Grades 3-5 Sample Test Items - · PDF fileACCESS for English Language Learners Listening,...

ACCESSfor English Language Learners

Listening, Reading, Writing, and SpeakingSample Items

Grades 3-5

2 Copyright © State of Wisconsin. All rights reserved. 3-5 Introduction

Copyright © 2006 State of Wisconsin. All rights reserved. The ACCESS for ELLs™ test is a product of a collaborative effort of states known as the WIDA Consortium.

3-5 Introduction Copyright © State of Wisconsin. All rights reserved. 3

Table of Contents

Introduction

Listening Scripts

Listening Samples

Reading Samples

Writing Samples

Speaking Samples

Answer Keys

Index

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.........................................11

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........................................ 25

........................................ 35

........................................ 43

........................................ 50

........................................ 51

Please note: The test folders as you see them in this sample booklet do not appear exactly as they would in operational test booklets. We have annotated test items with the corresponding model performance indicators and have changed the format of the speaking test from a landscape layout (as found in the actual speaking test picture cue booklet) to a portrait layout for this sample booklet. These changes required some reductions in the size of graphics.


A. How to interpret folder titles

The folder title identifies all essential identifiers of the specification and follows the format: Domain, Grade Level Cluster, Tier, Standard. In addition, each folder title will have a word or short phrase indicating its content topic.

1st position:Domain

2nd & 3rd positions:Grade Level Cluster

4th position:Tier

5th & 6th positions:Standard

Listening: LSpeaking: SReading: RWriting: W

Kindergarten: K1 to 2: 123 to 5: 356 to 8: 68

9 to 12: 91

Proficiency levels 1 to 3: Tier A2 to 4: Tier B3 to 5: Tier C

Social & Instructional: SILanguage Arts: LA

Math: MAScience: SC

Social Studies: SS

Example: L12A_SI

L 12 A SI

Full title example: L12A_SI_Principal’sOffice


B. How Performance Indicators (PI’s) are manifested in items

Organization of PI’s Within Standards

The WIDA standards are written and organized by content area, language domain, grade level cluster, and proficiency level. Each strand of performance indicators, that is, a set of PI’s that extend across the proficiency levels for a particular grade level, describe the same content topic in terms of increasingly difficult language tasks. The following examples shows the Science standard exemplified by PI’s in the Reading domain.

English Language Proficiency Standard 4:English language learners communicate information, ideas, and concepts necessary

for academic success in the content area of SCIENCE.

Language Domain: READING — process, interpret, and evaluate written language, symbols, and text with understanding and fluency


Each test item on the ACCESS for ELLs™ is written to address a specific performance indicator, which, in turn, addresses a specific proficiency level. The illustration below highlights one PI for Grade Level K-2 at Proficiency Level 2. This PI becomes the starting point for developing a test item.

Classify living organisms

(such as birds and mammals)

using pictures or icons


Items in the ACCESS for ELLs™ test are arranged into theme folders, which are collections of test items organized along some content topic. For example, a theme folder for grades 9-12, Reading, Science may consist of 3-6 items related to the water cycle. Each theme folder addresses three proficiency levels, or three performance indicators, and the items always increase in difficulty throughout the folder.

Interpret data presented in text

and tables in scientific studies

Extract information on the use of data

presented in text and tables

Match sources of data depicted in tables, charts, or graphs from

scientific studies with research

questions

English Language Proficiency Standard 4:English language learners communicate information, ideas, and concepts necessary

for academic success in the content area of SCIENCE.

Language Domain: READING — process, interpret, and evaluate written language, symbols, and text with understanding and fluency


Theme folders consist of a theme graphic followed by items that correspond to the three proficiency levels/performance indicators being assessed. The items may also have additional graphic stimuli, and the response choices will be either graphic or text depending on the grade levels and tier being tested. Below is a sample theme folder for Science, Listening, for Grades 1-2, Tier A. Since this is a Tier A folder, the proficiency levels covered are 1, 2, and 3.

Theme Graphic

3-5 Samples Listening Scripts Copyright © State of Wisconsin. All rights reserved. 11

3-5ListeningScripts

12 Copyright © State of Wisconsin. All rights reserved. 3-5 Samples Listening Scripts

L35A_LA_Breakfast Time

Part B Breakfast Time

Look at the big picture. It shows Mario having breakfast

with his mother and father.

Pause 3 seconds.

I will now read you a story about breakfast time at

Mario’s home. I will read you the story one part at a

time. Listen carefully.

Go to the top of the

next page.

Number 2 Pause.Every Saturday morning, Mario prepares breakfast.

Find the picture that shows on what day he makes

breakfast.

Number 3 Pause.First, he cuts up apples and oranges, and puts

them on a plate.

Find the picture that shows what kind of fruit he

cuts up.

Number 4 Pause.Then he makes pancakes, which he covers with

honey.

What does he make?

Number 1 Pause.Mario likes to cook breakfast for his family in their

kitchen.

Find the picture that shows something in the

kitchen.


L35B_LA_USPresidents

Part B Former United States Presidents

The United States has had many presidents. Here

is a timeline that shows the first five presidents

and when they served in office.

Pause 3 seconds.


next page.

Number 7.

Take a moment now

to read the answer

choices.

Pause 5 seconds.

Now listen to…

Number 7 Pause.Which presidents are in the correct order from

earliest to latest?

Number 8 Pause.

Turn the page.

Which president on the timeline served the

shortest term?

Number 5 Pause.

Turn the page.

His family enjoys eating the breakfast that Mario

makes. But now there are so many dirty dishes!

What will Mario probably do after breakfast?

Number 6 Pause.What years did the fourth president serve?


L35C_SC_Density

Part C Density

Ramon’s class is learning about the density of

different objects.


next page.

Number 10.

Take a moment now

to read the answer

choices.

Pause 5 seconds.

Now listen to...

Number 10 Pause.The density of steel is about 8. When Ramon puts

a steel ball in water it sinks. However, when he

carefully lays a steel paperclip on the water, he can

make it float. He wants to know why. His teacher

explains that the surface tension of the water can

hold up a paper clip because it is light, but it could

not a hold up a heavy steel ball.

Ramon learns from this experiment that in addition

to density, another characteristic affects whether

an object will float on water.

What characteristic is this?

Number 9 Pause.The density of water is 1. Ramon’s class learned

that if something is more dense than water, it

sinks. If something is less dense than water, it

floats.

If the density of coal is more than 1 and the density

of a wax crayon is less than 1, choose the picture

that shows what will happen when the two objects

are placed in a beaker of water.

Number 11.

Take a moment now

to read the answer

choices.

Pause 5 seconds.

Now listen to...

Number 11 Pause.

This is the end of the

Listening Test.

The teacher tells Ramon to carefully add a soapy

solution to the water and then put in a steel

ball and a paper clip, just as he did before. She

explains that water has surface tension. That

means, water molecules on the surface stick tightly

together. Soap, however, will prevent the water

molecules on the surface from sticking together

tightly. Ramon adds soap to the water and then

puts in the steel ball and the paper clip.

What will prove what the teacher says?


End of Listening Scripts

3-5 Samples Listening Copyright © State of Wisconsin. All rights reserved. 17

35Listening

Test

18 Copyright © State of Wisconsin. All rights reserved. 3-5 Samples Listening

Part A: Breakfast Time

L35A_LA_Breakfast Time

LA P1 identify elements of stories from oral directions supported by illustrations (such as characters or settings)

o o o

1


o o o

2

o o o

3

o o o

4

o o o o

5

LA P1 identify elements of stories from oral directions supported by illustra-tions (such as characters or settings)

LA P2 select literal meanings from oral descriptions (such as from oral reading of realistic fiction) and match to illustrations

LA P3 identify the main idea(s) or make predictions from oral discourse (such as from oral reading of realistic or science fiction) and select from illustra-tions

LA P2 select literal meanings from oral descriptions (such as from oral reading of realistic fiction) and match to illustrations


Part B: Former United States Presidents

L35B_SS_US Presidents

1797-1801 1801-1809 1809-1817

o o o

6

SS P2 arrange information on timelines, graphs, charts, maps, or other visual aids ac-cording to oral directions


o Adams, Madison, Washington

o Madison, Jefferson, Adams

o Jefferson, Washington, Adams

o Washington, Jefferson, Monroe

SS P3 order or sequence information on timelines, graphs, charts, maps, or other visual aids from oral directions

SS P4 interpret information on timelines, graphs, charts, maps, or other visual aids from oral directions

7

Adams Jefferson Madison Monroe

o o o o

8


L35C_SC_Density

Part C: The Density of Objects

SC P3 make predictions or hypotheses about science experiments from oral descrip-tions pertaining to physical states of matter, living and non-living things, forces in nature, or weather patterns

o o o o

9


o The object’s shape

o The object’s color

o The object’s weight

o The object’s size

10

o The steel ball will float.

o The paper clip will float.

o The steel ball will sink.

o The paper clip will sink.

11

SC P4 compare/contrast relationships that verify or contradict hypotheses as described orally in science experiments pertaining to physical states of matter, living and non-living things, forces in nature, or weather patterns

SC P5 show proof or disproof of hypotheses based on results from science experiments read orally pertaining to physical states of matter, living and non-living things, forces in nature, or weather patterns


End of Test

3-5 Samples Reading Copyright © State of Wisconsin. All rights reserved. 25

35Reading

Test

26 Copyright © State of Wisconsin. All rights reserved. 3-5 Samples Reading

Part A: Angela and Pepper

This is a story about a girl named Angela and her dog, Pepper.

Angela had a dog. His name was Pepper. Angela loved Pepper. Angela thought he was perfect. She took Pepper to the park. But one day when Angela wasn’t looking, Pepper ran off.

Angela went home very sad. Her dad said, “Don’t worry. I believe we’ll find Pepper soon.” Then one day Angela saw a sign on a tree. It said, “Found: Small Dog.” There was an address on the sign.

Angela went to the house with her father. The woman at the house asked, “How do I know he is your dog?” Angela said, “Well, I know he has white spots.”

The woman took Angela and her dad to the backyard. Pepper was there. When he saw Angela, he ran to her. Then the woman knew that Pepper was Angela’s dog. Angela said, “I think he is the best dog in the world.”“I believe you’re right about that dog,” the woman said. “He is a very good dog. I am happy that you have found him again.”

R35A_LA_Angela Pepper


Which one is Pepper?

o o o

1

“I know he has white spots.”

Which key words in this sentence tell you it is a fact?

“I know” “he has” “white spots”

o o o

2

Which sentence tells you a fact, not a person’s opinion?

o Angela thought he was perfect.

o Angela saw a sign on a tree.

o “I am happy that you have found him.”

3

LA P1 match labels or identify facts from pictures and phrases (e.g., “I see, there is…”)

LA P2 identify language associated with stating facts found in short fiction or non-fiction text supported by pictures or graphics (e.g., “I know that…,” “it is true that…”)



“I think he is the best dog in the world.”

Which key words tell you that this sentence is an opinion?

o “best” and “dog”

o “dog” and “world”

o “world” and “he is”

o “I think” and “best”

4

LA P3 identify language associated with stating opinions found in fiction or non-fiction text (e.g., “I think that...;” “We believe that…;” “It could be...”)


Which states an opinion?

o She took him to the park.

o The sign said, “Found: Small Dog.”

o “How do I know this is your dog?”

o “I believe you’re right about that dog.”

5


This page has no questions. Turn to the next page.


R35B_LA_Mystery

Part B: Solving a Mystery

Lana forgot her sweater in science class, so she and Babu went to get it during recess. When they entered the science classroom, they saw that the class goldfish, Romeo and Juliet, were not in their fishbowl. The fishbowl was broken and there was water on the floor.

“What happened?” asked Lana. “I think someone threw a baseball through the window and it broke the fishbowl,” said Babu. “I know that Javier and Ali were playing baseball earlier. Maybe they accidentally broke the window.”

“There is no baseball in here,” said Lana, “but the window is wide open. I think a cat came in and got the fish.” Babu replied, “It is true that the window is open, but I don’t think a cat broke the fishbowl.”

Then Mr. Ortiz walked into the room carrying a large aquarium filled with water, and Romeo and Juliet were inside the aquarium. “You were probably wondering what happened,” said Mr. Ortiz. “I broke the fishbowl when I was feeding Romeo and Juliet, so I had to put them in this aquarium.” Lana and Babu smiled. “That solves the mystery!” they said.




LA P4 differentiate between statements of fact and opinion found in various reading selections

Which sentence contains a person’s opinion?

o “The window is wide open.”

o “There is no baseball in here.”

o “I don’t think a cat broke the window.”

o “I broke the fishbowl earlier today.”

8

“I know that Babu and Ali were playing baseball earlier.”

Which key word in this sentence tells you it is a fact, not a person’s opinion?

know playing earlier

o o o

6

“I think someone threw a baseball through the window.”

Which word in this sentence tells you it is a person’s opinion?

think someone baseball

o o o

7


R35C_SI_ScienceFieldTrip

Part C: Science Field Trip

What subject is this activity for?

PE Art History Science

o o o o

9

SI P3 identify main ideas from visually supported, explicit text (such as from school permission slips, notes about school events)

Here is a handout Sam’s teacher passed out at school.

Let’s visit a new science museum!

We’re going on an exciting field trip to a new science museum downtown. Here is the

information you need to know:

WHEN?Friday, May 20th, leaving school at 9 AM together as a class

WHERE?To a new city science museum downtown that opened this month

WHAT TO BRING?Paper and a pencil for taking notes on the Space Shuttle exhibit, and your student ID card


Why did Sam’s teacher make this handout and give it to the class?

o To inform students about an upcoming event

o To encourage students to work together as a team

o To announce that a new science class is available

o To remind students that keeping their student ID cards is important

What do you think Sam will need to do after May 20th?

o Take a trip downtown

o Replace his student ID card

o Go to the opening of a museum

o Write a report about space travel

11

SI P4 identify main ideas and major details (such as from school announcements, and dress or discipline codes)

SI P5 make inferences about main ideas and use details as supporting evidence (such as from comic books)

10


End of Test

3-5 Samples Writing Copyright © State of Wisconsin. All rights reserved. 35

35Writing

Test

36 Copyright © State of Wisconsin. All rights reserved. 3-5 Samples Writing

Part A: The Grasshopper and the Ants

During the summer, a grasshopper jumped around a field. Every day he

saw ants carrying food. The grasshopper would say, “Come play with me

and have some fun.” Every day the ants said, “We can’t stop now because

there is work to be done.” The grasshopper played all summer and the ants

kept working.

One day the grasshopper asked the ants why they were working

so hard. They said that they were storing food for the winter. They

told the grasshopper that he should be working, too.

The grasshopper just laughed. He said that there was plenty of time before

winter and hopped off to play.

When the winter came, the ants ate the food they had stored during

the summer. But the grasshopper was hungry because he had played

all summer instead of working.

The grasshopper said,

“Come play with me.”

The ants said, “You

should be working too.”

The grasshopper

laughed at the ants.

Winter came and the

grasshopper had no food.

Read the story.This is an ancient story written by a man called Aesop. Read the story. As you read, think about how the grasshopper and the ants remind you of yourself.

W35C_IT_GrasshopperAnts


Now it’s your turn to write!

Prepare Your Ideas

Think carefully about these questions to get ideas for your writing.Are you more like the grasshopper or the ants?

What is the first example of how you are like this character from the story?

What is the second example of how you are like this character from the story?

What is the third example of how you are like this character from the story?

Turn to the next page to write your plan.

DO NOT WRITE HERE.

Prepare to write a composition about how you are like the grasshopper or the ants.Think about the grasshopper and the ants, then think about yourself. Are you more like the grasshopper OR the ants?

Model Performance Indicators

LA P3 compare/contrast personal information or experiences with those of others us-ing descriptive language

LA P4 compose personal narratives or autobiographical sketchesLA P5 produce pieces that make personal connections or integrate personal experi-

ences with literature (such as assume character’s role or relate to events)

SI P3 compose using expanded sentences with some complexitySI P4 compose using a variety of sentence lengths and levels of complexitySI P5 compose using a variety of sentence lengths and levels of complexity with clear

meaning


� Plan Your Writing

Use this page to organize your ideas. You can make notes, an outline, a web, or any other kind of organizer. Add details. Make sure your plan includes:

IntroductionFirst ExampleSecond ExampleThird Example

Conclusion


Write Your Composition

Now write your composition about how you are like the grasshopper or the ants. When you have finished, be sure to check your writing.


Now check your writing. Ask yourself:

• Did I write an introduction?• Did I give three examples of how I am like the grasshopper or the ants?• Did I write a conclusion?• Does my writing make sense? • Did I write in complete sentences? • Did I use correct punctuation and spelling? • Did I write my best?


End of Test

44 Copyright © State of Wisconsin. All rights reserved. 3-5 Samples Speaking

Now we are going to talk about science and math.Each of us has a heart. Our hearts are always beating.We’re going to talk about heart rates -- how fast your heart beats.Look at this picture. I’m going to read what’s in the box next to the picture. You can follow along while I read it aloud.

The average child’s heart rate is about 90 beats per minute. There are 60 minutes in an hour. How many times does a child’s heart beat in one hour? (Well, to figure that out we take)90 beats per minute x 60 minutes per hour = 5,400 beats per hour

That’s a lot!Now I am going to ask you some questions about this picture.

Q1: (Point to HEART) What is this?Q2: (Point to ARM) What body part is this?Q3: (Point to 90) What number is this?Q4: (Point to “x”) What does this (math symbol) mean?Q5: (Point to “=”) What does this (math symbol) mean?Q6: (Point to 5,400) Can you say this number?

Folder A

The average child’s heart rate is about 90 beats per minute.

There are 60 minutes in an hour.

How many times does a child’s heart beat in one hour?

90 beats per minute x 60 minutes per hour = 5,400 beats per hour


SC P1 name organisms or parts of systems depicted visually (such as food webs or biomes)

MA P1 tell place values of large whole numbers (such as using manipulatives for num-bers of 3 to 7 digits)

T1


Look at these pictures.

Q1: (Point to BABY) What is this?Q2: (Point to CHILD) What is this? Q3: (Point to ADULT) What is this?Q4: (Sweep across pictures) How are these three pictures similar (OR) alike (OR) the same?Q5: (Sweep across pictures) How are they different in age?

Folder A (continued)


SC P2 classify or give examples of organisms or types of systems depicted visually

MA P2 describe large whole numbers from pictures of everyday objects

T2


Now we’re going to talk about how heart rates change. Remember we said that a child’s heart rate is about 90 beats per minute. This is shown in this graph here (Point to 90). Here’s the child (Point to CHILD) and the graph shows us 90 (Point to BAR LABELED ‘90’) beats per minute (Point to ‘Beats Per Minute’ on VERTICAL AXIS). Now let me ask you some questions about this graph.

Q1: (Point to BABY AND 130 on bar graph) What does this part of the graph show us? Q2: (Point to ADULT AND 70) What does this part of the graph show us? Q3: (Point to or encircle ENTIRE GRAPH)

When you look at the whole graph, what do you learn about how heart rates change as we grow? (OR) What do we learn from the entire graph? (OR) What does this whole graph show us?

Q4: (If necessary) What is the difference between a baby’s heart rate and a child’s heart rate?

Q5: (If necessary) How did you figure that out? (OR) How do you know that?


T3


SC P3 describe how organisms or systems work from short text with visual support

MA P3 give examples of large whole numbers from real life experiences


Now we’re going to talk some more about how heart rates change. We saw how a person’s heart rate changes as they grow from a baby to a child to an adult. Now we are going to see how a child’s heart rate changes as she does different activities.This is another graph. It shows the heart rate of a girl named Alicia as she does different activities, like sleeping, running, and reading. (Point to ALICIA DOING ACTIVITIES at bottom of page.)This graph shows Alicia’s heart rate as she does these things. (Point to GRAPH.)

Q1: Look at this graph and tell me what happens to Alicia’s heart rate when she does these different activities.

Q2: (As necessary) Tell me more. (OR) Can you tell me anything else? (OR) Can you elaborate? (OR) Can you give me more details? (OR) Can you be more specific?


T4


SC P4 explain or discuss how the functions of organisms or systems impact everyday life

MA P4 explain use/reasons for large whole numbers presented orally from math texts


(Note: Picture is repeated for student.)

Q1: Why do you think Alicia’s heart rate changes when she is doing these different activities? (OR) In general, what do you think is the relationship between Alicia’s heart rate and her activities? (OR) Can you see any relationship between Alicia’s heart rate being lower and higher and what she does? (Pause.) Explain that to me.

Q2: Now imagine that Alicia wants to ride her bike. (About) what number do you think her heart rate will be?

Q3: Explain to me why you say that. (OR) Why do you say that?Q4. (As necessary) Can you elaborate? (OR) Can you give me more

details? (OR) Can you be more specific? (OR) Can you give me an example?


T5


SC P5 hypothesize or describe the causes or effects of changes in organisms or systems

MA P5 create word problems involving large whole numbers presented orally from grade level math texts


End of Test

50 Copyright © State of Wisconsin. All rights reserved. 3-5 Appendix

Answer Keys

Listening

Part A: Breakfast Time1 - A2 - B3 - A4 - C5 - C

Part B: US Presidents6 - C7 - D8 - A

Part C: Density of Objects9 - B10 - C11 - D

Reading

Part A: Angela and Pepper1 - C2 - A3 - B4 - D5 - D

Part B: Solving a Mystery6 - A7 - A8 - C

Part C: Science Field Trip9 - D10 - A11 - D

3-5 Appendix Copyright © State of Wisconsin. All rights reserved. 51

Index of Items by Content Area

SI

LA

MA

SC

SS

........................................................ 32-33, 36-41

.............................................18-19, 26-28, 36-41

................................................................... 44-48

........................................................22-23, 44-48

................................................................... 20-21

Grades 3-5 Sample Test Items - · PDF fileACCESS for English Language Learners Listening,...

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