WAAIM Grade 4 Performance Tasks 2017-2018€¦ · Web view(chose 4 words and write on list for...

WAAIM Grade 4 Performance Tasks 2017-2018

Washington Access to Instruction and Measurement (WA-AIM)

Grade 4 Performance Tasks2019–2020

Change Log

Date

Performance Task

Explanation of Change

7/31/2019

All

Update for 2019–2020

Adaptations

All examples and items presented in the following Performance Tasks are allowed to be adapted to meet each individual student’s learning style and preferred mode of receptive and expressive communication. Teachers are encouraged to present the Performance Task components in styles that most closely resemble how daily instructional materials are presented to the student. Below are typical adaptations and ideas for presenting the Performance Tasks. This is not an all-inclusive or exhaustive list.

· Use graphics and/or physical models

· Enlarge text/graphics

· Simplify text/directions

· Use tactile graphics

· Use pictorial/word/object representations for numbers and graph parts

· Written material may be read aloud (unless the PT specifically requires the student to read)

· Reenactments or computer simulations may be used to represent scenarios

· For items that require the student to do physical tasks, teacher may do the physical tasks if directed by the student (ie-MS PS3-3)

· Replace provided graphics with graphics commonly used by student

· Teacher can use real-life objects when asking questions

· Text and vocabulary can be tailored to the student’s vocabulary in cases where the vocabulary is not a key element of the concept

· Use graphics student is most familiar with

26

WA-AIM Performance Tasks Grade 4

ENGLISH LANGUAGE ARTS

Grade 4

Strand: Reading Literature

Sub-strand: Integration of Knowledge and Ideas

Washington K-12 Learning Standard

Essential Element

ACCESS POINTS Built on Three Levels of Complexity

More Complex Intermediate Less Complex

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

EE.RL.4.7 Make a connection between the text representation of a story and a visual, tactual, or oral version of the story.

Student will compare and contrast two representations of a story.

Student will identify difference between two representations of a story.

Student will identify similarity between two representations of the same text.

RL.4.7 Reading Literature-Integration of Knowledge and Ideas

Grade 4

ACCESS POINT (More Complex) RL.4.7.M. Student will compare and contrast two representations of a story.

PERFORMANCE TASK

Requirements:

· Every performance task must have at least five unique items/questions.

· The set of five items must include at least:

· one item that compares

· one item that contrasts

· Source material must be a story or a drama.

· Story or drama must be presented in two different ways (textual, visual, oral, or tactual).

· In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The essence of this task is for student to find BOTH similarities and differences in what they have read to what they visualized and heard. The task requires the use of two different versions of a single story. Formats which could be used are: video, audio, play, picture story. Comparisons could include format or story elements.

Example Items

Teacher Directions: You are going to listen to a story about two children who find a baby seal and then you are going to see a play of the same story. Think about one way they are alike and one way they are different. Follow along as I read. (Read “A Day at Seal Cove” to the student.)

Representation 1:

A Day at Seal Cove

Jerry and Claire were climbing the rocks overlooking Seal Cove. Jerry pointed to a baby seal on a nearby rock down close to the water.

“The seal looks like it’s stuck between the rocks there!” Jerry shouted. Claire saw the baby seal. It did look stuck.

“What are we going to do?” asked Jerry.

“Let’s go home and get Dad.” Claire suggested. “He’ll know what to do.”

“Great idea! Let’s hurry; the tide’s coming in.”

Later, Jerry and Claire returned with their dad. The little seal was swimming in the water.

“The tide must have floated it free,” said Dad. Everyone smiled.

Representation 2:

Teacher Directions: Now I am going to read the play. I’ll wear a different mask as each character speaks; I’ll wear this one for Jerry’s lines, this one for Claire’s, and this one for the dad’s. (Show the appropriate mask to the student as you mention each character. Read the play “Seal Cove” to the student without showing the text.)

(Setting: rocks overlooking Seal Cover)

Jerry: Clair look, that seal looks like it stuck between the rocks there! What are we going to do?

Claire: Let’s run home and get dad.

Jerry: Great idea! Let’s hurry; the tide’s coming in

(Claire, Jerry and their Dad return to Seal Cove)

Jerry: The seal was right down there dad.

Claire: I don’t see the seal anymore.

Dad: The tide must have floated the seal free.

Item 1 (compare item):

What is the same about how the story is presented visually (play) and in writing?

Item 2 (contrast item):

What is different about how the story is presented visually (play) and in writing?

Answer Key (for teacher use only):

Item 1: Possible answers include characters, setting, conflict, solution, descriptions, etc.

Item 2: Possible answers include differences in narrations, specific descriptions and/or language used, etc.


Grade 4

ACCESS POINT (Intermediate Complex) RL.4.7.I. Student will identify difference between two representations of a story.

PERFORMANCE TASK

Requirements:


· The five items may relate to one set of two representations of the text.

· Source material must be a story or a drama.

· Story or drama must be presented in two different ways (textual, visual, oral, or tactual).


Restrictions: None

Note to Teacher: This task differs from the More Complex task in that the student only needs to identify differences between the representations.

Example Items

Teacher Directions: You are going to listen to a story about a tortoise and a hare and then you are going to watch a video of the same story. Think about how the stories are different. Follow along as I read. (Read the first version of “The Tortoise and the Hare” to the student.)

Representation 1

The Tortoise and the Hare

A tortoise and a hare decided to race. The hare was fast. The tortoise was slow. The hare was ahead. The hare stopped for lunch, and then the hare took a nap. The tortoise kept going. The hare woke up. The tortoise had passed the hare while it slept. The tortoise beat the hare to the finish. Slow and steady wins the race.[footnoteRef:1] [1: Tortoise and the Hare from Tarheel Reader]

Teacher Directions: Now we are going to watch a video of “The Tortoise and the Hare.” Remember to think about how the stories are different. (Show a video of “The Tortoise and the Hare.”)

Representation 2

Tortoise and the Hare Short Video

Item 1:

How is the story different from the video? (Read the answer choices to the student.)

A. The hare lost the race to the tortoise.

B. The hare took a nap.

C. The hare stopped for lunch.

Answer Key (for teacher use only)

Item 1: C, The hare stopped for lunch


Grade 4

ACCESS POINT (Less Complex) RL.4.7.L. Student will identify similarity between two representations of the same text.

PERFORMANCE TASK

Requirements:


· The five items may relate to one set of two representations of the text.

· The source material must be a story or a drama.

· The story or drama must be presented in two different depictions (textual, visual, oral, or tactual).

· In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: This task differs from the Intermediate task in that the student only needs to identify similarities between the representations.

Example Items

Teacher Directions: You are going to listen to one story about three little pigs; then you will watch a puppet show of the same story. Think about one way the stories are same. [Present the first version of “The Three Little Pigs.”; a story with illustrations. Read the first version of “The Three Little Pigs” to the student and point to the illustrations as you read.)

Representation 1

The Three Little Pigs

Once there were three little pigs. The big bad wolf came along and tried to catch the three little pigs. The three little pigs tricked the wolf and lived happily ever after.

Representation 2

Now you are going to watch a puppet show of “The Three Little Pigs.” Remember to think about how the stories are the same. (Use the text above for the puppet show. Suggestion: Use finger or stick puppets as you read the story.)

Item 1:

What is the same both stories? (Read the answer choices to the student.)

A. a wolf

B. a kitten


Item 1: A, a wolf


Grade 4

Strand: Reading Informational Text

Sub-strand: Key Ideas and Details


Essential Element



RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

EE.RI.4.3 Identify an explicit detail that is related to an individual, event, or idea in a historical, scientific, or technical text.

Student will use details to tell what happened or why something happened in an informational text.

Student will identify a relationship between a detail from an informational text and an individual, event, or idea from the text.

Student will match a detail with an individual, idea, or event in a text.

RI.4.3 Reading Informational Text-Key Ideas and Details

Grade 4

ACCESS POINT (More Complex) RI.4.3.M. Student will use details to tell what happened or why something happened in an informational text.

PERFORMANCE TASK

Requirements:


· The five items can relate to one topic or to multiple topics.

· Source material must be an informational text.

· Task can include items that use details to:

· tell what happened

· tell why something happened

· or a combination of both


Restrictions: None

Note to Teacher: This standard is about informational text (non-fiction). Items using literary or fictional texts will be marked unscorable.

Example Items

Teacher Directions: Here is an article about a man named Christopher Columbus. Christopher Columbus liked to explore new places. Follow along as I read the article to you. As I read, think about what Columbus was looking for when he went exploring. (Read the article to the student and point to the visuals.)

Christopher Columbus

Christopher Columbus liked to discover new places. A king and a queen gave Christopher Columbus three ships. The ships were named the Niña, the Pinta, and the Santa Maria. Christopher Columbus started one trip from Spain. He sailed for a long time. He was looking for a shorter path to India. While he was looking for a shorter path to India, he found America! Christopher Columbus was very surprised.

Item 1:

What was Christopher Columbus looking for when he left Spain? (Read the answer choices to the student.)

A. He was looking for his lost ship, the Pinta.

B. He was looking for a shorter way to India.

C. He was looking for a better way to America.

.


Item 1: B, He was looking for a shorter way to India.


Grade 4

ACCESS POINT (Intermediate Complex) RI.4.3.I. Student will identify a relationship between a detail from an informational text and an individual, event, or idea from the text.

PERFORMANCE TASK

Requirements:




· Task can include five items that identify relationships between:

· details and individuals

· details and events

· details and ideas

· or a combination of all three


Restrictions: None


Example Items

Teacher Directions: Here is an article about the first man on the Moon. Follow along as I read the article to you. As I read, think about how the Moon is different from Earth. (Read the article to the student and point to the visuals.)

The First Man on the Moon

The Moon is a big rock. It does not have any people, plants, or animals living on it. The Moon is very different from Earth. While Earth has people, plants, and animals, the Moon does not have any.

Neil Armstrong is an astronaut. Armstrong was the first man to walk on the moon. He did it on July 20, 1969.

Apollo 11 was the name of the spaceship that took Neil Armstrong to the moon.[footnoteRef:2] [2: The First Man on the Moon]

Item 1 (detail and idea item):

How is the Moon different from Earth? (Read the answer choices to the student.)

A. The Moon has plants living on it.

B. The Moon has no animals living on it.

C. The Moon has its own solar system.

Teacher Directions: Follow along as I read the article to you again. As I read, think about why Neil Armstrong was important. (Read the article to the student and point to the visuals.)

Item 2 (detail and individual item):

Why was Neil Armstrong important? (Read the answer choices to the student.)

A. He was the first man to walk on the moon.

B. He brought back plants from the moon.

C. He found people on the Moon.


Item 1: B, The moon has no animals living on it

Item 2: A, He was the first man to walk on the moon


Grade 4

ACCESS POINT (Less Complex) RI.4.3.L. Student will match a detail with an individual, idea, or event in a text.

PERFORMANCE TASK

Requirements:



· Items can include details about:

· individuals

· ideas

· events

· or a combination of all three



Restrictions: None


Example Items

Teacher Directions: Here is an article about Martin Luther King Jr. Follow along as I read the article to you. As I read, think about where Martin Luther King Jr. was born. (Read the article to the student and point to the visuals.)

Martin Luther King Jr.

Martin Luther King Day became a national holiday in 1986. Martin Luther King Jr. was born in Georgia on January 15th, 1929. Martin Luther King Jr. worked for peace.[footnoteRef:3] [3: Martin Luther King Jr]

Item 1:

Where was Martin Luther King Jr. born? (Read the answer choices to the student.)

A. Georgia

B. peace

Teacher Directions: Listen as I read the article again. Follow as I read the article to you. As I read, think about what Martin Luther King Jr worked for. (Read the article to the student and point to visuals.)

Item 2:

What did Martin Luther King Jr work for?

A. peace

B. January


Item 1: A, Georgia

Item 2: B, peace


Grade 4

Strand: Reading Foundational Skills

Sub-strand: Phonics and Word Recognition


Essential Element



RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

EE.RF.4.3 Use letter- sound knowledge to read words.

a. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words.

Decode single-syllable words with common spelling patterns (consonant-vowel- consonant [CVC] or high frequency rimes).

Student will use letter- sound knowledge and/or context to read text with single- syllable, high- frequency, and/or unfamiliar words.

Given examples, student will decode words having similar spelling patterns (CVC, CCVC, CVCC, and CCVCC).

Student will use letter-sound knowledge and/or context (which may include accompanying pictures or symbols) to recognize familiar words (name, CVC words, environmental text).

RF.4.3 Reading: Foundational Skills-Phonics and Word Recognition

Grade 4

ACCESS POINT (More Complex) RF.4.3.M. Student will use letter-sound knowledge and/or context to read text with single-syllable, high-frequency, and/or unfamiliar words.

PERFORMANCE TASK

Requirements:


· Task may include items in which the student reads text with single-syllable, high-frequency, unfamiliar words using:

· letter-sound knowledge

· context



Restrictions: Do not read target words, phrases, or sentences to student

Example Items

Item 1:

Teacher Directions: Listen to this word: beach. (Present three word cards; “bounce”, “bright” and “beach”.) Which word says “beach”? (Point to, but do not read, the answer options.)

A. bounce

B. bright

C. beach

Item 2:

Teacher Directions: Here is a sentence that goes with this picture of a girl with a hat. (Point to the sentence “The girl wears a hat.” and picture.) Read the sentence to me.

The girl wears a hat.


Item 1: Correct if student identifies “beach” independently.

Item 2: Correct if student reads “The girls wears a hat” independently.


Grade 4

ACCESS POINT (Intermediate Complex) RF.4.3.I. Given examples, student will decode words having similar spelling patterns (CVC, CCVC, CVCC, and CCVCC).

PERFORMANCE TASK

Requirements:



Restrictions: Do not read target words, phrases, or sentences to student

Example Items

Item 1:

Teacher Directions: Look at this picture. It is a picture of a fox.

Which word sounds like “fox”? (Point to, but do not read, the answer options.)

A. bag

B. box

C. bun

Items 2-5:

Teacher Directions: (chose 4 words and write on list for the student.) Here is a list of words. Read aloud as many of the words as you can, beginning at the top. Skip any word that you cannot sound out. (Show the student the word list and point to each word as the student reads it.

Some possible CCVC words to include are blot, brag, clam, crab, drag, drip, flag, glad, grin, plan, skid, slam, slap, slid, slug, smog, snap, snug, spot , step, trap, trot, twig, twin.)

Item 6:

Teacher Directions: I am going to read a word (model sounding out the word for the student)

/C//A//R/

The word is car. Now it your turn. Read this word:

TAR


Item 1: B, box

Items 2–5: Each word presented counts as one item. Item is correct if student read word independently.

Item 6: Correct if student sounds out the word TAR


Grade 4

ACCESS POINT (Less Complex) RF.4.3.L. Student will use letter-sound knowledge and/or context (which may include accompanying pictures or symbols) to recognize familiar words (name, CVC words, environmental text).

PERFORMANCE TASK

Requirements:


· Task must include five items that involve the student recognizing familiar words using:

· letter-sound knowledge

· context



Restrictions: Do not read target words, phrases, or sentences to the student

Example Items

Item 1:

Teacher Directions: Look at the picture. (Show the picture card of the bug to the student.)

Which word goes with the picture? (Point to, but do not read, the answer choices to the student.)

A. bug

B. tug


Item 1: A, bug


Grade 4

Strand: Writing

Sub-strand: Production and Distribution of Writing


Essential Element



W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

EE.W.4.4 Produce writing that expresses more than one idea.

Student will write multiple sentences about more than one idea.

Student will write at least one sentence about one topic.

Student will write about one topic.

W.4.4 Writing-Production and Distribution of Writing

Grade 4

ACCESS POINT (More Complex) W.4.4.M. Student will write multiple sentences about more than one idea.

PERFORMANCE TASK

Requirements:


· Within the set of five items, the student must write at least two sentences for at least two ideas.

· Sentences may vary but they must be complete sentences about more than one idea.

Restrictions:

· Multiple-choice items must not be used.

Note to Teacher: A minimum of two topics is required for this task. The range for this task could include five topics with two or more sentences each OR two topics (two sentences for topic 1, three sentences for topic 2.) MULTIPLE-CHOICE ITEMS WILL BE MARKED “NOT SCORABLE.” Use of a scribe is appropriate for this task.

Example Items

Items 1-3:

Teacher Directions: Here are some sentences starters that may be used in a composition about what dog owners need to do. (Read the sentences starters to the student.) Complete the sentences.

Dog owners must____________________.

Dogs enjoy___________________.

Dogs need____________________.

Items 4–5:

Teacher Directions: I will read these phrase cards to you. (Point to the phrase cards.) As I read the cards, listen and think about how they can be put together to make some sentences. Phrases may be used more than one time. All of the sentences should be about one topic. Create two sentences from the phrases provided (Read each phrase to the student. Allow the student to arrange the phrase cards as he/she chooses. Visuals may accompany the phrases or the topic, as needed.)

Sam and Juan

the boys

the sand castles away built sand castles

the waves washed

went to the beach

built more sand castles


Items 1–3: Count each sentence correct if the student completes a thought. Answer may be verbal, written, or completed with the student’s communication system.

Items 4–5: Count each sentence correct if the phrases put together complete a thought.


Grade 4

ACCESS POINT (Intermediate Complex) W.4.4.I. Student will write at least one sentence about one topic.

PERFORMANCE TASK

Requirements:


· The five items can relate to one or multiple topics

Restrictions:


Note to Teacher: The use of a scribe may be appropriate for this task.

Example Items

Item 1:

Teacher Directions: Write a sentence about mountains. (Present a visual of a topic familiar to the student. Present additional visuals of the same topic, as needed. Discuss the topic briefly with the student.)

Write your sentence about mountains.

Item 2:

Teacher Directions: Here are some word cards about monkeys. (Present appropriate articles, nouns, verbs, and adjectives related to the topic.) You are going to write a sentence about monkeys. Use as many or as few words as you like as long as you make a sentence. Remember, each sentence should have a subject and a verb—a noun and a word of action. Now write your sentence.


Item 1: Correct if student generates a sentence on mountains.

Item 2: Correct if student generate a sentence on monkeys.


Grade 4

ACCESS POINT (Less Complex) W.4.4.L. Student will write about one topic

PERFORMANCE TASK

Requirements:


· The five item can relate to one topic or multiple topics.

· This task does not require the student to write a full or complete sentence.

Restrictions:


Note to Teacher: The use of a scribe is appropriate for this task.

Example Items

Item 1:

Teacher Directions: Here are two pictures of animals and a sentence about each. (Present the student with two images; a sea turtle and a royal penguin. Briefly describe each one.)

Sea turtles swim in the ocean.[footnoteRef:4] [4: Sea Turtles from Tarheel Reader]

Royal penguins are black, yellow, red, and white.[footnoteRef:5] [5: Royal Penguins from Tarheel Reader]

Think about an animal you like. Now, write about the animal that you like.

Item 2:

Teacher Directions: (Cut out words or use with student’s PECS. Word can also be accompanied by pictures or replaced with words/pictures from student’s specific communication system.)

Today you are going to write about what you like to do at recess. Here are some words you can use:

Word Array

I

friends

to

sit

read

run

slide

play

like

swing

jump

ball

with

the

a

an


Item 1: Correct if student writes, verbalizes, or uses their communication system to produce an idea related to the animal of their choice.

Item 2: Correct if student independently chooses words that express what they like to do at recess.


Grade 4

Strand: Speaking and Listening

Sub-strand: Presentation of Knowledge and Ideas


Essential Element



SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

EE.SL.4.6 Differentiate between communication partners and contexts that call for formal and informal communication.

Student will use appropriate formal and informal communication with a variety of communication partners.

Student will match formal and/or informal communication with corresponding communication partners.

Student will communicate appropriately with familiar communication partners (sibling, mother, father, teacher, classmate, principal).

SL.4.6 Speaking and Listening-Presentation of Knowledge and Ideas

Grade 4

ACCESS POINT (More Complex) SL.4.6.M. Student will use appropriate formal and informal communication with a variety of communication partners.

PERFORMANCE TASK

Requirements:


· Student must have at least three different communication partners.



· one example of formal communication

· one example of informal communication


Restrictions: None

Note to Teacher: Solely answering hypothetical scenarios or simply the matching of phrases to their corresponding partners is a representation of the Intermediate complexity task and will be marked as not scorable.

Example Items

Items 1–5

Teacher Directions: Today during school, I am going to watch how you communicate; what kind of tone and words you use with different people. (Teacher should identify a targeted communication skill. Prepare a tally sheet to track the use of formal and informal language in various situations, as shown below.)

Student’s Name:

Situation

Appropriate

Not appropriate

DATE

Meeting friend (informal communication)

Language/word choice /slang

#

#

DATE

Meeting principal

(formal communication

Language/word choice /slang

#

#

DATE

Asking the teacher a question

(formal communication)

Language/word choice/slang

#

#


Items1-5: Correct if interaction is appropriate to the situation and communication partner (i.e, informal with friends, formal with principal and teacher.)


Grade 4

ACCESS POINT (Intermediate Complex) SL.4.6.I. Student will match formal and/or informal communication with corresponding communication partners.

PERFORMANCE TASK

Requirements:


· Task must include items where the student matches:

· formal communication with corresponding communication partners

· informal communication with corresponding communication partners



Restrictions: None

Example Items

Item 1:

Teacher Directions: Look at this picture. (Point to picture.)

Which question is an example of formal language? (Read the answer choices to the student.)

A. “Can we go to the store after dinner?”

B. “Ms. Jones, may I please sharpen my pencil?”

C. “Wanna go to the park after school?”

Item 2:

Teacher Directions: I am going to repeat some sentences a student said. As you hear them, think about who the student was most likely talking to. Listen to what the student said. (Read the sentences below aloud in an exaggerated, casual tone.)

“Hey dude, check it out. This book has cool pictures!”

Who was the student most likely talking to? (Read the answer choices to the student.)

A. a friend

B. a parent

C. the principal


Item 1: B, “Ms. Jones, may I please sharpen my pencil?”

Item 2: A, a friend


Grade 4

ACCESS POINT (Less Complex) SL.4.6.L. Student will communicate appropriately with familiar communication partners (sibling, mother, father, teacher, classmate, principal).

PERFORMANCE TASK

Requirements:


· The five items can relate to one aspect of communication (i.e., greeting, eye contact, answering/asking questions, staying on topic, appropriate body language, communication turns, etc.) or to multiple aspects of communication.


Restrictions: None

Example Items

Multiple Items 1:

Teacher Directions: Today at lunch, I am going to watch how you and your friend communicate; whether you look at your friend when you are talking, if you ask questions and if you talk about the same topic. (Observe the student during class, group, and/or two-person discussion about a familiar topic. Record your observations on a tally sheet, as shown below. Use a rubric with three designated aspect(s) of communication.)

Student’s Name:

Date:

Aspect of Communication

Observation of Skill (use hash marks)

Eye contact

Asks relevant question

Stays on topic

Multiple Items 2:

Teacher Directions: These pictures show you some of people you may talk with sometime. (Present student pictures of people they are familiar with, e.g., family member, friends, and school personnel.) Indicate what kind of communication you should use with each one: formal or informal. If you do not know, skip the picture, and move on to the next one.


Multiple Items 1: Correct if student communicates appropriately with communication partner.

Multiple Items 2: Correct if type of communication matches partner (e.g. formal=principal, teacher, other school personnel; informal= friends, siblings, parents.

Mathematics

Grade 4

Domain: Geometry

Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Washington K–12 Learning Standard

Essential Element



4. G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

EE.4.G.1. Recognize parallel lines and intersecting lines.

Student will create parallel lines and intersecting lines.

Student will identify parallel lines and intersecting lines.

Student will differentiate between straight lines and curved lines.

4.G.1 Geometry-Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Grade 4

ACCESS POINT (More Complex) 4.G.1.M. Student will create parallel lines and intersecting lines.

PERFORMANCE TASK

Requirements:



· one item creating parallel lines

· one item creating intersecting lines


Restrictions: None

Example Items

Item 1 (parallel item):

Teacher Directions: Here are two craft sticks. (Place the craft sticks in front of the student.]) Use the two craft sticks to show parallel lines.

Item 2 (intersecting item):

Teacher Directions: Draw two lines that intersect.

Item 3 (multiple-choice):

Teacher Directions: Look at the below. (Point to and trace the line.) You are going to create a new line parallel to that line by connecting the dots. Starting with the dot on the left, which of three dots to the right would you use to create this line?


Item 1: Correct if lines are parallel lines.

Item 2: Correct if lines are intersecting.

Item 3: C

4.G.1 Geometry- Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Grade 4

ACCESS POINT (Intermediate Complex) 4.G.1.I. Student will identify parallel lines and interesting lines.

PERFORMANCE TASK

Requirements:



· One item identifying parallel lines

· One item identifying intersecting line


Restrictions: None

Example Items

Item 1 (parallel item):

Teacher Directions: This is a map. (Point to the map.)

Which two streets are parallel?


Teacher Direction: Which pair of lines intersect? (Point to the answer choices.)

A.

B.

C.


Teacher Directions: (Place two craft sticks on the work surface so that they form an “X.”) What kind of lines are shown with these craft sticks?


Item 1: Maple and Pine streets

Item 2: C

Item 3: Intersecting

4.G.1 Geometry- Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Grade 4

ACCESS POINT (Less Complex) 4.G.1.L. Student will differentiate between straight lines and curved lines.

PERFORMANCE TASK

Requirements:



· One item identifying a straight line

· One item identifying a curved line


Restrictions: None

Example Items

Item 1 (straight line item):

Teacher Directions: Which shows a straight line? (Point to the answer choices.)

A.

B.

Item 2(curved line item):

Teacher Directions: Which figure has a curved line? (Point to the answer choices.)

A.

B.

.


Item 1: A

Item 2: B

Mathematics

Grade 4

Domain: Measurement and Data

Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit


Essential Element



4. MD.3. Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length by viewing the area formula as a multiplication equation with an unknown factor.

EE.4.MD.3. Determine the area of a square or rectangle by counting units of measure (unit squares).

Student will calculate the perimeter of a rectangle with unit markings (each dimension ≤5).

Student will differentiate between area and perimeter.

Student will trace the perimeter of a shape.

4.MD.3 Measurement and Data- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

Grade 4

ACCESS POINT (More Complex) 4.MD.3.M. Student will calculate the perimeter of a rectangle with unit markings (each dimension ≤5).

PERFORMANCE TASK

Requirements:


· At most two items can have the same dimensions.

· The items with the same dimensions should be oriented differently.


Restrictions: None

Example Items

Item 1:

Teacher Directions: Here is a rectangle. (Point to the rectangle.)

What is the perimeter of the rectangle? (Read the answer choices to the student)

A. 7 units

B. 10 units

C. 14 units

Item 2:

Teacher Directions: A rectangle is shown on a grid.

What is the perimeter of the rectangle?


Item 1: C, 14 units

Item 2: 12 units

4.MD.3 Measurement and Data- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Grade 4

ACCESS POINT (Intermediate Complex) 4.MD.3.I. Student will differentiate between area and perimeter.

PERFORMANCE TASK

Requirements:



· one area item

· one perimeter item

· All shapes must be two-dimensional figures (square, rectangle, triangle, trapezoid, etc.).


Restrictions: None

Example Items

Item 1 (area item):

Teacher Directions: Which rectangle shows the area shaded? (Point to the answer choices.)

A.

B.

Item 2 (perimeter item):

Teacher Directions: Jenny needs to buy fence for her garden. Does she need to calculate the perimeter or the area of the garden? (Read the answer choices to the student.)

A. perimeter

B. area


Item 1: A

Item 2: A, perimeter

4.MD.3 Measurement and Data- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

Grade 4

ACCESS POINT (Less Complex) 4.MD.3.L. Student will trace the perimeter of a shape.

PERFORMANCE TASK

Requirements:


· All shapes must be two-dimensional figures (square, rectangle, triangle, trapezoid, hexagon, etc.).

Restrictions:


Example Items

Item 1:

Teacher Directions: Here is a rectangle. (Point to the rectangle.)

Trace the perimeter of, or the distance around, the rectangle.

Item 2:

Teacher Directions: Here is a triangle. (Point to the triangle.)

Trace the perimeter of, or distance around, the rectangle.

Item 3:

Teacher Directions: Here is a trapezoid. (Point to the trapezoid.)

Trace the perimeter of, or distance around, the trapezoid.

Item 4:

Teacher Directions: Here is a rhombus. (Point to the rhombus.)

Trace the perimeter of, or distance around, the rhombus.

Item 5:

Teacher Directions: Here is a pentagon. (Point to the pentagon.)

Trace the perimeter of, or distance around, the pentagon.


Item 1: Item correct if student traces perimeter of the shape.





Mathematics

Grade 4

Domain: Number and Operations in Base Ten

Cluster: Generalize place value understanding for multi-digit whole numbers


Essential Element



4. NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

EE.4.NBT.2. Compare whole numbers to 10 using symbols (<, >, =).

Student will compare whole numbers to 10 using symbols (<, >, =).

Student will identify models that represent less than, greater than, and equal.

Student will identify the model that shows more.

4.NBT.2 Number and Operations in Base Ten- Generalize place value understanding for multi-digit whole numbers

Grade 4

ACCESS POINT (More Complex) 4.NBT.2.M. Student will compare whole numbers to 10 using symbols (<, >, =).

PERFORMANCE TASK

Requirements:


· Each item must have a different number to compare.


· one “less than” item

· one “greater than” item

· one “equal to” item


Restrictions: None

Example Items

Item 1 (less than item):

Teacher Directions: Here are six stars. (Point to the stars.)

Here are two stars. (Point to the stars.)

Which statement is true?

A. 2 = 6

B. 2 < 6

C. 2 > 6

Item 2 (greater than item):

Teacher Directions: Here are two numbers to compare. (Point to and read the numbers to the student. “Eight is blank than one”.)

Which symbol correctly compares the numbers?

A. <

B. >

C. =

Item 3(equal item):

Teacher Directions: Here are two numbers to compare. (Point to and read the numbers to the student. “Five is blank than five”.)


A. <

B. >

C. =

Item 4:

Teacher Directions: Here are two numbers to compare. (Point to and read the numbers to the student. “four is blank than nine”.)


A. <

B. =

C. >

Item 5:

Teacher Directions: Here are two numbers to compare. (Point to and read the numbers to the student. “seven is blank seven”.)


A. <

B. =

C. >


Item 1: B, Two is less than six

Item 2: B, >

Item 3: C, =

Item 4: A, <

Item 5: B, =


Grade 4

ACCESS POINT (Intermediate Complex) 4.NBT.2.I. Student will identify models that represent less than, greater than, and equal.

PERFORMANCE TASK

Requirements:



· one “less than” model

· one “greater than” model

· one “equal to” model


Restrictions: None

Example Items

Item 1 (greater than item):

Teacher Directions: Here are five stars.

Which shows greater than five stars? (Point to, but do not quantify, the answer choices.)

A.

B.

C.

Item 2 (less than item):

Teacher Directions: Here are two pencils. (Place 2 pencils on the work surface.) Here are five pencils. (Place 5 pencils in a cup on the work surface.) Here is one pencil. (Place 1 pencil in a cup on the work surface.)

Which cup has less than two pencils?

Item 3 (equal item):

Teacher Directions: I have five crayons (Hold five crayons.) How many crayons do you need so we have equal amounts?


Item 1: C, seven stars

Item 2: Cup with one pencil

Item 3: Five


Grade 4

ACCESS POINT (Less Complex) 4.NBT.2.L. Student will identify the model that shows more.

PERFORMANCE TASK

Requirements:


· All five items must use different numbers.


Restrictions: None

Example Items

Item 1:

Teacher Directions: Here are seven stars. (Point to the stars.)

Here are two stars. (Point to the stars.)

Which shows more stars?

Item 2:

Teacher Directions: Here are two pencils. (Place two pencils in a cup on the work surface.) Here are five pencils. (Place 5 pencils in a cup on the work surface.) Which cup has more pencils?


Item 1: Seven stars

Item 2: Cup with five pencils.

Mathematics

Grade 4

Domain: Number and Operations-Fractions

Cluster: Extend understanding of fraction equivalence and ordering


Essential Element



4. NF.1. Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

EE.4.NF.1–2. Identify models of one half (1/2) and one fourth (1/4).

Student will identify or create models that are equivalent to one-half (2/4, 3/6, 4/8, 5/10).

Student will identify models of one-half and one-fourth.

Student will identify real-world objects that represent one-half or one whole.

4.NF.1 Number and Operations-Fractions: Extend understanding of fraction equivalence and ordering

Grade 4

ACCESS POINT (More Complex) 4.NF.1.M. Student will identify or create models that are equivalent to one-half ( ).

PERFORMANCE TASK

Requirements:


· At most, two items may use the same fraction.


Restrictions: None

Example Items

Note to Teacher: This performance task is about equivalent fractions- where different numbers are used to represent the same amount. For example- 4/8 is equivalent to 1/2.

Item 1:

Teacher Directions: This fraction bar is one-half shaded.

Which fraction bar is equivalent one-half shaded? (Point to the answer choices.)

A.

B.

C.

Item 2:

Teacher Directions: This circle is one-half shaded. (Point to the shaded fraction circle.)

Here is a circle divided into four equal parts. (Point to the circle.)

Color the circle so that it is equivalent to one-half shaded.

Item 3:

Teacher Directions: This number line shows one-half. (Point to one-half on the number line.)

Here is another number line that is divided into six parts. (Point to the number line.)

Point to the fraction that is equivalent to one-half.


Item 1: C

Item 2: Correct if student colors two of the four parts.

Item 3: Correct if student identifies 3/6.


Grade 4

ACCESS POINT (Intermediate Complex) 4.NF.1.I. Student will identify models of one-half and one-fourth.

PERFORMANCE TASK

Requirements:



· one item that models one-half

· one item that models one-fourth


Restrictions: None

Example Items

Item 1 (one-half item):

Teacher Directions: Which rectangle is one-half shaded? (Point to the answer choices.)

A.

B.

C.

Items 2 and 3 (one-fourth item):

Teacher Directions: Circle all of the models that show one-fourth. (Point to each model.)


Item 1: B

Items 2 and 3: Student identifies the first and last shapes


Grade 4

ACCESS POINT (Less Complex) 4.NF.1.L. Student will identify real-world objects that represent one-half or one whole.

PERFORMANCE TASK

Requirements:


· The set of five items must include using:

· one-half

· one whole


· The five items must include five different objects.

· Teacher must define the whole for each item.


Restrictions: None

Example Items


Teacher Directions: This is a whole pizza.

Which shows one-half of a pizza? (Point to the answer choices.)

A.

B.

Items 2–4 (one whole items):

Teacher Directions: Here are pictures of whole scissors, a whole clock, a whole notebook, and a whole ruler.

Teacher direction: Circle the whole objects. [Point to the objects.]


Teacher Directions: (Collect four paper plates. Tear one paper plate in half and tear one paper plate so that it is about one- fourth of a paper plate. Place a whole paper plate on the work surface.) Here is a whole paper plate. (Place the two torn paper plates and one whole paper plate on the work surface.) Which of these paper plates has been torn in half?


Item 1: B,

Items 2–4: Student identifies scissors, clock and notebook

Item 5: Student identifies paper plate torn in half.

Mathematics

Grade 4

Domain: Operations and Algebraic Thinking

Cluster: Use the four operations with whole numbers to solve problems


Essential Element



4. OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35= 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

EE.4.OA.1-2. Demonstrate the connection between repeated addition and multiplication.

Student will skip count by 2s, 5s, or 10s.

Student will identify models that represent the sum of two of the same number.

Student will identify equal groups.

4.OA.1 Operations and Algebraic Thinking-Use the four operations with whole numbers to solve problems

Grade 4

ACCESS POINT (More Complex) 4.OA.1.M. Student will skip count by 2s, 5s, or 10s.

PERFORMANCE TASK

Requirements:


· All five items may be the same number to count by, but the starting number must change (for example: skip count by 2s starting at four and skip count by 2s starting at ten).

· Student must skip count a minimum of three numbers for the item to be considered correct.


Restrictions: None

Example Items

Item 1:

Teacher Directions: Skip count by 2s starting at 6.(Point to the 6 on the number line.) You may use this number line. (Point to the number line.)

Teacher Directions: Here is a one hundreds chart. (Place a one hundreds chart in front of the student.)

Item 2:

Skip count by 5s starting at 30. You may use the one hundreds chart.

Item 3:

Skip count by 10s starting at 20. You may use the one hundreds chart.

Item 4:

Teacher Directions: (Place seven nickels on the work surface.) Use these coins to count by 5s to 35.


Item 1: Correct if student counts at least 8, 10, 12




4.OA.1 Operations and Algebraic Thinking- Use the four operations with whole numbers to solve problems

Grade 4

ACCESS POINT (Intermediate Complex) 4.OA.1.I. Student will identify models that represent the sum of two of the same number.

PERFORMANCE TASK

Requirements:


· At most two items may include the same sum.


Restrictions: None

Note to Teacher: The intent at this level is to build conceptual understanding of doubling to eventually lead to skip counting, then to multiplication. ITEMS ADDING TWO DIFFERENT NUMBERS WILL BE MARKED “NOT SCORABLE.”

Example Items

Item 1:

Teacher Directions: Which shows 3 + 3? (Point to the answer choices.)

A.

B.

C.

Item 2:

Teacher Directions: Which shows 6 + 6? (Point to answer choices.)

A.

B.

C.

Item 3:

Teacher Directions: Which shows 7+ 7? (Point to the answer choices.)

A.

B.

C.

Item 4:

Teacher Directions: Which shows 2+2? (Point to the answer choices.)

A.

B.

C.


Item 1: A

Item 2: C

Item 3: B

Item 4: C

4.OA.1 Operations and Algebraic Thinking- Use the four operations with whole numbers to solve problems

Grade 4

ACCESS POINT (Less Complex) 4.OA.1.L. Student will identify equal groups

PERFORMANCE TASK

Requirements:


· At most, two items may use the same number.


Restrictions: None

Example Items

Item 1:

Teacher Directions: Which shows equal groups of pennies? [Point to the answer choices.]

A.

B.

Item 2:

Teacher Directions: (lay two pieces of paper on the table. On one paper place three groups of three unifix cubes. On the other place three groups with varying numbers- see below for example)

Which shows equal groupings?

* The example set- up in Item 2 can be replicated for more items by changing the number of groups and numbers in the group.


Item 1: A

Item 2: Correct if student chooses the layout with equal grouping.

Glossary of Terms

Drama: Dramas include staged dialogue and brief familiar scenes.

Equivalent (fractions): Equivalent fractions are two or more fractions that represent the same amount but use different numbers.

Examples:

1/2; 2/4; 3/6; 4/8 are equivalent

1/3; 2/6; 3/9 are equivalent

Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often further organized with headings, graphics and captions.

Examples: biographies and autobiographies; books about history, social studies, science and the arts; technical text, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on arrange of topics.

Story: Stories include children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth.

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