Grades 6–8 Test Booklet - Cognia · 2019-08-21 · Grade 6 English Language Arts 7 Task 3...

Grades 6–8Test Booklet

Table of Contents

Grade 6 English Language Arts and Mathematics .........................5

Grade 7 English Language Arts and Mathematics .......................15

Grade 8 English Language Arts, Mathematics, and Science .......25

Grades 6–8 English Language Arts—Writing ...............................39

Student Name: ______________________________________

Practice Test2016–2017

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 6–8 English Language Arts

Content Standards Addressed

Florida State Standards

Grade 6Informational: Key Ideas and DetailsLAFS.6.RI.1.2

Language: Vocabulary Acquisition and UseLAFS.6.L.3.5

Grade 7Literature: Key Ideas and DetailsLAFS.7.RL.1.2

Language: Vocabulary Acquisition and UseLAFS.7.L.3.4

Grade 8Literature: Craft and StructureLAFS.8.RL.2.6

Language: Conventions of Standard EnglishLAFS.8.L.1.2

Teacher-Gathered Mater ia ls

None

Florida Standards Alternate AssessmentGrades 6–8 Mathematics



Grade 6Ratios & Proportional RelationshipsMAFS.6.RP.1.3

Expressions & EquationsMAFS.6.EE.2.7

Grade 7Statistics & ProbabilityMAFS.7.SP.2.4

Expressions & EquationsMAFS.7.EE.1.1

Grade 8GeometryMAFS.8.G.1.4

Statistics & ProbabilityMAFS.8.SP.1.3


Grade 8: Item 2 Task 1• 2 pencils (identical)• ruler• stapler

3

Florida Standards Alternate AssessmentGrade 8 Science


Next Generation Sunshine State Standards

Body of Knowledge: Physical ScienceBig Idea 8: Properties of Matter (8.P.8.1)

Body of Knowledge: Nature of ScienceBig Idea 1: The Practice of Science (8.N.1.1)


None

Florida Standards Alternate AssessmentGrades 6–8 ELA—Writing



Writing: Text Types and PurposesLAFS.6.W.1.1

Writing: Production and Distribution of WritingLAFS.6.W.2.4


None

5

Grade 6

English Language Arts and Mathematics

Item continued on the next page

268168

Item 1

Florida Standards Access Point: Provide a summary of the text based on details from the text.

Task 1

Materials Teacher Script Student Response

Response Booklet: page 3

Passage Booklet: page 5King Tut’s Tomb

Word/picture cards:

a wild animal

a giant tree

an ancient king

Read paragraph 1 to the student.

Who was Tutankhamen?

Read the word/picture cards to the student.

\ A: a wild animal

\ B: a giant tree

\ C: an ancient king

\ D: No Response

Scaffolded Response (when applicable)\ A: a wild animal

\ B: a giant tree

\ C: an ancient king

\ D: No Response

Task 2




Sentence/picture strips:

The mummy was left unharmed.

The mummy was moved to Egypt.

The mummy was covered with gold.

Read the passage to the student.

How was King Tut’s mummy different from other mummies?

Read the sentence/picture strips to the student.

\ A: The mummy was left unharmed.

\ B: The mummy was moved to Egypt.

\ C: The mummy was covered with gold.

\ D: No Response

7Grade 6 English Language Arts

Task 3





Scientists learned where more mummies could be found.

Scientists learned how mummies were made.

Scientists learned where the gold was stored.

Why was King Tut’s tomb important to scientists?


\ A: Scientists learned where more mummies could be found.

\ B: Scientists learned how mummies were made.

\ C: Scientists learned where the gold was stored.

\ D: No Response

268169

Item 2Florida Standards Access Point: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Task 1



Stimulus picture card:

collar

Word/picture cards:

jacket

traffic

chalkboard

Here is a picture of a collar. Point to the collar on the stimulus picture card.

A collar is a band of material that goes around the neck of clothing.

What has a collar?


\ A: jacket

\ B: traffic

\ C: chalkboard

\ D: No Response

Scaffolded Response (when applicable)\ A: jacket

\ B: traffic

\ C: chalkboard

\ D: No Response

Task 2



Stimulus word cards:

animals

people

Cutout word/picture cards:

skunk

grandfather

teacher

deer

Here are two words.

Read the stimulus word cards to the student.

Place the cutout word/picture cards on the work surface.

Here are some more words.

These words can be sorted into two groups: animals and people.

Which words belong in each group?

Read the cutout word/picture cards to the student.

Indicate “animals/skunk, deer” and “people/grandfather, teacher.”

\ A: Correct

\ B: Incorrect

\ C: No Response

To achieve a score of “correct,” the student must correctly sort all four cards.



Task 3




giant

tiny


mountain

worm

raindrop

elephant

ocean

dice

Here are two words.



Here are some more words.

These words can be sorted into two groups: giant and tiny.

Which words belong in each group?


Indicate “giant/mountain, elephant, ocean” and “tiny/worm, raindrop, dice.”

\ A: Correct

\ B: Incorrect

\ C: No Response

To achieve a score of “correct,” the student must correctly sort all six cards.

268220

Item 1Florida Standards Access Point: Solve problems or word problems using equations for cases in which the quantities in the problem are positive rational numbers.

Task 1



Stimulus picture strip:

4 erasers + 1 eraser = ?

Word/picture strips:

2 rulers

3 pencils

5 erasers

Carl has four erasers. His teacher gives him one more eraser.

Here is a picture that shows how many erasers Carl has.

How many erasers does Carl have in all?

Read the word/picture strips to the student.

\ A: 2 rulers

\ B: 3 pencils

\ C: 5 erasers

\ D: No Response

Scaffolded Response (when applicable)\ A: 2 rulers

\ B: 3 pencils

\ C: 5 erasers

\ D: No Response

Task 2



Stimulus word/picture cards:

Jake’s 3 books

Paula’s 2 books

Equation strips:

3 × 2 = b

4 – 1 = b

3 + 2 = b

Here is a picture of Jake’s three books. Point to the first stimulus word/picture card.

Here is a picture of Paula’s two books. Point to the second stimulus word/picture card.

The letter b stands for the total number of books Jake and Paula have.

Which number sentence shows how to find b, the total number of books that Jake and Paula have?

Read the equation strips to the student.

\ A: 3 × 2 = b

\ B: 4 – 1 = b

\ C: 3 + 2 = b

\ D: No Response


11Grade 6 Mathematics

Task 3



Stimulus equation strip:

b + 5 = 25

Number cards:

5

20

30

The letter b stands for the number of books Mrs. Willis had on Monday. She bought five more books on Tuesday. Now she has twenty-five books.

Here is a number sentence that can be used to find b, the number of books that Mrs. Willis had on Monday.

Read the stimulus equation strip to the student.

What is the value of b in this number sentence? Point to the stimulus equation strip.

Read the number cards to the student.

\ A: 5

\ B: 20

\ C: 30

\ D: No Response

268219

Item 2Florida Standards Access Point: Use ratios and reasoning to solve real-world mathematical problems (e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations).

Task 1




3 erasers

Picture cards:

(quarters)

(rulers)

(books)

Here is a picture of three erasers.

Which group has a different number of objects than the number of erasers?

\ A: quarters

\ B: rulers

\ C: books

\ D: No Response

Scaffolded Response (when applicable)\ A: quarters

\ B: rulers

\ C: books

\ D: No Response

Task 2




package of 2 paintbrushes

Number cards:

2

10

50

Here is a package of two paintbrushes.

Ms. Tandy bought five of these packages.

How many paintbrushes did Ms. Tandy buy in all?


\ A: 2

\ B: 10

\ C: 50

\ D: No Response



Task 3




3 jars of paint

Number cards:

3

15

20

Here is a picture of three jars of paint.

Ms. Tandy has twenty students in her class. She puts the students into groups of four. She gives each group three jars of paint.

How many jars of paint does Ms. Tandy need for her class?


\ A: 3

\ B: 15

\ C: 20

\ D: No Response

15

Grade 7

English Language Arts and Mathematics

268171

Item 1Florida Standards Access Point: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position in a sentence) as a clue to determine the meaning of grade-appropriate words or phrases.

Task 1



Word/picture cards:

tissue

flower

basket

What is used to carry things?


\ A: tissue

\ B: flower

\ C: basket

\ D: No Response

Scaffolded Response (when applicable)\ A: tissue

\ B: flower

\ C: basket

\ D: No Response

Task 2



Stimulus sentence/picture strip:

Danny listens to music on his ______ as he types a letter to his grandfather.

Word/picture cards:

painting

clarinet

computer

Here is a sentence with a picture. The sentence has a blank.

Read the stimulus sentence/picture strip to the student.

Which word best completes the sentence?


\ A: painting

\ B: clarinet

\ C: computer

\ D: No Response



Task 3



Stimulus sentence/picture strip:

Ms. Banker told us to interpret the poem. To do this, we need to explain how the poet helps the reader imagine the ocean and the poet’s experiences.

Word cards:

interpret

imagine

experience

Here are some sentences with a picture.

Read the stimulus sentence/picture strip to the student.

Which word means the same as “to explain”?

Read the word cards to the student.

\ A: interpret

\ B: imagine

\ C: experience

\ D: No Response

268170

Item 2

Florida Standards Access Point: Analyze the development of the theme or central idea over the course of the text and provide a summary.

Task 1



Passage Booklet: page 9Manuel’s Science Report

Word/picture cards:

presenting a report

drinking water

walking to school


What is the passage mostly about?


\ A: presenting a report

\ B: drinking water

\ C: walking to school

\ D: No Response

Scaffolded Response (when applicable)\ A: presenting a report

\ B: drinking water

\ C: walking to school

\ D: No Response

Task 2





He plays a game of checkers.

He changes the topic.

He practices giving his report.


What does Manuel do to prepare for the presentation?


\ A: He plays a game of checkers.

\ B: He changes the topic.

\ C: He practices giving his report.

\ D: No Response



Task 3





Science is an interesting subject.

Rehearsing helps presentations go well.

Friends have many ideas.

What is the main idea of the passage?


\ A: Science is an interesting subject.

\ B: Rehearsing helps presentations go well.

\ C: Friends have many ideas.

\ D: No Response

268222

Item 1

Florida Standards Access Point: Add and subtract linear expressions that include like terms.

Task 1



Stimulus number/picture strip:

3 markers plus 3 markers

Number strips:

9 – 4

7 × 8

6 + 0

Seth has six markers.

Seth counted the markers by adding three plus three. Point to the stimulus number/picture strip.

What is another way to count Seth’s markers?

Read the number strips to the student.

\ A: 9 – 4

\ B: 7 × 8

\ C: 6 + 0

\ D: No Response

Scaffolded Response (when applicable)\ A: 9 – 4

\ B: 7 × 8

\ C: 6 + 0

\ D: No Response

Task 2




5n + 2n = ?

Number cards:

3n

7n

22a

Here is a number sentence.


What is the answer to the number sentence?


\ A: 3n

\ B: 7n

\ C: 22a

\ D: No Response



Task 3




9n – 3n = ?

Number cards:

3n

6n

12n

Here is a number sentence.


What is the answer to the number sentence?


\ A: 3n

\ B: 6n

\ C: 12n

\ D: No Response

268221

Item 2Florida Standards Access Point: Make or select an appropriate statement based upon two unequal data sets using measure of central tendency and shape of the distribution.

Task 1



Stimulus word/picture card:

Ways Students Get to School bar graph

Word/picture cards:

bike

plane

bus

Here is a bar graph. This bar graph is titled Ways Students Get to School. It shows two ways some students get to school. One student takes a bike to school, and four students take a bus to school.

Which way do more students get to school?


\ A: bike

\ B: plane

\ C: bus

\ D: No Response

Scaffolded Response (when applicable)\ A: bike

\ B: plane

\ C: bus

\ D: No Response

Task 2




Students Who Ride a Bus to School bar graph

Number cards:

2

6

10

Here is a bar graph. This bar graph is titled Students Who Ride a Bus to School. It shows how many students in two classes ride a bus to school. Two students in Mr. Price’s class ride a bus to school. Eight students in Ms. Chang’s class ride a bus to school.

How many students in Mr. Price’s class ride a bus to school?


\ A: 2

\ B: 6

\ C: 10

\ D: No Response



Task 3




Mr. Goff’s School Bus bar graph

Sentence strips:

More 6th graders ride the bus than 7th graders.



Mr. Goff asked the students on his bus their grade. He put the data in this bar graph. This bar graph is titled Mr. Goff’s School Bus. It shows how many students in each grade ride Mr. Goff’s bus to school. Two students in sixth grade, six students in seventh grade, and twelve students in eighth grade ride the bus to school.

Which sentence is true according to Mr. Goff’s bar graph?

Read the sentence strips to the student.

\ A: More 6th graders ride the bus than 7th graders.

\ B: More 7th graders ride the bus than 8th graders.

\ C: More 8th graders ride the bus than 6th graders.

\ D: No Response

25

Grade 8

English Language Arts, Mathematics, and Science

268173

Item 1

Florida Standards Access Point: Use punctuation (e.g., comma, ellipsis, dash) to indicate a pause or break.

Task 1



Picture cards:

(question mark)

(recycle)

(lightning)

Here are three symbols.

Which symbol can be used to ask something?

\ A: question mark

\ B: recycle

\ C: lightning

\ D: No Response

Scaffolded Response (when applicable)\ A: question mark

\ B: recycle

\ C: lightning

\ D: No Response

Task 2



Stimulus sentence strip:

I had an interesting dream last night_

Picture cards:

(period)

(question mark)

(colon)

Here is a sentence.

Read the stimulus sentence strip to the student.

Which symbol goes at the end of this sentence?

\ A: period

\ B: question mark

\ C: colon

\ D: No Response



Task 3



Sentence strips:

Florida became a state on, March 3 1845.

Florida became a state on March, 3 1845.

Florida became a state on March 3, 1845.

Which sentence is punctuated correctly?

Read the sentence strips to the student, naming the punctuation marks as they are written.

\ A: Florida became a state on, March 3 1845.

\ B: Florida became a state on March, 3 1845.

\ C: Florida became a state on March 3, 1845.

\ D: No Response

268172

Item 2

Florida Standards Access Point: Analyze how differences in points of view create such effects as suspense or humor.

Task 1



Passage Booklet: page 13The Fund-Raiser

Word/picture cards:

excited

nervous

surprised

Read the first sentence to the student.

How do Jenny and Maggie feel about being in charge of the fund-raiser?


\ A: excited

\ B: nervous

\ C: surprised

\ D: No Response

Scaffolded Response (when applicable)\ A: excited

\ B: nervous

\ C: surprised

\ D: No Response

Task 2





They want to buy different types of gym equipment.

They have different ideas about how to raise money.

They want to sell different types of food.

Read paragraphs 1 through 4 to the student.

Why do Jenny and Maggie disagree?


\ A: They want to buy different types of gym equipment.

\ B: They have different ideas about how to raise money.

\ C: They want to sell different types of food.

\ D: No Response



Task 3




Sentence strips:

“Jenny was sure a bake sale would raise the most money, and Maggie was convinced that selling magazines would bring in more funds.”

“Today, people worry about eating healthy. No one will want to buy cookies and brownies!”

“They knew if they didn’t make a decision soon, the fund-raiser could never be organized in time.”


Which sentence from the story shows that the girls’ conflict creates suspense?


\ A: “Jenny was sure a bake sale would raise the most money, and Maggie was convinced that selling magazines would bring in more funds.”

\ B: “Today, people worry about eating healthy. No one will want to buy cookies and brownies!”

\ C: “They knew if they didn’t make a decision soon, the fund-raiser could never be organized in time.”

\ D: No Response

268223

Item 1

Florida Standards Access Point: Interpret the slope and the y-intercept of a line in the context of data plotted from a real-world situation.

Task 1




Puppy Weight Gain graph

Number cards:

3

5

7

Here is a graph. This graph is titled Puppy Weight Gain. It shows how many ounces a puppy gained over two days. The x-axis begins at zero and increases to four by units of one. It is labeled Day. The y-axis begins at zero and increases to four by units of one. It is labeled Number of Ounces. Points are located at (one, one) and (two, three).

How many ounces did the puppy gain by Day 2?


\ A: 3

\ B: 5

\ C: 7

\ D: No Response

Scaffolded Response (when applicable)\ A: 3

\ B: 5

\ C: 7

\ D: No Response

Task 2




Pam’s Walking Rates graph

Number cards:

2 miles

4 miles

10 miles

Here is a graph. This graph is titled Pam’s Walking Rates. It shows how many miles Pam walks each hour. The x-axis begins at zero and increases to four by units of one-half. It is labeled Hours. The y-axis begins at zero and increases to eight by units of one. It is labeled Miles Walked. Points are located at (one, two), (two, four), and (three, six).

How many miles did Pam walk in one hour?


\ A: 2 miles

\ B: 4 miles

\ C: 10 miles

\ D: No Response



Task 3




Pam’s Walking Rates graph

Number cards:

4 miles

8 miles

10 miles

Here is a graph. This graph is titled Pam’s Walking Rates. It shows how many miles Pam walks each hour. The x-axis begins at zero and increases to four by units of one-half. It is labeled Hours. The y-axis begins at zero and increases to eight by units of one. It is labeled Miles Walked. Points are located at (one, two), (two, four), and (three, six).

How many miles can Pam walk if she walks for four hours?


\ A: 4 miles

\ B: 8 miles

\ C: 10 miles

\ D: No Response

155277

Item 2

Florida Standards Access Point: Recognize congruent and similar figures.

Task 1



Teacher-gathered:

2 pencils (identical)

ruler

stapler

Place one of the two identical pencils on the work surface. Place the other pencil, the ruler, and the stapler on the work surface in a row, below the first pencil.

Which two are the same?

\ A: pencils

\ B: ruler

\ C: stapler

\ D: No Response

Scaffolded Response (when applicable)\ A: pencils

\ B: ruler

\ C: stapler

\ D: No Response

Task 2



Picture cards:

(two squares)

(two triangles)

(circle and oval)

Which two shapes are congruent, or have the same shape and size? \ A: two squares

\ B: two triangles

\ C: circle and oval

\ D: No Response



Task 3



Picture cards:

(two octagons)

(two pentagons)

(two triangles)

Which picture shows two of the same shapes where one shape has been turned?

\ A: two octagons

\ B: two pentagons

\ C: two triangles

\ D: No Response

268159

Item 1

Task 1Recognize a problem related to the eighth-grade curriculum, observe and explore objects and activities, and recognize a solution.




glass of warm water

Word/picture cards:

ice cubes

hot stove

lightbulbs

Here is a picture of a glass of warm water.

What can cool the water down?


\ A: ice cubes

\ B: hot stove

\ C: lightbulbs

\ D: No Response

Scaffolded Response (when applicable)\ A: ice cubes

\ B: hot stove

\ C: lightbulbs

\ D: No Response

Task 2Recognize a problem from the eighth-grade curriculum, use materials to gather information, conduct a simple experiment, and record and share results.




2 beakers filled with ice cubes

Word/picture cards:

binoculars

yardstick

stopwatch

Here is a picture of two beakers filled with ice cubes. Pam wants to do an experiment with ice cubes. She wants to find out how fast ice melts at different temperatures.

Which tool will Pam most likely need for her experiment?


\ A: binoculars

\ B: yardstick

\ C: stopwatch

\ D: No Response


35Grade 8 Science

Task 3Identify a problem from the eighth grade curriculum, use reference materials to gather information, carry out an experiment, collect and record data, and report results.




Melting Ice Experiment chart

Sentence strips:

The ice in the cup of cold water melted faster.

The ice in the cup of warm water melted faster.

The ice in both cups melted at the same rate.

Sandy did an experiment with ice cubes. She put the data she collected in this chart. The chart is titled Melting Ice Experiment and shows the rate at which ice cubes melt when placed in water at different temperatures. When the ice was placed in a cup of cold water with a starting temperature of seventy degrees Fahrenheit, it took sixty seconds for the ice to melt. When the ice was placed in a cup of warm water with a starting temperature of one hundred degrees Fahrenheit, it took thirty seconds to melt.

What did Sandy’s data show?


\ A: The ice in the cup of cold water melted faster.

\ B: The ice in the cup of warm water melted faster.

\ C: The ice in both cups melted at the same rate.

\ D: No Response

268158

Item 2

Task 1Recognize examples of the gaseous state of matter, such as steam or smoke.



Word/picture cards:

glass

juice

smoke

Which picture shows a gas?


\ A: glass

\ B: juice

\ C: smoke

\ D: No Response

Scaffolded Response (when applicable)\ A: glass

\ B: juice

\ C: smoke

\ D: No Response

Task 2Recognize three states of matter, including solids, liquids, and gases.




gas

liquid

solid


wood

steam

milk

Here are three words. These words name different states of matter.



Here are three words with pictures.

You are going to match each picture with its state of matter.

Which picture goes with each state of matter?


Indicate “gas/steam”; “liquid/milk”; and “solid/wood.”

\ A: Correct

\ B: Incorrect

\ C: No Response

To achieve a score of “correct,” the student must correctly match all three pairs.


37Grade 8 Science

Task 3Compare properties of solids, liquids, and gases.




The substance keeps its own shape and volume.

The substance takes the shape of the container.

The substance expands to fill the container’s volume.

John’s teacher gave him an unknown substance in a clear container with a lid.

Which property would let John know that the substance is a solid?


\ A: The substance keeps its own shape and volume.

\ B: The substance takes the shape of the container.

\ C: The substance expands to fill the container’s volume.

\ D: No Response

39

Grades 6–8

English Language Arts—Writing

268054

Writing Prompt 1

Question 1 Write an introduction that introduces the writer’s claim within an argument.



Passage Booklet: page 17 Texting

Word/picture cards:

studying

hiking

texting

You are going to write a letter to a family member about the benefits of texting. Use the information in this passage to support your claim that texting is convenient.


Which is the topic of your claim?


\ A: studying

\ B: hiking

\ C: texting

\ D: No Response

Question 2 Create an organizational structure in which ideas are logically grouped to support the writer’s claim.





The history exam is today.

Texting is like a conversation.

Oranges are a healthy snack.


Which detail from the passage should be included in your letter about the benefits of texting?


\ A: The history exam is today.

\ B: Texting is like a conversation.

\ C: Oranges are a healthy snack.

\ D: No Response


41Grades 6–8 ELA—Writing

Question 3 Write arguments to support claims with logical reasoning and relevant evidence from credible sources.





Text messages let someone know you are on the way.

The student put his notebook in the school locker.

People should not send text messages during class.


In your letter, you will give examples of when texting can be used to communicate with friends and family.

Which sentence shows when texting should be used to communicate with friends and family?


\ A: Text messages let someone know you are on the way.

\ B: The student put his notebook in the school locker.

\ C: People should not send text messages during class.

\ D: No Response

Question 4 Use words, phrases, and clauses to link claims and reasons.




Stimulus sentence/picture strips:

Texting is quick.

It can be dangerous while driving.

Sentence strips:

People should avoid texting in a movie theater.

Texting is quick; however, it can be dangerous when driving.

She closed the window because it was raining.

Here are two details from the passage with pictures. You will include these details in your letter. Point to and read the stimulus sentence/picture strips to the student.

Which sentence connects these two details correctly? Point to the stimulus sentence/picture strips.


\ A: People should avoid texting in a movie theater.

\ B: Texting is quick; however, it can be dangerous when driving.

\ C: She closed the window because it was raining.

\ D: No Response



Question 5 Provide a concluding statement or section that follows the argument presented.




Sentence strips:

When used appropriately, texting is an easy way to keep in touch.

Teens should not text during class time.

There are many reasons why people should use a telephone.

Next you will write a conclusion for your letter to a family member about the benefits of texting.

Which sentence is the best conclusion for your letter?


\ A: When used appropriately, texting is an easy way to keep in touch.

\ B: Teens should not text during class time.

\ C: There are many reasons why people should use a telephone.

\ D: No Response

268064

Writing Prompt 2Passage Booklet: page 19, Thank-You Notes

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 composition in support of writing thank-you notes. You will include a title, an introduction, reasons, and a conclusion.You will use reasons from this passage to support your claim that writing thank-you notes is important.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 composition in support of writing thank-you notes.What new title will you use for your composition?Point to section 1 in the student response template.

An introduction tells the reader the topic and claim of what they are about to read. A claim is an opinion that can be argued and supported with evidence.Here is the paragraph that introduces the topic and claim for the passage.Point to and read the first paragraph in the passage to the student.

You will write an introduction that will include the topic and claim.What topic and claim will you write in your composition?Point to section 2 in the student response template.



The passage includes reasons in support of writing thank-you notes.Read the full passage to the student.

You will include two reasons in your composition in support of writing thank-you notes.Here are the beginnings of two sentences.Point to section 3 in the student response template and read the sentence starter to the student.

The first reason is ___________.Point to section 4 in the student response template and read the sentence starter to the student.

The second reason is ________.What two reasons will you include in your composition in support of writing thank-you notes?

A conclusion is a sentence or a paragraph that provides an ending using different words.Here is the conclusion of the passage.Point to and read the last sentence of the passage to the student.

You need to write a conclusion, or ending, for your composition.What is your conclusion for your composition?Point to section 5 in the student response template.

Now I will read your composition 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 6–8 Practice Test: Thank-You Notes

Nouns/Pronouns VerbsAdjectives/Adverbs/

Descriptors

thank-you notes

people

ways

pen

paper

letter

keyboard

mistakes

handwriting

envelope

stamp

address

receiving

time

attention

write(ing)

mail

requires

especially

important

electronic

old-fashioned

still

“real”

readable

correct

special

truly

thankful

The

firs

t rea

son

is

____

____

____

____

____

____

____

.

The

sec

ond

reas

on is

____

____

____

____

____

____

____

.

2. 3. 4. 5.

1.

In c

oncl

usio

n,

____

____

____

____

____

____

____

.A

dditi

onal

cop

ies

of th

is te

mpl

ate

are

avai

labl

e on

the

FS

AA

—P

erfo

rman

ce T

ask

Teac

her T

rain

ing

Por

tal a

t ht

tps:

//fsa

a-tr

aini

ng.o

nlin

ehel

p.m

easu

redp

rogr

ess.

org/

teac

her/

.

Grades 6–8 Test Booklet - Cognia · 2019-08-21 · Grade 6 English Language Arts 7 Task 3...

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Transcript of Grades 6–8 Test Booklet - Cognia · 2019-08-21 · Grade 6 English Language Arts 7 Task 3...