Grades 1-2 Sample Test Items - · PDF fileACCESS for English Language Learners Sample Items...

ACCESSfor English Language Learners

Sample Items

Grades 1-2

Listening, Reading, Writing, and Speaking

2 Copyright © State of Wisconsin. All rights reserved. 1-2 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.

1-2 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

...........................................3

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

........................................ 17

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

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

........................................ 39

........................................ 45

........................................ 46

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: 12

3 to 5: 35

6 to 8: 68

9 to 12: 91

Proficiency levels

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

Social & Instructional: SI

Language Arts: LA

Math: MA

Science: 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.

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

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


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

1-2 Samples Listening Scripts Copyright © State of Wisconsin. All rights reserved. 11

1-2ListeningScripts

12 Copyright © State of Wisconsin. All rights reserved. 1-2 Samples Listening Scripts

L12A_SI_Classroom

Part A Places Around Our Classroom. Pause.Look at the big picture. It shows a classroom. I am

going to tell you about some things you might do

in your classroom.

Pause 3 seconds.

Go to the top of the

next page.

Number 1 Pause.Sit down in front of the calendar.

Number 2 Pause.Line up by the poster of the Classroom Rules.

Number 3 Pause.Put your bookbag behind your chair.


L12B_MA_ShapePatterns

Part B Shape Patterns

Look at the big picture. It shows a blackboard with

a number pattern on it.

Pause 3 seconds.

I am going to tell you the beginning of a pattern.

Let’s do the first one together.

Number 5 Pause.The pattern is:

diamond, circle, circle, star,

diamond, circle, circle, star,

diamond, circle.


next page.

Number 4 Pause.The pattern is

heart, diamond, star,

heart, diamond, star,

heart, diamond.

Number 6 Pause.

Turn the page.

The pattern is:

4,4,4,6,6,7,7,

4,4,4,6,6,7,7,

4,4,4.

Find letter S.

Pause and scan room to make sure all students are on letter S.

I will say the

beginning of a pattern

and you will find the thing that comes next.

Is everybody ready?

Letter S Listen carefully. I

am going to tell you

the beginning of the

pattern. You need to

fill in the box under the picture of what

comes next. Do not say

anything out loud!

Does anyone have any

questions before we

begin?

Answer any questions.

Remember, do not say

the answer out loud.

The pattern is:

2, 3, 4;

2, 3, 4;

2, 3.

What comes next? Don’t say anything, but fill in the box under the next number in the pattern by the

letter S.

Pause to allow students to fill in answer.

Since the pattern is 2, 3, 4; 2, 3, 4; 2, 3, the next

number in the pattern should be 4.

Did everyone fill in the box under the number 4?

Good.


L12C_MA_SamplePatterns

Part C Sample Patterns

Look at the big picture. It shows a blackboard with

some shapes on it in a pattern.

Pause 3 seconds.

Let me say the pattern:

Circle, circle, square;

Circle, circle, square;

Circle, circle.

What comes next? A square, of course.

Listen carefully. I am going to tell you the

beginning of the pattern. You need to fill in the box under the picture of what comes next. Do not say

anything out loud!

Does anyone have any questions before we begin?

Answer any questions.

Remember, do not say the answer out loud.


next page.


A,A,A,B,B,C,D,

A,A,A,B,B,C,D,

A,A,A,B.


sun, sun, star, star, moon,

sun, sun, star, star, moon,

sun, sun, star.

Number 9 Pause.

This is the end of the

Listening Test.

The pattern is:

1+2=3,

2+2=4,

3+2=5,

4+2=6.


End of Listening Script

1-2 Samples Listening Copyright © State of Wisconsin. All rights reserved. 17

1-2Listening

Test

18 Copyright © State of Wisconsin. All rights reserved. 1-2 Samples Listening

Part A: Places Around Our Classroom

L12A_SI_Classroom


SI P1 Identify everyday objects described orally with visual support (such as classroom supplies or household items)

o o o

1

o o o

2

o o o

3




L12B_MA_Shape Patterns

Part B: Shape Patterns

2 3 4

o o o

2, 3, 4, 2, 3, ?

S


o o o

4

o o o

5

4 6 7

o o o

6

MA P3 complete repeated math patterns of alternating figures described orally


MA P4 complete repeated math patterns described orally (such as + + - -☺☺ )


L12C_MA_Sample Patterns

Part C: Sample Patterns

Math Patterns


o o o

7


B C D

o o o

8

6+2=8 6+1=7 5+2=7

o o o

9

MA P4 complete repeated math patterns described orally (such as + + - -☺☺ )

MA P5 predict sequence of complex math patterns from oral descriptions according to

grade level


End of Test

1-2 Samples Reading Copyright © State of Wisconsin. All rights reserved. 25

1-2Reading

Test

26 Copyright © State of Wisconsin. All rights reserved. 1-2 Samples Reading

Part A: The Seasons

Here are pictures showing the different seasons of the year.

In the spring Jose plants flowers. In the summer Ed likes to swim.

In the winter Ria builds a snowman. In the fall Sabrina rakes leaves.

R12A_SS_Seasons


It is winter.

o o o

1

This is a tree in the fall.

o o o

2

What season comes right before winter?

Spring Summer Fall

o o o

3

SS P1 match vocabulary or pictures with illustrated holidays or seasons

SS P1 match vocabulary or pictures with illustrated holidays or seasons

SS P2 sort vocabulary, pictures, or phrases according to holidays or seasons


Which sentence goes with spring?

o Today I will plant seeds in the garden.

o I like to rake leaves with my dad.

o I will play in the snow today.

4

Which sentence goes with winter?

o I will wear my swimsuit today.

o I will wear shorts and a T-shirt today.

o I will wear a coat, hat and gloves today.

5

SS P3 find explicit information about holidays or seasons from text and visual sources

SS P3 find explicit information about holidays or seasons from text and visual sources


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


Part B: A Field Trip to the Aquarium

Here is a bulletin board found in a classroom.

When did the class visit the aquarium?

March 2 May 2 November 2

o o o

R12B_SI_Aquarium

6

SI P2 extract information from environmental print (such as signs, bulletin boards, or menus)


What animal did Ellen see?

A shark A seal An octopus

o o o

7

What was everybody’s favorite animal?

Octopus Shark Seal

o o o

8

What kinds of animals are in the aquarium?

o Animals that live on land.

o Animals that live in water.

o Animals that live in the air.

9

SI P2 extract information from environmental print (such as signs, bulletin boards, or menus)

SI P3 restate information found in visually supported print (such as school schedules, field trips, or celebrations)

SI P4 summarize information found in visually supported print on classroom or school activities


Part C: Butterflies

Miss Robin’s class is starting a butterfly garden. In the chart, read about what they

need to do to make butterflies come to their garden.

R12C_SC_Butterflies


Look at the chart “How to Start a Butterfly Garden”.

Which picture goes where the “?” is in the chart?

o o o

10

What important thing does the wet dirt give the butterflies?

Sun Water Warmth

o o o

11

According to the chart, why do butterflies need to be in the sun?

To be safe To stay dry To stay warm

o o o

12

SC P3 complete graphs or charts using pictures or icons to address questions related

to living organisms

SC P4 respond to questions about graphs or charts related to living organisms by using icons and text

SC P5 interpret graphs or charts related to living organisms by using icons and explicit, grade level science text


End of Test

1-2 Samples Writing Copyright © State of Wisconsin. All rights reserved. 37

Now it’s your turn to write!

Word Box

then one dayfinally the next morning

Now write a story about Mona’s birthday present. You can use the words in the Word Box. Be sure to write an ending to the story.

Model Performance Indicators

LA P3 produce phrases in sequential order to relate a series of events in stories

LA P4 use sequential language in sentences to relate a series of events in stories (e.g., “First…. Then…”)

LA P5 use language of storytelling to relate a series of events (e.g., “Once upon a time…”)

SI P3 relate personal facts

SI P4 compose friendly notes or personal messagesSI P5 narrate or compose personal stories with illustrations

40 Copyright © State of Wisconsin. All rights reserved. 1-2 Samples Speaking

Now we’re going to talk about a different story about Sister Bear, Brother Bear, and their father, Father Bear.Listen. One day, Father Bear, Sister Bear, and Brother Bear wanted to plant sunflower seeds in their garden.

Q1: (Point to THE BEARS) Who is in the picture?

Q2: (Point to THE GARDEN) How many bears are there?Q3: (Point to THE OVERALL PICTURE) Where are the bears?Q4: (Point to THE OVERALL PICTURE) What season of the year do you think it is?Q5: (If necessary) Do you think it is Winter or Spring?Q6: (If necessary) What else do you see in the picture?

(Point to the bears as you say the next sentence.)Each bear had two sunflower seeds.

Q1: How many seeds do the bears have all together?Q2: What do the bears need to do to plant their seeds?Q3: What kind of weather do the plants need in order to grow?Q4: What do you think will happen if there is sun but no rain?

Folder A

T1

T2

Model Performance IndicatorsSC P1 use words or phrases related to weather or environment from pictures/

photographs (such as temperatures, seasons, or precipitation)

MA P1 recite math-related words or phrases from pictures of everyday objects and oral statements

SC P2 restate scientific hypotheses about weather or environment from pictures or photographs

MA P2 restate simple math operations from oral statements, referring to pictures of everyday objects


At first, the weather was good. There was sun and there was rain. The sunflowers began to grow. The bears used a 1 foot ruler to measure the sunflowers.

Q2: (Point to ‘After 1 Month’ RAINY DAY PICTURE.) This picture shows how tall the plants were after 1 month. Brother Bear has a 1 foot ruler. How tall do you think the plants were after 1 month? (Pause.)Why do you think that?

Q3: (Point to ‘After 2 Months’ SUNNY DAY PICTURE.) This picture shows how tall the plants were after 2 months. How tall do you think the plants were after 2 months? (Pause.) Why do you think that?

Spring turned into summer. In summer the weather was very different than it was before. One summer day, the bears went to see the sunflowers. (Turn the page.)

After 1 Month After 2 Months

Folder A (continued)

T3

T4

Model Performance IndicatorsSC P3 ask WH- questions about weather or environment from pictures or

photographs

MA P3 describe math representations and operations from pictures of everyday objects and oral descriptions

SC P4 predict results and provide reasons based on scientific hypotheses about weather or environment from oral or written information

MA P4 compare/contrast math operations needed in problem solving from pictures and oral descriptions


(T4 continued. Pause to allow student time to view the picture.)

Q1: How were the sunflowers doing?

Q2: What do you think the weather was like that summer?

Why do you think that? (OR) Tell me why you think that.Q3: What do you think the bears did next? (OR) Now I want you to tell me what you think the bears did next.Q4: Explain to me why you think the bears _______ (did that).Q5: (If necessary) Can you give me more details?

Well, the bears watered their plants every day during that hot, dry summer. At the end of the summer, when the flowers bloomed, the bears wanted to know how tall their sunflowers were. (Turn the page.)


T4

T5


SC P4 predict results and provide reasons based on scientific hypotheses about weather or environment from oral or written information

MA P4 compare/contrast math operations needed in problem solving from pictures and oral

SC P5 evaluate and weigh options related to scientific hypotheses about weather or environment from oral or written information

MA P5 explain the process of math problem solving from pictures and oral descriptions at grade level


(T5 continued. Pause to allow student time to view the picture.)

Q1: Now can you explain to me, step by step, what the bears can do to find out how tall the sunflowers were at the end of the summer? (If necessary) How do you know that?Q2: (If necessary) Can you think of another way for them to find out how tall the sunflowers were? (Pause.) Can you tell me about this way step by step?


T5


SC P5 evaluate and weigh options related to scientific hypotheses about weather or environment from oral or written information

MA P5 explain the process of math problem solving from pictures and oral descriptions at grade level


End of Test

1-2 Appendix Copyright © State of Wisconsin. All rights reserved. 45

Answer Keys

Listening

Part A: Places around our classroom1 - C2 - A3 - C

Part B: Shape Patterns4 - C5 - A6 - B

Part C: Sample Patterns7 - B8 - A9 - C

Reading

Part A: The Seasons1 - B2 - A3 - C4 - A5 - C

Part B: Field Trip to the Aquarium6 - B7 - A8 - C9 - B

Part C: Butterflies

10 - C11 - B12 - C

46 Copyright © State of Wisconsin. All rights reserved. 1-2 Appendix

Index of Items by Content Area

SI

LA

MA

SC

SS

.............................................18-19, 30-31, 36-37

...................................................................36-37

............................................20-21, 22-23, 40-43

........................................................32-33, 40-43

...................................................................26-27

Grades 1-2 Sample Test Items - · PDF fileACCESS for English Language Learners Sample Items...

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