1. LEAP 2017
4TH GRADE

2. DATES: May 1-5, 2017 Test Administration Schedule:
Day 1 May 1- ELA Session 1: Literary Analysis Task + 1 passage set OR Research simulation task (90mins) Mathematics Session 1: (75 mins)
Day 2 May 2- ELA Session 2: Research Simulation Task or Narrative Writing Task + 1 reading set with one or two texts (90 mins)
Mathematics Session 2: (75 mins)
Day 3 May 3- ELA Session 3: Reading Literary and Informational Texts (45 mins)
Mathematics Session 3: (75 mins)
Day 4 May 4- Social Studies Session 1: Item sets (85 mins)
Social Studies Session 2: Task set (45 mins)
Social Studies Session 3: Item sets and Discrete items (85 mins)
Day 5 May 5- Science Session 1: Multiple Choice ( Suggested time 60 mins)
Science Session 2: Short Answer (Suggested time 30 mins)
Science Session 3: Task (Suggested time 30 mins)

3. Math
The LEAP mathematics assessment contains a total of 62 points. The table below shows the breakdown of task types and point values.
Test Session
Type I-Conceptual understanding, Fluency, and application (points)
Type II-constructed response (arguments and critiques)
(points)
Type III- constructed response (modeling and application)
Total points
Session 1: 14 4 3 21
Session 2: 20
Session 3: 12 6

4. Question Formats: Multiple choice Multi-select Answer Grids
Constructed response

5. Type I- tasks assess concepts, skills and procedures.

6. Type II-tasks assess ability to express mathematical reasoning.

7. Type III-tasks assess modeling and applications.

9. ELA

10. ELA Breakdown: Test Session Focus of Session Number of Passages
Number/Type of Items
Assessable ELA Student Standards (by sub-claim)
Session 1
Literary Analysis Task (LAT) and a Reading Passage Set 3
5 SR and 1 PCR
4 SR
RL standards; vocabulary standards RL.4, L.4-5; writing standards W.1–2, 4, 9–10; language conventions standards L.1-2, plus language skills from previous grades
Session 2
Research Simulation Task (RST)
7 SR and 1 PCR
RI standards; vocabulary standards RI.4, L.4–5; writing standards W.1–2, 4, 7–10; language conventions standards L.1–2, plus language skills from previous grades
Session 3
Reading Literature and Informational Texts
2–3
10 SR
RL and RI standards and vocabulary standards
RL/RI.4, L.4, and L.5 OR
Grade 4 ELA Test Design—Narrative Writing Task (NWT) Administered
Test
Session
Narrative Writing Task (NWT) and
Reading Set with one text or a pair of texts
4 SR and 1 PCR
6 SR
RL standards; vocabulary standards RL.4, L.4-5; writing standards W.3 and 4; language conventions standards
L.1-2, plus language skills from previous grades
RL/RI.4, L.4 and L.5
SR: Selected-Response Items—students select answers; includes two-part items (EBSR), multiple-select items, which require students to choose more
than one correct answer, and technology-enhanced items (on computer-based test only)
PCR: Prose Constructed Response—requires an extended written response
RL: Reading Literature; W: Writing; L: Language; RI: Reading Informational Text

11. All students will take the Research Simulation Task
All students will take the Research Simulation Task. The other task will be either the Literary Analysis Task or the Narrative Writing Task. At grades 4 through 8, an additional passage set with one text or a pair of related texts will come after the Literary Analysis or Narrative Writing task. The additional set may be literary or informational and is included to balance the reading load across the test and to maintain consistent timing in sessions 1 and 2.
The tasks are described below.
• Research Simulation Task—mirrors the research process by presenting three texts on a given topic. Students answer a set of selected-response questions about the texts and then write an extended response about some aspect of the related texts (e.g., role of illustrations in the texts, comparison of firsthand and secondhand accounts, how author uses reasons and evidence to support ideas).
• Literary Analysis Task—provides students an opportunity to show their understanding of literature. It asks students to read two literary texts, answer a set of selected-response questions about the texts, and write an extended response that compares and/or explains key ideas or elements in the texts (e.g., theme; characterization, events, setting; point of view).
• Narrative Writing Task—asks students to read a literary text, answer a set of selected-response questions about the text, and then create a narrative related to the text (e.g., finish the story; retell the story in another narrative form, such as a journal entry). Students should make sure that they create narrative, not expository, responses.
Session 1 consists of either the Literary Analysis Task and an additional passage set or the Research Simulation Task, administered by itself.
Session 2 consists of either the Research Simulation Task, administered by itself, or the Narrative Writing Task and an additional passage set with one text or a pair of related texts.
Session 3, Reading Literary and Informational Texts, asks students to read texts and answer questions to show their understanding of each text. The reading selections may include fiction (e.g., short stories, novel excerpts, poems) and non-fiction (e.g., informational texts from across the disciplines of science, history, and the arts). Students will answer only selected-response questions about each text. No writing is included in this session.
The table on the next page outlines the two possible designs of the Grade 4 ELA Assessment. The first part of the table shows the test design when the Literary Analysis Task is administered, while the second part of the table shows the test design when the Narrative Writing Task is administered

12. Research Simulation Task

13. Literary Analysis Task

14. Narrative Task

15. Writing task for Narrative

16. Informational Text Set

17. Structure of Science Test
The test items reflect the benchmarks and focus on both the why and the implications of phenomena in science, rather than the focus on the what and specific facts or details.

18. Percentage of Points

19. The Task
The task promotes science literacy through the use of discipline-specific practices to collect, apply, and communicate content knowledge. The task reflects the rigor of Louisiana’s content standards and applies English language arts standards for reading informational text (includes science and technical texts) and writing to a science context.

20. reading and comprehending grade-level complex text, including science and technical texts, independently and proficiently
determining the main idea of a text and explaining how it is supported by key details
describing the relationship between a series of scientific ideas, concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, cause and effect
determining the meaning of domain-specific words and phrases in a text
using information gained from illustrations (e.g., maps, charts, graphs) and the words in a text to demonstrate understanding of the text
comparing and contrasting the most important points and key details presented in two texts on the same topic
providing a concluding statement or section

21. Structure of the Task four multiple-choice items
one extended-response item.
based on one or two stimulus materials.
Requires students to provide a written response that will be scored using a 0-4 point rubric.
asks students to incorporate science content knowledge with evidence from the stimulus materials.

22. Description of Stimulus Material
The grade 4 test may incorporate the following types of stimulus material:
• an excerpt from a text-based source
• data tables or graphs presenting data to be read or interpreted
• charts, illustrations, or graphic organizers
• descriptions and details of science investigations
• maps showing geographical features

23. Task: Compare how electricity is generated using hydropower to how it is generated using coal.

28. Sample Student Exemplar Response
Electrical power generation through hydropower begins with the kinetic energy of falling water while coal energy generation begins with the chemical energy found in coal. An intermediate stage in hydropower generation is floodgates opening to release the kinetic energy of falling water, but in coal energy generation the intermediate stage requires the coal being burned in a boiler to produce heat energy. In hydropower generation, turbine blades spin to convert kinetic energy to mechanical energy. In coal energy generation, steam from the heated water spins the turbine to convert heat energy to mechanical energy.
The final step in both processes is similar. In the last step of both hydropower energy generation and coal energy generation, the generator uses a magnetic field to convert mechanical energy into electrical energy.
The two types of energy production are also different in other ways. Hydropower generation is a clean energy production process with no by-products that have to be treated, but coal energy transformation creates by- products that need to be treated. Hydropower generation also includes the ability to store energy in the form of dammed water, but the coal energy generation does not have that ability. More coal must be stored and added to the process. In conclusion, these two types of energy transformation are very different.

29. Structure of Social Studies Test
Test Design:

30. Test Design Information
**The LEAP 2025 Social Studies assessments have a set-based design**
One to four related source documents anchor sets of four to six questions.
Questions ask students to use prior content knowledge and the source documents to show an understanding of social studies content and concepts.
Item sets include selected-response (i.e., multiple- choice and/or multiple-select) questions and some sets culminate with a short constructed response.
The task set contains selected-response questions and an extended response. The extended-response item is worth up to 8 points and scored using a two- dimensional rubric measuring content and claims.

31. Source Documents Sets include a variety of source documents, such as:
An excerpt from a text-based primary or secondary source
An authentic or historical map
A chart, table, or graph
A timeline or series of events
Graphic organizer or diagram
An illustration, painting, or photograph
A historical poster or political cartoon

32. Percentage of Points

33. Sample Item(s)

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38. Resources:
Study Island
Moby Max
Louisiana Department of Education