California Alternate Assessment Practice Test Directions for Administration—Grade … … · ·...

2017

© California Department of Education, 2017. Published March 2017.

English Language Arts/Literacyand Mathematics

Practice TestGrade 4

CAASPP System

–ii–

Table of Contents Introduction to the California Alternate Assessment (CAA) Practice Test Directions for Administration (DFA) .... 1 About This Directions for Administration ................................................................................................................ 2

Using This DFA ................................................................................................................................................... 2 Administering a California Alternate Assessments Practice Test Session ............................................................ 3

Testing Checklist ................................................................................................................................................ 3 How to Start a Practice Test Session Using the Same Procedures as the Operational Tests .......................... 3 How to Start a Practice Test Session Without Using the Test Administrator Interface or Secure Browser ....... 6

English Language Arts/Literacy.............................................................................................................................. 9 Mathematics .........................................................................................................................................................17 Graphic Attributions ..............................................................................................................................................31

List of Figures Figure 1. [Practice/Training Test] button ............................................................................................................... 3 Figure 2. Session ID .............................................................................................................................................. 4 Figure 3. Enter Student Information screen .......................................................................................................... 4 Figure 4. Is This the Student? screen ................................................................................................................... 4 Figure 5. Select a test ........................................................................................................................................... 5 Figure 6. Select a practice test .............................................................................................................................. 5 Figure 7. Buttons on caaspp.org ........................................................................................................................... 6 Figure 8. [Student Interface Practice and Training Tests] button.......................................................................... 7 Figure 9. Please Sign In screen ............................................................................................................................ 7 Figure 10. Is This You? screen ............................................................................................................................. 7 Figure 11. Select a test ......................................................................................................................................... 8 Figure 12. Select test settings ............................................................................................................................... 8 Figure 13. Is This Your Test? screen .................................................................................................................... 8

California Alternate Assessments Directions for Administration

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Practice Test Grade 4 Introduction

January 2017 CAA Practice Test Directions for Administration 1 Copyright © 2017 by the California Department of Education

Introduction to the California Alternate Assessments (CAAs) Practice Test Directions for Administration (DFA) This manual contains directions and the specific scripts you will need to administer practice tests for the California Alternate Assessments (CAAs) for English language arts/literacy and mathematics. It is a companion document to the online practice tests. The purpose of the CAA practice tests is to allow students and test examiners to become familiar with grade-level CAA test questions. The practice tests provide a sample of the question types and grade-level content that appear on the CAA operational tests. There is a grade-specific CAA practice test available for each tested grade, three through eight and eleven. Please note that the practice tests and training tests do not produce scores. These practice tests are available all year and may be used at any time in preparation for the operational CAA tests that are administered in the spring. Practice tests can be administered in one of two ways: • Using the same procedures as the operational tests, with the Test Administrator

Interface, secure browser, and individual student logon information; or • Using a standard supported Web browser to access the practice tests directly,

without use of the Test Administrator Interface or secure browser. For more information on all aspects of the CAAs, including test security, item types, and guidelines, refer to the Online Test Administration Manual for California Assessment of Student Performance and Progress Testing that is linked on the Manuals and Instructions Web page at http://www.caaspp.org/administration/instructions/.

http://www.caaspp.org/administration/instructions/

http://www.caaspp.org/administration/instructions/


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About This Directions for Administration This Directions for Administration (DFA) contains grade-specific information needed by test examiners during test sessions.

Using This DFA There are two parts in this DFA, one for each content area. All DFAs begin with English language arts/literacy, but either content area may be administered first. The scripts are presented in table formats with four columns. Beginning on the left, the first column of the script indicates the stage of the test. The second column indicates the item number in the test. The third column contains the administration scripts to be read to the student. The text associated with the “SAY” and “READ” prompts apply to all students. The fourth column contains alternative text, which should only be read to students with visual impairments to describe images. Follow the scripts exactly as written and in the item order presented in the document.


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Administering a California Alternate Assessments Practice Test Session


Testing Checklist If you are administering the practice test using the same procedures as the

operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

If you are administering the practice test using a standard supported Web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) in the Student Testing Interface for the practice and training tests directly.

Verify you are using the correct grade-level Directions for Administration (DFA).

How to Start a Practice Test Session Using the Same Procedures as the Operational Tests

1. Launch a supported Web browser on your device to log on to the Test Administrator Interface (accessible from http://www.caaspp.org/).

2. Log on to the Test Administrator Interface using your TOMS username (your e-mail address) and password.

3. Select the [Click here to go to the Practice/Training Test] button as seen in Figure 1.

Figure 1. [Practice/Training Test] button

http://www.caaspp.org/


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4. Select the practice test(s) you want to administer from the test selection window.

5. Select the [Start Practice Session] button.

6. Upon selecting the [Start Practice Session] button, a Session ID will appear on the top right corner of the Test Administrator Interface, shown in Figure 2.

Figure 2. Session ID

7. Launch the California Assessment of Student Performance and Progress (CAASPP) secure browser on the student’s testing device.

8. Log on for the student on the Enter Student Information screen, shown in Figure 3.

• In the First Name field, enter the student’s first name as it appears in the California Longitudinal Pupil Achievement Data System.

• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.

• In the Session ID field, enter the Session ID generated from the Test Administrator Interface.

• Select the [Sign In] button (circled in Figure 3).

Figure 3. Enter Student Information

screen

9. Verify the student information is correct on the Is This the Student? screen, shown in Figure 4. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your CAASPP test site coordinator if it is not.)

Figure 4. Is This the Student? screen


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10. Select a test for the student (circled in Figure 5).

Figure 5. Select a test

11. Go back to your test examiner device and in the Test Administrator Interface, select a test for the student (Figure 6).

Figure 6. Select a practice test


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12. Verify you have selected the correct test and test settings for the student by selecting the [Approvals (#)] button.

13. Select [Approve] to begin testing. 14. Go back to the student testing device

and administer the assessment using the script that starts in the next section of this DFA.

How to Start a Practice Test Session Without Using the Test Administrator Interface or Secure Browser

1. On any supported Internet-connected device, launch a supported Web browser.

2. Go to http://www.caaspp.org/ and select the [Practice & Training Tests] button (circled in Figure 7).

Figure 7. Buttons on caaspp.org

http://www.caaspp.org/


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3. Select the [Student Interface Practice and Training Tests] button, shown in Figure 8.

Figure 8. [Student Interface Practice

and Training Tests] button

4. Make sure the checkboxes next to “Guest User” and “Guest Session” are checked on the Please Sign In screen, shown in Figure 9.

5. Select the [Sign In] button (circled in Figure 9).

Figure 9. Please Sign In screen

6. Select the student’s grade in the drop-down (circled in Figure 10), then select the [Yes] button (also circled).

Figure 10. Is This You? screen


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7. Select the appropriate California Alternate Assessments (CAAs) practice test for your student. CAA practice tests are circled in Figure 11.

Figure 11. Select a test

8. Select the appropriate test settings for your student (Figure 12) and then the [Select] button (circled).

Figure 12. Select test settings

9. Verify that the test settings are correct on the Is This Your Test? screen, shown in Figure 13. Select [Yes] to continue. (Select [No] if the test settings are not correct.)

10. Administer the assessment using the script that starts in the next section of this DFA.

Figure 13. Is This Your Test? screen


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Practice Test Grade 4 ELA


English Language Arts/Literacy ENGLISH LANGUAGE ARTS PRACTICE TEST (PT) Stage No. Administration Script Alternative Text for Students

with Visual Impairments

PT 1 SAY:

PT 1 We will read a story titled “A Class Trip to Lava Beds.” First let’s read vocabulary from the story. 

DESCRIBE: The picture shows a boy. The picture shows a volcano. The picture shows a park ranger. The picture shows some Native American designs in rocks. The picture shows a boy. The picture shows a volcano. The picture shows a park ranger. The picture shows some Native American designs in rocks.

PT 1 [Proceed to the Vocabulary Preview.] 

PT 1 READ the vocabulary words and POINT TO each picture as the words are read. 

PT 1 SAY: 

PT 1 Now we will read the story. Follow along as I read aloud. Then I will ask you questions.  

PT 1 [Proceed to the story.]

PT 1 READ the story aloud and POINT TO the corresponding pictures as the story is read.


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ENGLISH LANGUAGE ARTS PRACTICE TEST (PT) Stage No. Administration Script Alternative Text for Students


PT 1 After the story has been read, 

PT 1 SAY:

PT 1 We have finished reading. Now I will ask you questions.

PT 1 READ the item and POINT TO each option.

DESCRIBE: The picture shows a boy. The picture shows a girl. The picture shows a park ranger. PT 1

If the student provides only one response (correctly or incorrectly),  

PT 1 SAY:

PT 1 Which other character is in the story?

PT 2

READ the item and POINT TO each option as it is read.

DESCRIBE: The picture shows a river. The picture shows a volcano. The picture shows a forest.


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PT 3 SAY:

PT 3

Now I will ask you one more question about this story. This is a picture of carvings [POINT]. Which word matches the pictures? This word [POINT to the word “volcano”], this word [POINT TO the word “guide”], or this word [POINT TO the word “carvings”]?

DESCRIBE: The picture shows some Native American designs made in rocks.

PT 3 REPEAT the question and

PT 3 SAY:

PT 3 Which word matches the pictures?

PT 4 SAY:

PT 4

We will read a passage titled “Two Kinds of Elephants.” First let’s read vocabulary from the passage.

DESCRIBE: The picture shows an African elephant and an Asian elephant.

The picture shows the tusks of an elephant.

The picture shows the trunk of an elephant. PT 4

[Proceed to the Vocabulary Preview.]


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PT 4 READ the vocabulary words and POINT TO each picture as the words are read.

The picture shows three elephants.

The picture shows that an African elephant is heavier than two pickup trucks.

The picture shows an African elephant’s ear and an Asian elephant’s ear.

The picture shows the tusks of an elephant.

The picture shows an elephant shooting water from its trunk.

The picture shows an elephant reaching for food with its trunk.

The picture shows an elephant breathing with its trunk.

The picture shows an elephant drinking with its trunk from a river.

PT 4 SAY:

PT 4 Now we will read the passage. Follow along as I read aloud. Then I will ask you questions.

PT 4 [Proceed to the passage.]

PT 4

READ the passage aloud and POINT TO the corresponding pictures and read the captions, as the passage is read.

PT 4 After the passage has been read,

PT 4 SAY:

PT 4 We have finished reading. Now I will ask you questions.


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PT 4

READ the item and POINT TO each option as it is read.

DESCRIBE: The picture shows a map of Africa and Asia.

The picture shows two pickup trucks.

The picture shows an African elephant and an Asian elephant.

PT 5 SAY:

PT 5 Now we will watch a video. Then I will ask you one more question about the passage.

DESCRIBE: The video shows an elephant grabbing branches from a tree with its trunk. The picture shows a tree. The picture shows a map of Africa and Asia. The picture shows three elephants.

PT 5 SAY:

PT 5 Watch the video. In this video, there is no sound.

PT 5 PLAY the video. After the video has been played,

PT 5 SAY:

PT 5 Which two pieces of information are in both the passage and the video?

PT 5 READ the item and POINT TO each option as it is read.


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PT 5 If the student provides only one response (correctly or incorrectly),  

PT 5 SAY: 

PT 5 What is another piece of information that is in both the passage and the video?

PT 6 SAY:

PT 6 Now I will ask you one more question about this passage.

DESCRIBE: The picture shows a dog making noise. The picture shows the outer covering of a tree. The picture shows a person shouting orders.


PT 6 If the student responds incorrectly,

PT 6 SAY:

PT 6 Let’s try that question again.

PT 6 READ the item again and POINT TO the remaining two options as each one is read.


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PT 7 SAY:

PT 7

We will read a story titled “Jeremy’s Extra Time.” Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows a boy playing a handheld game.

PT 7 READ the story aloud and POINT TO the picture after the story title is read.

PT 7 After the story has been read,

PT 7 SAY:

PT 7 We have finished reading. Now I will ask you a question.

PT 7 SAY:

PT 7 Which sentence best concludes the story?

PT 7 POINT TO the sentences and SAY:

PT 7

This one [READ and POINT TO the option], this one [READ and POINT TO the option], or this one [READ and POINT TO the option]?


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PT 7 SAY:

PT 7 Select the sentence that best concludes the story.

PT 8 SAY:

PT 8

We will read a passage titled “Three Regions of California.” Follow along as I read aloud. Then I will ask you a question.

DESCRIBE: The picture shows a map of California with three regions labeled.

PT 8 READ the passage aloud and POINT TO the picture after the title is read.

PT 8 After the passage has been read,

PT 8 SAY:

PT 8 We have finished reading. Now I will ask you a question.


— End of ELA test —


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Practice Test Grade 4 Mathematics


Mathematics MATHEMATICS STAGE PT Stage No. Administration Script Alternative Text for Students


PT 1 SAY: DESCRIBE: The interactive portion shows a graphic of a book, a graphic of a camera, and a graphic of a newspaper. PT 1

Charlotte has three different types of objects. Which two objects can Charlotte read?

PT 1 POINT TO each option as you . . .

PT 1 SAY:

PT 1 Can Charlotte read a book? Can Charlotte read a camera? Can Charlotte read a newspaper?

PT 1 SAY:

PT 1 Select the two options that show objects that Charlotte can read, or show me and I will select them for you.

PT 2 SAY: DESCRIBE: The interactive portion shows a box labeled Greatest Area and a box labeled Least Area. There are three rectangles that each have a different area.

PT 2 Select the rectangle with the greatest area and place it in the appropriate box.


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MATHEMATICS STAGE PT Stage No. Administration Script Alternative Text for Students


PT 2 SAY:

PT 2 Then, select the rectangle with the least area and place it in the appropriate box.

PT 2 POINT TO each rectangle as you . . .

PT 2 SAY:

PT 2

Does this rectangle have the greatest area? Does this rectangle have the greatest area? Or does this rectangle have the greatest area?

PT 2 POINT TO each rectangle as you . . .

PT 2 SAY:

PT 2

Does this rectangle have the least area? Does this rectangle have the least area? Or does this rectangle have the least area?

PT 2 SAY:

PT 2

Select the rectangle with the greatest area and the rectangle with the least area and place them in the appropriate boxes, or show me and I will place them for you.


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PT 3 SAY: DESCRIBE: The figure shows two rectangles that have been put together. The first rectangle has a length of two units and a width of three units. It is shaded pink and labeled Gloria. The second rectangle has a length of four units and a width of three units. It is shaded blue and labeled Homer.

PT 3 Gloria and Homer each drew a rectangle.

PT 3 POINT TO each rectangle.

PT 3 SAY:

PT 3 They put their rectangles together.

PT 3 POINT TO the combined rectangles.

PT 3 SAY:

PT 3 Which two sentences are true?

PT 3 SAY:

PT 3 The area of Gloria’s rectangle is six square units.

PT 3 SAY:

PT 3 The area of Homer’s rectangle is fourteen square units.

PT 3 SAY:

PT 3

The total area of both rectangles combined is twelve square units greater than the area of Gloria’s rectangle.


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PT 3 SAY:

PT 3

The total area of both rectangles combined is ten square units greater than the area of Homer’s rectangle.

PT 4 SAY: N/A

PT 4 Hallie rounded one thousand one hundred ninety-four to the nearest ten.

PT 4 SAY:

PT 4 Which number did Hallie round to?


PT 4 SAY:

PT 4

Did Hallie round to one thousand two hundred? Did Hallie round to one thousand one hundred ninety? Or did Hallie round to one thousand one hundred eighty?

PT 4 SAY:

PT 4 Select the option that shows which number Hallie rounded to.


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PT 5 SAY: DESCRIBE: The first graphic shows eight marbles. The interactive portion shows some paperclips, some pushpins, and some erasers.

PT 5 Gavin has eight marbles.

PT 5 POINT TO the marbles.

PT 5 SAY:

PT 5 Which two sets of objects also show exactly eight?


PT 5 SAY:

PT 5 Are there eight paperclips? Are there eight pushpins? Are there eight erasers?

PT 5 SAY:

PT 5 Select the two sets of objects that show eight, or show me and I will select them for you.


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PT 6 SAY: DESCRIBE: The graphic shows three pencil boxes. The first pencil box is labeled Russell and is divided into three equal sections. The second pencil box is labeled Dirk and is divided into two equal sections. The third pencil box is labeled Alex and is divided into two equal sections.

PT 6 Russell, Dirk, and Alex have pencil boxes that are the same size.

PT 6 POINT TO the pencil boxes.

PT 6 SAY:

PT 6 Russell’s pencil box has three equal sections.

PT 6 POINT TO Russell’s pencil box.

PT 6 SAY:

PT 6 Dirk’s pencil box has two equal sections.

PT 6 POINT TO Dirk’s pencil box.

PT 6 SAY:

PT 6 Alex’s pencil box has two equal sections.

PT 6 POINT TO Alex’s pencil box.

PT 6 SAY:

PT 6 Select the words that correctly complete the sentences.


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PT 6 SAY:

PT 6

The size of one section in Russell’s pencil box is smaller than, equal to, or bigger than the size of one section in Dirk’s pencil box?

PT 6 SAY:

PT 6

The size of one section in Alex’s pencil box is smaller than, equal to, or bigger than the size of one section in Dirk’s pencil box?

PT 6 SAY:

PT 6 Select the words that correctly complete the sentences.

PT 7 SAY: DESCRIBE: The graphic shows an array of eighteen buttons arranged into six columns. There is an equal number of buttons in each column.

PT 7 Karl had eighteen buttons.

PT 7 POINT TO the buttons.

PT 7 SAY:

PT 7 He placed them into six columns.

PT 7 POINT TO each column and move your finger vertically down each column.


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PT 7 SAY:

PT 7 How many rows of buttons does Karl have?

PT 7 POINT TO the buttons and move your finger horizontally across each row.

PT 7 SAY:

PT 7 Does Karl have three rows? Or eighteen rows?

PT 7 SAY:

PT 7 Select the number of rows that Karl has.

PT 8 SAY: DESCRIBE: The first graphic shows, from left to right, eight pencils that are labeled Terrell, an arrow pointing to the right, and then three pencils that are labeled Elena. The first option is a graphic that shows eight pencils, a plus sign, three pencils, an equals sign, and eleven pencils. The second option is a graphic that shows eight pencils, a minus sign, three pencils, an equals sign, and five pencils.

PT 8 Terrell has eight pencils.

PT 8 POINT TO Terrell’s pencils.

PT 8 SAY:

PT 8 He gave three pencils to Elena.

PT 8 POINT TO Elena’s pencils.

PT 8 SAY:

PT 8 Which equation shows how to find the total number of pencils Terrell has left?


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PT 8 SAY:

PT 8

Does this equation show how to find the total number of pencils Terrell has left? Or does this equation show how to find the total number of pencils Terrell has left?

PT 8 SAY:

PT 8 Select the equation that shows how to find the total number of pencils Terrell has left.

PT 9 SAY: DESCRIBE: The graphic shows a bowl of dog food and a bag of dog food. The bowl is labeled eight ounces. The bag is labeled one hundred ninety-two ounces.

PT 9 Lydia feeds her dog eight ounces of dog food each day.

PT 9 POINT TO the bowl of dog food.

PT 9 SAY:

PT 9 A full bag of dog food weighs one hundred ninety-two ounces.


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PT 9 POINT TO the bag of dog food.

PT 9 SAY:

PT 9 How many days can Lydia feed her dog with one bag of dog food?

PT 9 SAY:

PT 9

Use the keypad to enter your answer in the box. Remember this is not a calculator. Only enter your answer using the keypad or give me your answer and I will enter it for you.

PT 10 POINT TO the action figures. DESCRIBE: The graphic shows some action figures.

PT 10 SAY:

PT 10 Brandon has twice as many action figures as Gregory.

PT 10 SAY:

PT 10 Gregory has twice as many action figures as Derek.


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PT 10 SAY:

PT 10 Select the numbers that correctly complete the sentences.

PT 10 SAY:

PT 10 Brandon has three, six, or twelve action figures?

PT 10 SAY:

PT 10 Derek has three, eighteen, or thirty-six action figures?

PT 10 SAY:

PT 10 Select the numbers that correctly complete the sentences, or show me and I will select them for you.


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PT 11 SAY: DESCRIBE: The graphic shows a chocolate bar that has been divided into twelve equal sections. Three of the sections are outlined in blue and are labeled Miguel. Four of the sections are outlined in yellow and are labeled Tyrone. The first option is a graphic that shows Miguel’s sections, a greater-than symbol, and Tyrone’s sections. The second option is a graphic that shows Miguel’s sections, a less-than symbol, and Tyrone’s sections. The third option is a graphic that shows Miguel’s sections, an equals sign, and Tyrone’s sections.

PT 11 Graciela had a chocolate bar.

PT 11 POINT TO the chocolate bar.

PT 11 SAY:

PT 11 She gave one-fourth of the chocolate bar to Miguel . . .

PT 11 POINT TO the section labeled Miguel.

PT 11 SAY:

PT 11 . . . and one-third of the chocolate bar to Tyrone.

PT 11 POINT TO the section labeled Tyrone.

PT 11 SAY:

PT 11

Which is the correct comparison of the part of the chocolate bar that Miguel received to the part that Tyrone received?


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PT 11 SAY:

PT 11 Is this the correct comparison? Is this the correct comparison? Or is this the correct comparison?

PT 11 SAY:

PT 11

Select the correct comparison of the part of the chocolate bar that Miguel received to the part that Tyrone received.

PT 12 SAY: DESCRIBE: The first option is a graphic of a stepping stone that is shaped like a polygon. The second option is a graphic of a stepping stone that is shaped like a polygon. The third option is a graphic of a stepping stone that is shaped like a polygon.

PT 12 Mr. Carson wants to use stepping stones in his garden that are shaped like pentagons.

PT 12 SAY:

PT 12 Which stepping stone should he use?


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PT 12 SAY:

PT 12 Is this a pentagon? Is this a pentagon? Or is this a pentagon?

PT 12 SAY:

PT 12 Select the option that shows the stepping stone that is shaped like a pentagon.

— End of Mathematics test —


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Practice Test Grade 4


Graphic Attributions Photos are the copyright of Silver Lining Multimedia, Inc. www.silverliningmm.com

© JBryson/iStockphoto, © Onfokus/iStockphoto, © megasquib/iStockphoto, © megasquib/iStockphoto, © JacobH/iStockphoto, © faslooff/iStockphoto, © EcoPic/iStockphoto, © MogensTrolle/iStockphoto, © valdecasas/iStockphoto, © WilliamJMurphy/iStockphoto, © DavorLovincic/iStockphoto, © frahaus/iStockphoto, © NightOwlZA/iStockphoto, © Jeryco/iStockphoto, © iStock.com/Liz Leyden, © iStock.com/pojoslaw, © iStock.com/inspired_by_the_light, © iStock.com/Todd Headington, © iStock.com/Avid Creative, Inc., © iStock.com/erikreis, © Dmitry Naumov/Dreamstime.com, © iStock.com/fotoVoyager

Towles-Reeves, E., Kearns, J., Flowers, C., Hart, L., Kerbel, A., Kleinert, H., Quenemoen, R., & Thurlow, M. (2012). Learner characteristics inventory project report (A product of the NCSC validity evaluation). Minneapolis, MN: University of Minnesota, National Center and State Collaborative. © NCSC Partners 2013.

California Alternate Assessments published by Educational Testing Service. Copyright © 2017 by the California Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written permission of the publisher. ETS is a registered trademark of Educational Testing Service.

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