up their neighbors. A friend told me of a small party of blue jays that she saw playing this kind of a joke on a flock of birds of several kinds. These birds were gathering the cherries on the top branches of a big cherry tree. The jays sat quietly on another tree till the cherry-eaters were busy eating. Then suddenly the mischievous blue rogues would all rise together and fly at them, as my pet did at the birds in the room. It had the same effect on the wild birds; they all flew in a panic. Then the joking jays would return to their tree and wait till their victims forgot their fear and came straggling back to the cherries, when they repeated the fun.
Consider the last two paragraphs of the passage. Which of the following best describes how they relate to one another?
The first paragraph describes something wild blue jays do, and the second paragraph shows how a tame blue jay acts similarly.
The first paragraph describes something a tame blue jay does, and the second paragraph shows how wild blue jays act similarly.
The first paragraph describes the different noises wild blue jays make, and the second paragraph describes how a tame blue jay makes similar sounds.
The first paragraph describes the different noises a tame blue jay makes, and the second paragraph describes how wild blue jays make similar sounds.
The first paragraph describes something a tame blue jay does, and the second paragraph shows how wild blue jays act similarly.
Before you answer this question, look at how the answer choices relate to one another. They are different combinations of two options: either they focus on something wild and tame blue jays do, or they focus on noises that wild and tame blue jays make. Then, they differ in the order in which they talk about wild blue jays and tame blue jays. Noticing these patterns can be very helpful in analyzing the passage. Once we've identified these patterns, we only need to answer two questions about the passage's last two paragraphs:
1.) Are they talking about actions blue jays do or noises they make?
and
2.) In what order are wild blue jays and tame blue jays discussed?
If we know this information, we'll know enough to answer the question correctly. Let's look at the two paragraphs this question concerns.
My jay was fond of a sensation. One of his dearest bits of fun was to drive the birds into a panic. This he did by flying furiously around the room, feathers rustling, and squawking as loud as he could. He usually managed to fly just over the head of each bird, and as he came like a catapult, every one flew before him, so that in a minute the room was full of birds flying madly about trying to get out of his way. This gave him great pleasure.
Wild blue jays, too, like to stir up their neighbors. A friend told me of a small party of blue jays that she saw playing this kind of a joke on a flock of birds of several kinds. These birds were gathering the cherries on the top branches of a big cherry tree. The jays sat quietly on another tree till the cherry-eaters were busy eating. Then suddenly the mischievous blue rogues would all rise together and fly at them, as my pet did at the birds in the room. It had the same effect on the wild birds; they all flew in a panic. Then the joking jays would return to their tree and wait till their victims forgot their fear and came straggling back to the cherries, when they repeated the fun.
These two paragraphs describe how different blue jays make other nearby birds panic seemingly for fun. This is an action that involves more than making certain noises, so the paragraphs are talking about actions blue jays do, not noises they make. In addition, the first of the two paragraphs is talking about a tame blue jay—one that lived in the author's bird room. The latter of the two paragraphs talks about wild blue jays.
Considering what we learned through our analysis, the correct answer to this question is "The first paragraph describes something a tame blue jay does, and the second paragraph shows how wild blue jays act similarly."
Example Question #23 : Craft And Structure
Passage 2: Adapted from "Cyanocitta cristata: Blue Jay" in Life Histories of North American Birds, From the Parrots to the Grackles, with Special Reference to Their Breeding Habits and Eggs by Charles Bendire (1895)
The beauty of few of our local birds compares to that of the Blue Jay. One can’t help admiring them for their amusing and interesting traits. Even their best friends can’t say much in their favor, though. They destroy many of the eggs and young of our smaller birds. A friend of mine writes, “The smaller species of birds are utterly at [the Blue Jay’s] mercy in nesting time. Few succeed in rearing a brood of young. It is common in the woods to hear Vireos lamenting for their young that the Jay has forcibly carried away. Vast numbers of eggs are eaten and the nests torn up.”
Still, I cannot help admiring Blue Jays, because they have good traits as well. They are cunning, inquisitive, good mimics, and full of mischief. It is difficult to paint them in their true colors. Some writers call them bullies and cowards. Perhaps they deserve these names at times, but they possess courage in the defense of their young. But it is unfortunate that they show so little consideration for the feelings of other birds.
It is astonishing how accurately the Blue Jay is able to imitate the various calls and cries of other birds. These will readily deceive anyone. They seem to delight in playing tricks on their unsuspecting neighbors in this manner, apparently out of pure mischief. They are especially fond of teasing owls, and occasionally hawks; however, sometimes this has disastrous results for the Blue Jays.
Which of the following best describes the structure of Passage 2?
The author describes the behavior of a tame blue jay kept inside a house.
The author tries to convince the reader that the blue jay has no positive qualities.
The author compares and contrasts the blue jay with other types of birds.
The author discusses some of the positive and negative characteristics of the blue jay.
The author discusses some of the positive and negative characteristics of the blue jay.
Let's consider each of the answer choices and figure out which one best describes Passage 2.
"The author compares and contrasts the blue jay with other types of birds." - Passage 2 focuses mostly on the blue jay. It only mentions other birds when describing how the blue jay interacts with them. It doesn't specifically try to compare and contrast the blue jay with other types of birds, so this answer is not the correct one.
"The author tries to convince the reader that the blue jay has no positive qualities." - The author discusses many of the blue jay's negative traits; however, he does not attempt to convince readers that the blue jay has no positive qualities. We can tell this because the first paragraph states, "One can’t help admiring them for their amusing and interesting traits." Similarly, the second paragraph says, "Still, I cannot help admiring Blue Jays, because they have good traits as well." If the author wanted to convince readers that the blue jay has no positive qualities, the passage wouldn't suggest multiple times that blue jays have not only negative qualities, but positive ones too.
"The author describes the behavior of a tame blue jay kept inside a house." - If this answer choice sounds correct, you might be thinking of Passage 1! This is a good description of a different passage, but it doesn't accurately describe Passage 2, which is presented with this particular question. No mention is made of a tame blue jay kept inside of a house. So, this answer choice is not correct.
"The author discusses some of the positive and negative characteristics of the blue jay." - This is the correct answer! Throughout this passage, the author describes the blue jay by pointing out its negative features and its positive ones.
Example Question #2 : Determine Structure
Passage and illustrations adapted from "The Gold-Giving Serpent" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.). This story is originally from the Panchatantra by Vishnu Sharma, c. 3rd century BCE.
Image "Common Core Fourth Grade CCSS.ELA-LITERACY.RL.4.5 - Explain Major Differences Between Poems, Drama, and Prose, and Refer to the Structural Elements - Image 1" adapted from "The Gold-Giving Serpent" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
Image "Common Core Fourth Grade CCSS.ELA-LITERACY.RL.4.5 - Explain Major Differences Between Poems, Drama, and Prose, and Refer to the Structural Elements - Image 2" adapted from "The Gold-Giving Serpent" in Indian Fairy Tales (ed. Joseph Jacobs, illustrator John D. Batten, 1892 ed.).
ow in a certain place there lived a man named Haridatta. He was a farmer, but poor was the return his labor brought him. One day, at the end of the hot hours, the man, overcome by the heat, lay down under the shadow of a tree to have a doze. Suddenly he saw a great hooded snake creeping out of an ant-hill near at hand. So he thought to himself, "Sure this is the guardian deity of the field, and I have not ever worshipped it. That's why my farming is in vain. I will at once go and pay my respects to it."
When he had made up his mind, he got some milk, poured it into a bowl, and went to the ant-hill, and said aloud: "O Guardian of this Field! All this while I did not know that you dwelt here. That is why I have not yet paid my respects to you; pray forgive me." And he laid the milk down and went to his house. Next morning he came and looked, and he saw a gold denar in the bowl, and from that time onward every day the same thing occurred: he gave milk to the serpent and found a gold denar.
One day the man had to go to the village, and so he ordered his son to take the milk to the ant-hill. The son brought the milk, put it down, and went back home. Next day he went again and found a denar, so he thought to himself: "This ant-hill is surely full of golden denars; I'll kill the serpent, and take them all for myself." So next day, while he was giving the milk to the serpent, the man's son struck it on the head with a cudgel. But the serpent escaped death by the will of fate, and in a rage bit the man's son with its sharp fangs, and he fell down dead at once. His people raised him a funeral pyre not far from the field and burnt him to ashes.
Two days afterwards his father came back, and when he learnt his son's fate he grieved and mourned. But after a time, he took the bowl of milk, went to the ant-hill, and praised the serpent with a loud voice. After a long, long time the serpent appeared, but only with its head out of the opening of the ant-hill, and spoke to the man: "'Tis greed that brings you here, and makes you even forget the loss of your son. From this time forward friendship between us is impossible. Your son struck me in youthful ignorance, and I have bitten him to death. How can I forget the blow with the cudgel? And how can you forget the pain and grief at the loss of your son?" So speaking, it gave the man a costly pearl and disappeared. But before it went away it said: "Come back no more." The man took the pearl, and went back home, cursing the folly of his son.
This story contains four __________.
stanzas
rhyming lines
refrains
verses
paragraphs
paragraphs
This story contains four paragraphs. It is a prose story written uses sentences that are not broken into poetic lines, so we call its units of several sentences "paragraphs." "Stanzas" and "verses" are blocks of text in poems, and "refrains" are repeating blocks of text in poems. "Rhyming lines" aren't necessarily present in prose stories like this one at all.
Example Question #21 : Craft And Structure
Salamanders, frogs, and toads are all amphibians. Amphibians are animals that spend part of their life in water and part on land, and have backbones. Amphibians must live near water. Amphibian habitats can be found in forests, woodlots, meadows, springs, streams, rivers, lakes, ponds, bogs, marshes.”
Which choice best describes how the passage is organized?
cause and effect
proposition and support
persuasive organization
sequential order
proposition and support
The correct answer is proposition and support.
Example Question #26 : Craft And Structure
In which section of the newspaper would you find the text below?
"Earthquake shakes city-Damage Still Being Calculated."
headline
feature
editorial
advice column
headline
This is likely a newspaper headline-the title of an article.
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All Common Core: 4th Grade English Language Arts Resources
