grades 3–5 test booklet - measured progress 3–5 test booklet table of contents grade 3 english...
TRANSCRIPT
Grades 3–5Test Booklet
Table of Contents
Grade 3 English Language Arts and Mathematics .........................5
Grade 4 English Language Arts and Mathematics .......................15
Grade 5 English Language Arts, Mathematics, and Science .......25
Grades 3–5 English Language Arts—Writing ...............................39
Practice Test2016–2017
Student Name: _____________________________________________
Florida Standards Alternate AssessmentPractice Materials Guidelines
Practice items are to be administered using guidelines provided in the FSAA—Performance Task Administration Manual 2016–2017.
Practice Materials provide teachers and students the opportunity to become familiar with the assessment materials, the administration of the assessment, the type of preparation needed by the teacher, the anticipated student mode of communication to answer selected- and open-response items, pacing, administration duration, and more. Practice Materials are not secure, and therefore, any part of the set of materials may be reproduced.
Practice Materials circulated this year should not be discarded, shredded, or returned to alternate assessment coordinators after use. Practice Materials can be used throughout the school year and from one year to the next as a tool for students and teachers to gain greater familiarity with the administration of the Florida Standards Alternate Assessment.
Please contact your district alternate assessment coordinator with any questions or concerns related to the use of Practice Materials.
1
Florida Standards Alternate AssessmentGrades 3–5 English Language Arts
Content Standards Addressed
Florida State Standards
Grade 3Literature: Key Ideas and DetailsLAFS.3.RL.1.1
Informational: Key Ideas and DetailsLAFS.3.RI.1.1
Grade 4Literature: Key Ideas and DetailsLAFS.4.RL.1.1
Informational: Key Ideas and DetailsLAFS.4.RI.1.1
Grade 5Literature: Key Ideas and DetailsLAFS.5.RL.1.1
Informational: Key Ideas and DetailsLAFS.5.RL.1.1
Teacher-Gathered Mater ia ls
None
Florida Standards Alternate AssessmentGrades 3–5 Mathematics
Content Standards Addressed
Florida State Standards
Grade 3Operations and Algebraic ThinkingMAFS.3.OA.4.8
Number and Operations in Base TenMAFS.3.NBT.1.2
Grade 4Number and Operations in Base TenMAFS.4.NBT.1.3
Measurement and DataMAFS.4.MD.1.1
Grade 5GeometryMAFS.5.G.1.1
Number and Operations–FractionsMAFS.5.NF.2.4
Teacher-Gathered Mater ia ls
Grade 4: Item 2 Task 1• small drink container (e.g., school milk carton)• 1-gallon container (e.g., milk jug)• water bottle (e.g., about 16–20 oz.)
3
Florida Standards Alternate AssessmentGrade 5 Science
Content Standards Addressed
Next Generation Sunshine State Standards
Body of Knowledge: Earth and Space ScienceBig Idea 7: Earth Systems and Patterns (SC.5.E.7.7)
Body of Knowledge: Nature of ScienceBig Idea 1: The Practice of Science (SC.5.N.1.1)
Teacher-Gathered Mater ia ls
None
Florida Standards Alternate AssessmentGrades 3–5 ELA—Writing
Content Standards Addressed
Florida State Standards
Writing: Text Types and PurposesLAFS.4.W.1.2
Writing: Production and Distribution of WritingLAFS.4.W.2.4
Teacher-Gathered Mater ia ls
None
Item continued on the next page
268162
Item 1
Florida Standards Access Point: Answer questions related to characters, setting, events, or conflicts.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 3
Passage Booklet: page 5 Lots of Beads
Word/picture cards:
beads
fish
shoes
Read paragraph 1 to the student.
What is Josh unable to find?
Read the word/picture cards to the student.
\ A: beads
\ B: fish
\ C: shoes
\ D: No Response
Scaffolded Response (when applicable)\ A: beads
\ B: fish
\ C: shoes
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 5
Passage Booklet: page 5 Lots of Beads
Word/picture cards:
teacher
Josh
Luke
Read the passage to the student.
Who solved Josh’s problem?
Read the word/picture cards to the student.
\ A: teacher
\ B: Josh
\ C: Luke
\ D: No Response
7Grade 3 English Language Arts
Task 3
Materials Teacher Script Student Response
Response Booklet: page 7
Passage Booklet: page 5 Lots of Beads
Sentence/picture strips:
Luke shared some beads.
Luke made a key chain.
Luke shared his lunch.
How was Josh’s problem solved?
Read the sentence/picture strips to the student.
\ A: Luke shared some beads.
\ B: Luke made a key chain.
\ C: Luke shared his lunch.
\ D: No Response
268163
Item 2Florida Standards Access Point: Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 9
Passage Booklet: page 7 Sand Pine Trees
Word/picture cards:
a tree
a car
a flower
Read paragraph 1 to the student.
What is this passage about?
Read the word/picture cards to the student.
\ A: a tree
\ B: a car
\ C: a flower
\ D: No Response
Scaffolded Response (when applicable)\ A: a tree
\ B: a car
\ C: a flower
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 11
Passage Booklet: page 7Sand Pine Trees
Word/picture cards:
bumpy and brown
smooth and gray
shiny and green
Read the passage to the student.
Which words describe the bark of a young sand pine tree?
Read the word/picture cards to the student.
\ A: bumpy and brown
\ B: smooth and gray
\ C: shiny and green
\ D: No Response
Item continued on the next page
9Grade 3 English Language Arts
Task 3
Materials Teacher Script Student Response
Response Booklet: page 13
Passage Booklet: page 7Sand Pine Trees
Sentence/picture strips:
because the tree grows pinecones
because the tree bark changes color
because the tree grows very tall
because the tree needs sandy dirt to grow well
Which two groups of words show how sand pine trees got their name?
Read the sentence/picture strips to the student.
\ A: because the tree grows pinecones
\ B: because the tree bark changes color
\ C: because the tree grows very tall
\ D: because the tree needs sandy dirt to grow well
\ E: No Response
268214
Item 1
Florida Standards Access Point: Solve multi-step addition and subtraction problems up to 100.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 15
Stimulus picture cards:
4 pens
3 pens
Word/picture cards:
2 bags
5 rulers
7 pens
Heather has four pens. Point to the first stimulus picture card.
Ben gives her three more pens. Point to the second stimulus picture card.
How many pens does Heather have in all?
Read the word/picture cards to the student.
\ A: 2 bags
\ B: 5 rulers
\ C: 7 pens
\ D: No Response
Scaffolded Response (when applicable)\ A: 2 bags
\ B: 5 rulers
\ C: 7 pens
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 17
Stimulus picture strips:
10 pens
5 pens
Number cards:
5
15
22
Bart has ten pens. Point to the first stimulus picture strip.
His mother gives him five more pens. Point to the second stimulus picture strip.
What is the total number of pens Bart has?
Read the number cards to the student.
\ A: 5
\ B: 15
\ C: 22
\ D: No Response
Item continued on the next page
11Grade 3 Mathematics
Task 3
Materials Teacher Script Student Response
Response Booklet: page 19
Stimulus picture strip:
20 pens
Number cards:
4
16
24
Here is a picture of Amy’s twenty pens. She gives four pens to her friend.
How many pens does Amy have left?
Read the number cards to the student.
\ A: 4
\ B: 16
\ C: 24
\ D: No Response
Item 2
Florida Standards Access Point: Solve and check one-step word problems using the four operations within 100.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 21
Stimulus picture cards:
tape, ruler, pencil
tape, ruler
Picture cards:
(watch)
(pencil)
(backpack)
Mike has tape, a ruler, and a pencil. Point to the first stimulus picture card.
Mike gives one of his things to a friend. Now he has tape and a ruler. Point to the second stimulus picture card.
Which thing did Mike give to his friend?
\ A: watch
\ B: pencil
\ C: backpack
\ D: No Response
Scaffolded Response (when applicable)\ A: watch
\ B: pencil
\ C: backpack
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 23
Stimulus word/picture cards:
5 erasers
2 erasers
Number cards:
0
3
7
Gail has five erasers. Point to the first stimulus word/picture card.
Nancy has two erasers. Point to the second stimulus word/picture card.
How many more erasers does Gail have than Nancy?
Read the number cards to the student.
\ A: 0
\ B: 3
\ C: 7
\ D: No Response
Item continued on the next page
13Grade 3 Mathematics
Task 3
Materials Teacher Script Student Response
Response Booklet: page 25
Stimulus picture strip:
8 markers and 3 markers
Equation strips:
8 + 3 = 11
8 – 3 = 5
8 + 3 = 13
Here is a picture of markers.
Jerry has eight markers. Thomas gives him three more markers.
Which number sentence shows how many markers Jerry has in all?
Read the equation strips to the student.
\ A: 8 + 3 = 11
\ B: 8 – 3 = 5
\ C: 8 + 3 = 13
\ D: No Response
Item continued on the next page
268165
Item 1
Florida Standards Access Point: Refer to details and examples in a text that are relevant to explaining what the text says explicitly.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 29
Passage Booklet: page 11Leaf-Cutter Ants
Word/picture cards:
books
leaves
watches
Read paragraph 1 to the student.
What do the ants carry?
Read the word/picture cards to the student.
\ A: books
\ B: leaves
\ C: watches
\ D: No Response
Scaffolded Response (when applicable)\ A: books
\ B: leaves
\ C: watches
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 31
Passage Booklet: page 11Leaf-Cutter Ants
Sentence/picture strips:
They are strong and walk in a long line.
They are all exactly the same size.
They build tiny nests with a few other ants.
Read the passage to the student.
Which sentence best describes leaf-cutter ants?
Read the sentence/picture strips to the student.
\ A: They are strong and walk in a long line.
\ B: They are all exactly the same size.
\ C: They build tiny nests with a few other ants.
\ D: No Response
17Grade 4 English Language Arts
Task 3
Materials Teacher Script Student Response
Response Booklet: page 33
Passage Booklet: page 11Leaf-Cutter Ants
Sentence/picture strips:
They live in small groups and share every job.
Each ant has its own job.
Some ants direct other ants in their jobs.
Which sentence best describes how leaf-cutter ants work?
Read the sentence/picture strips to the student.
\ A: They live in small groups and share every job.
\ B: Each ant has its own job.
\ C: Some ants direct other ants in their jobs.
\ D: No Response
Item continued on the next page
268164
Item 2Florida Standards Access Point: Refer to details and examples in a text that are relevant to drawing basic inferences about a story, poem or drama.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 35
Passage Booklet: page 13The Science Fair
Word/picture cards:
a table
a ribbon
a bicycle
Read paragraph 1 to the student.
What does Eva want to win?
Read the word/picture cards to the student.
\ A: a table
\ B: a ribbon
\ C: a bicycle
\ D: No Response
Scaffolded Response (when applicable)\ A: a table
\ B: a ribbon
\ C: a bicycle
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 37
Passage Booklet: page 13The Science Fair
Sentence/picture strips:
It is okay if you do not win as long as you try your best.
It is okay to blame the judges if you do not win.
It is okay to be happy about winning.
Read the passage to the student.
Which is an important message in the story?
Read the sentence/picture strips to the student.
\ A: It is okay if you do not win as long as you try your best.
\ B: It is okay to blame the judges if you do not win.
\ C: It is okay to be happy about winning.
\ D: No Response
19Grade 4 English Language Arts
Task 3
Materials Teacher Script Student Response
Response Booklet: page 39
Passage Booklet: page 13The Science Fair
Sentence/picture strips:
She is angry about Rachel’s project.
She is happy for Rachel.
She wants Rachel to help her next time.
What do Eva’s words at the end of the story show?
Read the sentence/picture strips to the student.
\ A: She is angry about Rachel’s project.
\ B: She is happy for Rachel.
\ C: She wants Rachel to help her next time.
\ D: No Response
268215
Item 1
Florida Standards Access Point: Use a hundreds chart or number line to round to any place (i.e., ones, tens, hundreds, thousands).
Task 1
Materials Teacher Script Student Response
Response Booklet: page 41
Stimulus word/picture card:
5 ones blocks
Word/picture cards:
2 ones blocks
4 ones blocks
7 ones blocks
Here is a model of the number five.
Read the stimulus word/picture card to the student.
Which picture is a model of the number seven?
Read the word/picture cards to the student.
\ A: 2 ones blocks
\ B: 4 ones blocks
\ C: 7 ones blocks
\ D: No Response
Scaffolded Response (when applicable)\ A: 2 ones blocks
\ B: 4 ones blocks
\ C: 7 ones blocks
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 43
Stimulus number/picture strip:
243 (two hundreds blocks, four tens blocks and three ones blocks)
Word cards:
ones place
tens place
hundreds place
Here is a model of the number two hundred forty-three.
Read the stimulus number/picture strip to the student.
Here are three groups of words. Each word tells the name of a position in a number.
Which group of words tells the place value of the four in the number two hundred forty-three? Point to the number 4 on the stimulus number/picture strip.
Read the word cards to the student.
\ A: ones place
\ B: tens place
\ C: hundreds place
\ D: No Response
Item continued on the next page
21Grade 4 Mathematics
Task 3
Materials Teacher Script Student Response
Response Booklet: page 45
Stimulus picture strip:
number line with a point at 41
Number cards:
40
45
50
Here is a number line with one point. The number line begins at forty and increases to fifty by units of one. There is a data point at forty-one. Point to the data point as it is read to the student.
What is forty-one rounded to the nearest tens place?
Read the number cards to the student.
\ A: 40
\ B: 45
\ C: 50
\ D: No Response
268216
Item 2
Florida Standards Access Point: Within a system of measurement, identify the number of smaller units in the next larger unit.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 47
Teacher-gathered:
small drink container (e.g., school milk carton)
1-gallon container (e.g., milk jug)
water bottle (e.g., about 16–20 oz.)
Place the containers on the work surface.
Which container holds one gallon?
\ A: small drink container
\ B: 1-gallon container
\ C: water bottle
\ D: No Response
\ A: small drink container
\ B: 1-gallon container
\ C: water bottle
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 49
Number cards:
4 days
4 minutes
4 hours
Which unit of time is longest?
Read the number cards to the student.
\ A: 4 days
\ B: 4 minutes
\ C: 4 hours
\ D: No Response
Item continued on the next page
23Grade 4 Mathematics
Task 3
Materials Teacher Script Student Response
Response Booklet: page 51
Stimulus picture strip:
Jess’s ribbon
Stimulus equation strip:
12 inches = 1 foot
Number cards:
24 feet
12 feet
2 feet
Here is a picture of Jess’s ribbon. It has a length of twenty-four inches. Point to the measurement on the stimulus picture strip.
Here is a number sentence. Point to and read the stimulus equation strip to the student.
What is the length of Jess’s ribbon in feet?
Read the number cards to the student.
\ A: 24 feet
\ B: 12 feet
\ C: 2 feet
\ D: No Response
268166
Item 1
Florida Standards Access Point: Refer to details and examples in a text when explaining what the text says explicitly.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 55
Passage Booklet: page 17
Winning with Homework
Word/picture cards:
pennies
marbles
tickets
Read paragraph 1 to the student.
What did Dominic have in his hand?
Read the word/picture cards to the student.
\ A: pennies
\ B: marbles
\ C: tickets
\ D: No Response
Scaffolded Response (when applicable)\ A: pennies
\ B: marbles
\ C: tickets
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 57
Passage Booklet: page 17
Winning with Homework
Word/picture cards:
going to the museum
doing fun activities
buying food
Read the passage to the student.
What can the tickets be used for?
Read the word/picture cards to the student.
\ A: going to the museum
\ B: doing fun activities
\ C: buying food
\ D: No Response
Item continued on the next page
27Grade 5 English Language Arts
Task 3
Materials Teacher Script Student Response
Response Booklet: page 59
Passage Booklet: page 17Winning with Homework
Sentence strips:
He wants to save them for the sports day.
He does not want the other boys to take them.
He wants to give them to his friend.
Why does Dominic put his tickets into his backpack?
Read the sentence strips to the student.
\ A: He wants to save them for the sports day.
\ B: He does not want the other boys to take them.
\ C: He wants to give them to his friend.
\ D: No Response
268167
Item 2
Florida Standards Access Point: Refer to specific text evidence to support inferences.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 61
Passage Booklet: page 19Painting like Frida Kahlo
Word/picture cards:
park bench
lunchroom
art class
Read paragraphs 1 through 3 to the student.
Where are Leon and Tory?
Read the word/picture cards to the student.
\ A: park bench
\ B: lunchroom
\ C: art class
\ D: No Response
Scaffolded Response (when applicable)\ A: park bench
\ B: lunchroom
\ C: art class
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 63
Passage Booklet: page 19Painting like Frida Kahlo
Word/picture cards:
draw portraits
make maps
paint flowers
Read the passage to the student.
What do Leon and Tory do in art class?
Read the word/picture cards to the student.
\ A: draw portraits
\ B: make maps
\ C: paint flowers
\ D: No Response
Item continued on the next page
29Grade 5 English Language Arts
Task 3
Materials Teacher Script Student Response
Response Booklet: page 65
Passage Booklet: page 19Painting like Frida Kahlo
Sentence strips:
She was famous for creating self-portraits.
She wrote many books about art.
She was a painter from Mexico.
Why did the teacher tell the students about Frida Kahlo?
Read the sentence strips to the student.
\ A: She was famous for creating self-portraits.
\ B: She wrote many books about art.
\ C: She was a painter from Mexico.
\ D: No Response
268218
Item 1
Florida Standards Access Point: Multiply a fraction by a whole or mixed number using visual fraction models.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 67
Stimulus number/picture card:
52
52+
Number/picture cards:
21
(one-half rectangle shaded)
54
(four-fifths circle shaded)
3 (three triangles shaded)
Here are two circles. Each circle is divided into five equal parts. Two-fifths of each circle is shaded.
Read the stimulus number/picture card to the student.
How many fifths in all are shaded in the two circles? Point to the stimulus number/picture card.
Read the number/picture cards to the student.
\ A: 21
\ B: 54
\ C: 3
\ D: No Response
Scaffolded Response (when applicable)
\ A: 21
\ B: 54
\ C: 3
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 69
Stimulus number/picture card:
21
mile
Number strips:
5 + 4
1 + 3
3 × 21
Here is a picture of a track. The distance around the track is one-half of a mile.
Jane walked around the track three times.
Which expression shows how to find the total distance Jane walked?
Read the number strips to the student.
\ A: 5 + 4
\ B: 1 + 3
\ C: 3 × 21
\ D: No Response
Item continued on the next page
31Grade 5 Mathematics
Task 3
Materials Teacher Script Student Response
Response Booklet: page 71
Stimulus picture strip:line from Jack’s home to library
labeled 41
mile
Stimulus equation strip:
2 × 41
= ?
Number cards:
42
mile
82
mile
2 miles
Jack lives one-fourth of a mile from the library. Point to the stimulus picture strip.
Jack rode his bike to the library and then rode back home.
Here is a number sentence that shows how to find the total distance Jack rode his bike. Point to and read the stimulus equation strip to the student.
What is the total distance, in miles, Jack rode his bike?
Read the number cards to the student.
\ A: 42
mile
\ B: 82
mile
\ C: 2 miles
\ D: No Response
268217
Item 2
Florida Standards Access Point: Locate points on a coordinate plane.
Task 1
Materials Teacher Script Student Response
Response Booklet: page 73
Stimulus word/picture card:Park Map
Word cards:
entrance
bench
slide
Here is a map of a park. The map shows the north, south, east, and west sides of the park. Point to each label as it is read to the student. The entrance is at the north side of the park. The exit is at the south side of the park.
What is at the north side of the park? Point to the north side of the map.
Read the word cards to the student.
\ A: entrance
\ B: bench
\ C: slide
\ D: No Response
Scaffolded Response (when applicable)\ A: entrance
\ B: bench
\ C: slide
\ D: No Response
Task 2
Materials Teacher Script Student Response
Response Booklet: page 75
Stimulus word/picture card:Park Map
Stimulus number card:(1, 4)
Word cards:
bench
slide
exit
Here is a map of a park. The map shows the locations of the entrance, a bench, a slide, a swing, and the exit. Point to each label as it is read to the student.
Jessica is standing at the location (one, four). Point to the stimulus number card.
What is located at point (one, four)?
Read the word cards to the student.
\ A: bench
\ B: slide
\ C: exit
\ D: No Response
Item continued on the next page
33Grade 5 Mathematics
Task 3
Materials Teacher Script Student Response
Response Booklet: page 77
Stimulus word/picture card:
Park Map
Number cards:
(4, 6)
(6, 4)
(1, 4)
Here is a map of a park. The map shows the locations of the entrance, a bench, a slide, a swing, and the exit. Point to each label as it is read to the student.
Mark is at the slide. Point to the slide on the map.
What is the ordered pair for the location of the slide? Point to the slide on the map.
Read the number cards to the student.
\ A: (4, 6)
\ B: (6, 4)
\ C: (1, 4)
\ D: No Response
268157
Item 1
Task 1 Recognize that people use observation and actions to get answers to questions about the natural world.
Materials Teacher Script Student Response
Response Booklet: page 79
Stimulus picture card:
armadillo
Word/picture cards:
by cooking dinner
by going to sleep
by watching it
Here is a picture of an animal. It is an armadillo.
How could you find out what this animal eats?
Read the word/picture cards to the student.
\ A: by cooking dinner
\ B: by going to sleep
\ C: by watching it
\ D: No Response
Scaffolded Response (when applicable)\ A: by cooking dinner
\ B: by going to sleep
\ C: by watching it
\ D: No Response
Task 2 Recognize facts about a scientific observation.
Materials Teacher Script Student Response
Response Booklet: page 81
Stimulus picture card:
armadillo
Sentence/picture strips:
The animal ran fast.
The animal ate worms.
The animal was surprised.
Here is a picture of an armadillo.
Jill watched this animal. She saw it eat worms and then walk away.
Which sentence tells the truth about what Jill saw?
Read the sentence/picture strips to the student.
\ A: The animal ran fast.
\ B: The animal ate worms.
\ C: The animal was surprised.
\ D: No Response
Item continued on the next page
35Grade 5 Science
Task 3Determine whether descriptions of observations are based on fact or personal belief.
Materials Teacher Script Student Response
Response Booklet: page 83
Stimulus word cards:
facts
opinions
Cutout sentence strips:
Armadillos are my favorite animal.
Armadillos look for food at night.
Armadillos are the cutest animal.
Armadillos can run 8 miles per hour.
Here are two words.
A fact is something that is true. Point to the first stimulus word card and read it to the student.
An opinion is a personal belief about something. Point to the second stimulus word card and read it to the student.
Jill observed an armadillo. Then she wrote some sentences in her science journal.
Place the cutout sentence strips on the work surface.
Which sentences are facts and which sentences are opinions?
Read the cutout sentence strips to the student.
Indicate “Armadillos look for food at night” and “Armadillos can run 8 miles an hour” as facts and indicate “Armadillos are my favorite animal” and “Armadillos are the cutest animal” as opinions.
\ A: Correct
\ B: Incorrect
\ C: No Response
To achieve a score of “correct,” the student must select all four correct answers. Order is not important.
268156
Item 2
Task 1 Recognize examples of severe weather conditions.
Materials Teacher Script Student Response
Response Booklet: page 85
Word/picture cards:
penny
stormy
baby
Which picture shows severe weather?
Read the word/picture cards to the student.
\ A: penny
\ B: stormy
\ C: baby
\ D: No Response
Scaffolded Response (when applicable)\ A: penny
\ B: stormy
\ C: baby
\ D: No Response
Task 2 Identify what to do in severe weather.
Materials Teacher Script Student Response
Response Booklet: page 87
Word/picture cards:
run outside
drink water
play soccer
What is one way you can stay cool during very hot weather?
Read the word/picture cards to the student.
\ A: run outside
\ B: drink water
\ C: play soccer
\ D: No Response
Item continued on the next page
37Grade 5 Science
Task 3 Identify emergency plans and procedures for severe weather.
Materials Teacher Script Student Response
Response Booklet: page 89
Cutout sentence/picture strips:
Follow your teacher to a safe place.
Stop your work and listen to your teacher.
Wait for your teacher to tell you it is safe to return to class.
Place the cutout sentence/picture strips on the work surface.
Here are three sentences with pictures. Each sentence tells a step you follow during a tornado.
You are going to use these sentences to tell me the steps for staying safe during a tornado. You will need to place these steps in the correct order.
What is the order of the steps you would follow to stay safe during a tornado?
Read the cutout sentence/picture strips to the student.
Indicate the following order:
“Stop your work and listen to your teacher.”
“Follow your teacher to a safe place.”
“Wait for your teacher to tell you it is safe to return to class.”
\ A: Correct
\ B: Incorrect
\ C: No Response
To achieve a score of “correct,” the student must indicate the correct order for all three sentences.
268043
Writing Prompt 1
Question 1 Introduce a topic clearly and group related information in paragraphs and sections.
Materials Teacher Script Student Response
Response Booklet: page 93
Passage Booklet: page 23 The First Telephone
Word/picture cards:
envelope
container
telephone
You are going to write a report about the invention of the telephone. You will use information from the passage in your report.
Read the first sentence to the student.
Which word tells what your report is about?
Read the word/picture cards to the student.
\ A: envelope
\ B: container
\ C: telephone
\ D: No Response
Question 2 Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information, and examples related to the topic.
Materials Teacher Script Student Response
Response Booklet: page 95
Passage Booklet: page 23 The First Telephone
Sentence/picture strips:
The telephone was invented in the 1870s.
Toothbrushing prevents tooth decay.
Riding a bike is a good form of exercise.
Read paragraphs 1 and 2 to the student.
You are going write a report about the invention of the telephone.
Which detail should be included in your report?
Read the sentence/picture strips to the student.
\ A: The telephone was invented in the 1870s.
\ B: Toothbrushing prevents tooth decay.
\ C: Riding a bike is a good form of exercise.
\ D: No Response
Item continued on the next page
41Grades 3–5 ELA—Writing
Question 3 Include formatting (e.g., headings), illustrations, and multimedia when appropriate to convey information about the topic.
Materials Teacher Script Student Response
Response Booklet: page 97
Passage Booklet: page 23 The First Telephone
Sentence/picture strips:
a picture of a phone book
a picture of the first phone
a picture of an airplane
You are going to include some pictures in your report about the invention of the telephone.
Read the passage to the student.
Which picture is best for your report?
Read the sentence/picture strips to the student.
\ A: a picture of a phone book
\ B: a picture of the first phone
\ C: a picture of an airplane
\ D: No Response
Question 4 Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).
Materials Teacher Script Student Response
Response Booklet: page 99
Passage Booklet: page 23 The First Telephone
Stimulus word/picture card:
The telephone was an important invention ___________ people could communicate instantly.
Word cards:
because
although
desktop
Here is a sentence with a picture. The sentence has a blank. You will include this sentence in your report about the invention of the telephone.
Read the stimulus word/picture card to the student.
Which word should be used to complete the sentence for your report?
Read the word cards to the student.
\ A: because
\ B: although
\ C: desktop
\ D: No Response
Item continued on the next page
43Grades 3–5 ELA—Writing
Question 5 Provide a concluding statement or section related to the opinion presented.
Materials Teacher Script Student Response
Response Booklet: page 101
Passage Booklet: page 23 The First Telephone
Sentence strips:
The most important invention in this century is the computer.
The store that sells telephones is down the street.
The telephone has changed how people communicate all over the world.
Next you will write a conclusion for your report about the invention of the telephone.
Which sentence is the best conclusion for your report?
Read the sentence strips to the student.
\ A: The most important invention in this century is the computer.
\ B: The store that sells telephones is down the street.
\ C: The telephone has changed how people communicate all over the world.
\ D: No Response
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Writing Prompt 2Passage Booklet: page 25, Animals at Night
Large Cutout Card: Student Response Template (located on the last page of this booklet)
Writing PromptProduce a clear, coherent draft (e.g., select/generate responses to form paragraph/essay) that is appropriate to the specific task, purpose, and audience for use in developing a permanent product.
Teacher Script
You are going to write a report about animals that are busy at night. You will include a title, an introduction, supporting details, and a conclusion. You will use information from this passage in your report.Read the passage to the student.
Here is the title of the passage. Point to and read the title to the student.
You will write your own title for your report about animals that are busy at night.What new title will you use for your report?Point to section 1 in the student response template.
An introduction tells readers the topic, or purpose, of what they are about to read.Here is the introduction for the passage. Point to and read the first sentence in the passage to the student.
You will write an introduction for your report about animals that are busy at night.What is your introduction for your report?Point to section 2 in the student response template.
Item continued on the next page
45Grades 3–5 ELA—Writing
The passage includes details about animals that are busy at night. Read the full passage to the student.
You need to include supporting details from the passage in your report.Here is the beginning of a sentence for your report.Point to section 3 in the student response template and read the sentence starter to the student.
What detail best completes this sentence?
Next you will include another detail. Here is the beginning of another sentence for your report. Point to section 4 in the student response template and read the sentence starter to the student.
What detail best completes this sentence?
Here is the conclusion of the passage.Point to and read the last sentence of the passage to the student.
You will include a conclusion, or ending, for your report. A conclusion restates the topic using different words. What is your conclusion for your report about animals that are busy at night?Point to section 5 in the student response template.
Now I will read your report to you. Then I will ask you if you want to make any changes. Read the completed student response template to the student.
Are there any changes you would like to make?
Writing Prompt 2: Vocabulary List
This list includes vocabulary words that can be made accessible to the student during administration of Practice Test Writing Prompt 2. The teacher should present the recommended vocabulary in the format (i.e., words, pictures, objects) that is most familiar to the student. Refer to the Open-Response Writing Prompt Administration Resources and Preparation section of the Administration Manual for more information.
Grades 3–5 Practice Test: Animals at Night
Nouns/Pronouns VerbsAdjectives/Adverbs/
Descriptors
animals
night
day
skunks
food
bats
owls
mice
fruit
plants
bugs
fish
sleep(ing)
fly
eat
some
active
busy
nighttime
most
One
ani
mal
that
com
es o
ut a
t
nigh
t is
____
____
____
____
___ .
At n
ight
som
e an
imal
s
____
____
____
____
____
____
____
.
2. 3. 4. 5.
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ition
al c
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s of
this
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plat
e ar
e av
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ble
on th
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ance
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