Grades 3–5 Test Booklet - Measured Progress 3–5 Test Booklet Table of Contents Grade 3 English Language Arts and Mathematics..... 5 Grade 4 English Language Arts and Mathematics

Grades 3–5Test Booklet

Table of Contents

Grade 3 English Language Arts and Mathematics .........................5

Grade 4 English Language Arts and Mathematics .......................15

Grade 5 English Language Arts, Mathematics, and Science .......25

Grades 3–5 English Language Arts—Writing ...............................39

Practice Test2016–2017

Student Name: _____________________________________________

Florida Standards Alternate AssessmentPractice Materials Guidelines

Practice items are to be administered using guidelines provided in the FSAA—Performance Task Administration Manual 2016–2017.

Practice Materials provide teachers and students the opportunity to become familiar with the assessment materials, the administration of the assessment, the type of preparation needed by the teacher, the anticipated student mode of communication to answer selected- and open-response items, pacing, administration duration, and more. Practice Materials are not secure, and therefore, any part of the set of materials may be reproduced.

Practice Materials circulated this year should not be discarded, shredded, or returned to alternate assessment coordinators after use. Practice Materials can be used throughout the school year and from one year to the next as a tool for students and teachers to gain greater familiarity with the administration of the Florida Standards Alternate Assessment.

Please contact your district alternate assessment coordinator with any questions or concerns related to the use of Practice Materials.

1

Florida Standards Alternate AssessmentGrades 3–5 English Language Arts

Content Standards Addressed

Florida State Standards

Grade 3Literature: Key Ideas and DetailsLAFS.3.RL.1.1

Informational: Key Ideas and DetailsLAFS.3.RI.1.1


Informational: Key Ideas and DetailsLAFS.4.RI.1.1


Informational: Key Ideas and DetailsLAFS.5.RL.1.1

Teacher-Gathered Mater ia ls

None

Florida Standards Alternate AssessmentGrades 3–5 Mathematics



Grade 3Operations and Algebraic ThinkingMAFS.3.OA.4.8

Number and Operations in Base TenMAFS.3.NBT.1.2

Grade 4Number and Operations in Base TenMAFS.4.NBT.1.3

Measurement and DataMAFS.4.MD.1.1

Grade 5GeometryMAFS.5.G.1.1

Number and Operations–FractionsMAFS.5.NF.2.4


Grade 4: Item 2 Task 1• small drink container (e.g., school milk carton)• 1-gallon container (e.g., milk jug)• water bottle (e.g., about 16–20 oz.)

3

Florida Standards Alternate AssessmentGrade 5 Science


Next Generation Sunshine State Standards

Body of Knowledge: Earth and Space ScienceBig Idea 7: Earth Systems and Patterns (SC.5.E.7.7)

Body of Knowledge: Nature of ScienceBig Idea 1: The Practice of Science (SC.5.N.1.1)


None

Florida Standards Alternate AssessmentGrades 3–5 ELA—Writing



Writing: Text Types and PurposesLAFS.4.W.1.2

Writing: Production and Distribution of WritingLAFS.4.W.2.4


None

5

Grade 3

English Language Arts and Mathematics

Item continued on the next page

268162

Item 1

Florida Standards Access Point: Answer questions related to characters, setting, events, or conflicts.

Task 1

Materials Teacher Script Student Response

Response Booklet: page 3

Passage Booklet: page 5 Lots of Beads

Word/picture cards:

beads

fish

shoes

Read paragraph 1 to the student.

What is Josh unable to find?

Read the word/picture cards to the student.

\ A: beads

\ B: fish

\ C: shoes

\ D: No Response

Scaffolded Response (when applicable)\ A: beads

\ B: fish

\ C: shoes

\ D: No Response

Task 2




Word/picture cards:

teacher

Josh

Luke

Read the passage to the student.

Who solved Josh’s problem?


\ A: teacher

\ B: Josh

\ C: Luke

\ D: No Response

7Grade 3 English Language Arts

Task 3




Sentence/picture strips:

Luke shared some beads.

Luke made a key chain.

Luke shared his lunch.

How was Josh’s problem solved?

Read the sentence/picture strips to the student.

\ A: Luke shared some beads.

\ B: Luke made a key chain.

\ C: Luke shared his lunch.

\ D: No Response

268163

Item 2Florida Standards Access Point: Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Task 1



Passage Booklet: page 7 Sand Pine Trees

Word/picture cards:

a tree

a car

a flower


What is this passage about?


\ A: a tree

\ B: a car

\ C: a flower

\ D: No Response

Scaffolded Response (when applicable)\ A: a tree

\ B: a car

\ C: a flower

\ D: No Response

Task 2



Passage Booklet: page 7Sand Pine Trees

Word/picture cards:

bumpy and brown

smooth and gray

shiny and green


Which words describe the bark of a young sand pine tree?


\ A: bumpy and brown

\ B: smooth and gray

\ C: shiny and green

\ D: No Response



Task 3



Passage Booklet: page 7Sand Pine Trees


because the tree grows pinecones

because the tree bark changes color

because the tree grows very tall

because the tree needs sandy dirt to grow well

Which two groups of words show how sand pine trees got their name?


\ A: because the tree grows pinecones

\ B: because the tree bark changes color

\ C: because the tree grows very tall

\ D: because the tree needs sandy dirt to grow well

\ E: No Response

268214

Item 1

Florida Standards Access Point: Solve multi-step addition and subtraction problems up to 100.

Task 1



Stimulus picture cards:

4 pens

3 pens

Word/picture cards:

2 bags

5 rulers

7 pens

Heather has four pens. Point to the first stimulus picture card.

Ben gives her three more pens. Point to the second stimulus picture card.

How many pens does Heather have in all?


\ A: 2 bags

\ B: 5 rulers

\ C: 7 pens

\ D: No Response

Scaffolded Response (when applicable)\ A: 2 bags

\ B: 5 rulers

\ C: 7 pens

\ D: No Response

Task 2



Stimulus picture strips:

10 pens

5 pens

Number cards:

5

15

22

Bart has ten pens. Point to the first stimulus picture strip.

His mother gives him five more pens. Point to the second stimulus picture strip.

What is the total number of pens Bart has?

Read the number cards to the student.

\ A: 5

\ B: 15

\ C: 22

\ D: No Response


11Grade 3 Mathematics

Task 3



Stimulus picture strip:

20 pens

Number cards:

4

16

24

Here is a picture of Amy’s twenty pens. She gives four pens to her friend.

How many pens does Amy have left?


\ A: 4

\ B: 16

\ C: 24

\ D: No Response

Item 2

Florida Standards Access Point: Solve and check one-step word problems using the four operations within 100.

Task 1



Stimulus picture cards:

tape, ruler, pencil

tape, ruler

Picture cards:

(watch)

(pencil)

(backpack)

Mike has tape, a ruler, and a pencil. Point to the first stimulus picture card.

Mike gives one of his things to a friend. Now he has tape and a ruler. Point to the second stimulus picture card.

Which thing did Mike give to his friend?

\ A: watch

\ B: pencil

\ C: backpack

\ D: No Response

Scaffolded Response (when applicable)\ A: watch

\ B: pencil

\ C: backpack

\ D: No Response

Task 2



Stimulus word/picture cards:

5 erasers

2 erasers

Number cards:

0

3

7

Gail has five erasers. Point to the first stimulus word/picture card.

Nancy has two erasers. Point to the second stimulus word/picture card.

How many more erasers does Gail have than Nancy?


\ A: 0

\ B: 3

\ C: 7

\ D: No Response



Task 3




8 markers and 3 markers

Equation strips:

8 + 3 = 11

8 – 3 = 5

8 + 3 = 13

Here is a picture of markers.

Jerry has eight markers. Thomas gives him three more markers.

Which number sentence shows how many markers Jerry has in all?

Read the equation strips to the student.

\ A: 8 + 3 = 11

\ B: 8 – 3 = 5

\ C: 8 + 3 = 13

\ D: No Response

15

Grade 4

English Language Arts and Mathematics


268165

Item 1

Florida Standards Access Point: Refer to details and examples in a text that are relevant to explaining what the text says explicitly.

Task 1



Passage Booklet: page 11Leaf-Cutter Ants

Word/picture cards:

books

leaves

watches


What do the ants carry?


\ A: books

\ B: leaves

\ C: watches

\ D: No Response

Scaffolded Response (when applicable)\ A: books

\ B: leaves

\ C: watches

\ D: No Response

Task 2





They are strong and walk in a long line.

They are all exactly the same size.

They build tiny nests with a few other ants.


Which sentence best describes leaf-cutter ants?


\ A: They are strong and walk in a long line.

\ B: They are all exactly the same size.

\ C: They build tiny nests with a few other ants.

\ D: No Response


Task 3





They live in small groups and share every job.

Each ant has its own job.

Some ants direct other ants in their jobs.

Which sentence best describes how leaf-cutter ants work?


\ A: They live in small groups and share every job.

\ B: Each ant has its own job.

\ C: Some ants direct other ants in their jobs.

\ D: No Response


268164

Item 2Florida Standards Access Point: Refer to details and examples in a text that are relevant to drawing basic inferences about a story, poem or drama.

Task 1



Passage Booklet: page 13The Science Fair

Word/picture cards:

a table

a ribbon

a bicycle


What does Eva want to win?


\ A: a table

\ B: a ribbon

\ C: a bicycle

\ D: No Response

Scaffolded Response (when applicable)\ A: a table

\ B: a ribbon

\ C: a bicycle

\ D: No Response

Task 2





It is okay if you do not win as long as you try your best.

It is okay to blame the judges if you do not win.

It is okay to be happy about winning.


Which is an important message in the story?


\ A: It is okay if you do not win as long as you try your best.

\ B: It is okay to blame the judges if you do not win.

\ C: It is okay to be happy about winning.

\ D: No Response


Task 3





She is angry about Rachel’s project.

She is happy for Rachel.

She wants Rachel to help her next time.

What do Eva’s words at the end of the story show?


\ A: She is angry about Rachel’s project.

\ B: She is happy for Rachel.

\ C: She wants Rachel to help her next time.

\ D: No Response

268215

Item 1

Florida Standards Access Point: Use a hundreds chart or number line to round to any place (i.e., ones, tens, hundreds, thousands).

Task 1



Stimulus word/picture card:

5 ones blocks

Word/picture cards:

2 ones blocks

4 ones blocks

7 ones blocks

Here is a model of the number five.

Read the stimulus word/picture card to the student.

Which picture is a model of the number seven?


\ A: 2 ones blocks

\ B: 4 ones blocks

\ C: 7 ones blocks

\ D: No Response

Scaffolded Response (when applicable)\ A: 2 ones blocks

\ B: 4 ones blocks

\ C: 7 ones blocks

\ D: No Response

Task 2



Stimulus number/picture strip:

243 (two hundreds blocks, four tens blocks and three ones blocks)

Word cards:

ones place

tens place

hundreds place

Here is a model of the number two hundred forty-three.

Read the stimulus number/picture strip to the student.

Here are three groups of words. Each word tells the name of a position in a number.

Which group of words tells the place value of the four in the number two hundred forty-three? Point to the number 4 on the stimulus number/picture strip.

Read the word cards to the student.

\ A: ones place

\ B: tens place

\ C: hundreds place

\ D: No Response



Task 3




number line with a point at 41

Number cards:

40

45

50

Here is a number line with one point. The number line begins at forty and increases to fifty by units of one. There is a data point at forty-one. Point to the data point as it is read to the student.

What is forty-one rounded to the nearest tens place?


\ A: 40

\ B: 45

\ C: 50

\ D: No Response

268216

Item 2

Florida Standards Access Point: Within a system of measurement, identify the number of smaller units in the next larger unit.

Task 1



Teacher-gathered:

small drink container (e.g., school milk carton)

1-gallon container (e.g., milk jug)

water bottle (e.g., about 16–20 oz.)

Place the containers on the work surface.

Which container holds one gallon?

\ A: small drink container

\ B: 1-gallon container

\ C: water bottle

\ D: No Response

\ A: small drink container

\ B: 1-gallon container

\ C: water bottle

\ D: No Response

Task 2



Number cards:

4 days

4 minutes

4 hours

Which unit of time is longest?


\ A: 4 days

\ B: 4 minutes

\ C: 4 hours

\ D: No Response



Task 3




Jess’s ribbon

Stimulus equation strip:

12 inches = 1 foot

Number cards:

24 feet

12 feet

2 feet

Here is a picture of Jess’s ribbon. It has a length of twenty-four inches. Point to the measurement on the stimulus picture strip.

Here is a number sentence. Point to and read the stimulus equation strip to the student.

What is the length of Jess’s ribbon in feet?


\ A: 24 feet

\ B: 12 feet

\ C: 2 feet

\ D: No Response

25

Grade 5

English Language Arts, Mathematics, and Science

268166

Item 1

Florida Standards Access Point: Refer to details and examples in a text when explaining what the text says explicitly.

Task 1



Passage Booklet: page 17

Winning with Homework

Word/picture cards:

pennies

marbles

tickets


What did Dominic have in his hand?


\ A: pennies

\ B: marbles

\ C: tickets

\ D: No Response

Scaffolded Response (when applicable)\ A: pennies

\ B: marbles

\ C: tickets

\ D: No Response

Task 2



Passage Booklet: page 17

Winning with Homework

Word/picture cards:

going to the museum

doing fun activities

buying food


What can the tickets be used for?


\ A: going to the museum

\ B: doing fun activities

\ C: buying food

\ D: No Response



Task 3



Passage Booklet: page 17Winning with Homework

Sentence strips:

He wants to save them for the sports day.

He does not want the other boys to take them.

He wants to give them to his friend.

Why does Dominic put his tickets into his backpack?

Read the sentence strips to the student.

\ A: He wants to save them for the sports day.

\ B: He does not want the other boys to take them.

\ C: He wants to give them to his friend.

\ D: No Response

268167

Item 2

Florida Standards Access Point: Refer to specific text evidence to support inferences.

Task 1



Passage Booklet: page 19Painting like Frida Kahlo

Word/picture cards:

park bench

lunchroom

art class

Read paragraphs 1 through 3 to the student.

Where are Leon and Tory?


\ A: park bench

\ B: lunchroom

\ C: art class

\ D: No Response

Scaffolded Response (when applicable)\ A: park bench

\ B: lunchroom

\ C: art class

\ D: No Response

Task 2




Word/picture cards:

draw portraits

make maps

paint flowers


What do Leon and Tory do in art class?


\ A: draw portraits

\ B: make maps

\ C: paint flowers

\ D: No Response



Task 3




Sentence strips:

She was famous for creating self-portraits.

She wrote many books about art.

She was a painter from Mexico.

Why did the teacher tell the students about Frida Kahlo?


\ A: She was famous for creating self-portraits.

\ B: She wrote many books about art.

\ C: She was a painter from Mexico.

\ D: No Response

268218

Item 1

Florida Standards Access Point: Multiply a fraction by a whole or mixed number using visual fraction models.

Task 1



Stimulus number/picture card:

52

52+

Number/picture cards:

21

(one-half rectangle shaded)

54

(four-fifths circle shaded)

3 (three triangles shaded)

Here are two circles. Each circle is divided into five equal parts. Two-fifths of each circle is shaded.

Read the stimulus number/picture card to the student.

How many fifths in all are shaded in the two circles? Point to the stimulus number/picture card.

Read the number/picture cards to the student.

\ A: 21

\ B: 54

\ C: 3

\ D: No Response

Scaffolded Response (when applicable)

\ A: 21

\ B: 54

\ C: 3

\ D: No Response

Task 2



Stimulus number/picture card:

21

mile

Number strips:

5 + 4

1 + 3

3 × 21

Here is a picture of a track. The distance around the track is one-half of a mile.

Jane walked around the track three times.

Which expression shows how to find the total distance Jane walked?

Read the number strips to the student.

\ A: 5 + 4

\ B: 1 + 3

\ C: 3 × 21

\ D: No Response



Task 3



Stimulus picture strip:line from Jack’s home to library

labeled 41

mile

Stimulus equation strip:

2 × 41

= ?

Number cards:

42

mile

82

mile

2 miles

Jack lives one-fourth of a mile from the library. Point to the stimulus picture strip.

Jack rode his bike to the library and then rode back home.

Here is a number sentence that shows how to find the total distance Jack rode his bike. Point to and read the stimulus equation strip to the student.

What is the total distance, in miles, Jack rode his bike?


\ A: 42

mile

\ B: 82

mile

\ C: 2 miles

\ D: No Response

268217

Item 2

Florida Standards Access Point: Locate points on a coordinate plane.

Task 1



Stimulus word/picture card:Park Map

Word cards:

entrance

bench

slide

Here is a map of a park. The map shows the north, south, east, and west sides of the park. Point to each label as it is read to the student. The entrance is at the north side of the park. The exit is at the south side of the park.

What is at the north side of the park? Point to the north side of the map.


\ A: entrance

\ B: bench

\ C: slide

\ D: No Response

Scaffolded Response (when applicable)\ A: entrance

\ B: bench

\ C: slide

\ D: No Response

Task 2



Stimulus word/picture card:Park Map

Stimulus number card:(1, 4)

Word cards:

bench

slide

exit

Here is a map of a park. The map shows the locations of the entrance, a bench, a slide, a swing, and the exit. Point to each label as it is read to the student.

Jessica is standing at the location (one, four). Point to the stimulus number card.

What is located at point (one, four)?


\ A: bench

\ B: slide

\ C: exit

\ D: No Response



Task 3




Park Map

Number cards:

(4, 6)

(6, 4)

(1, 4)

Here is a map of a park. The map shows the locations of the entrance, a bench, a slide, a swing, and the exit. Point to each label as it is read to the student.

Mark is at the slide. Point to the slide on the map.

What is the ordered pair for the location of the slide? Point to the slide on the map.


\ A: (4, 6)

\ B: (6, 4)

\ C: (1, 4)

\ D: No Response

268157

Item 1

Task 1 Recognize that people use observation and actions to get answers to questions about the natural world.



Stimulus picture card:

armadillo

Word/picture cards:

by cooking dinner

by going to sleep

by watching it

Here is a picture of an animal. It is an armadillo.

How could you find out what this animal eats?


\ A: by cooking dinner

\ B: by going to sleep

\ C: by watching it

\ D: No Response

Scaffolded Response (when applicable)\ A: by cooking dinner

\ B: by going to sleep

\ C: by watching it

\ D: No Response

Task 2 Recognize facts about a scientific observation.



Stimulus picture card:

armadillo


The animal ran fast.

The animal ate worms.

The animal was surprised.

Here is a picture of an armadillo.

Jill watched this animal. She saw it eat worms and then walk away.

Which sentence tells the truth about what Jill saw?


\ A: The animal ran fast.

\ B: The animal ate worms.

\ C: The animal was surprised.

\ D: No Response


35Grade 5 Science

Task 3Determine whether descriptions of observations are based on fact or personal belief.



Stimulus word cards:

facts

opinions

Cutout sentence strips:

Armadillos are my favorite animal.

Armadillos look for food at night.

Armadillos are the cutest animal.

Armadillos can run 8 miles per hour.

Here are two words.

A fact is something that is true. Point to the first stimulus word card and read it to the student.

An opinion is a personal belief about something. Point to the second stimulus word card and read it to the student.

Jill observed an armadillo. Then she wrote some sentences in her science journal.

Place the cutout sentence strips on the work surface.

Which sentences are facts and which sentences are opinions?

Read the cutout sentence strips to the student.

Indicate “Armadillos look for food at night” and “Armadillos can run 8 miles an hour” as facts and indicate “Armadillos are my favorite animal” and “Armadillos are the cutest animal” as opinions.

\ A: Correct

\ B: Incorrect

\ C: No Response

To achieve a score of “correct,” the student must select all four correct answers. Order is not important.

268156

Item 2

Task 1 Recognize examples of severe weather conditions.



Word/picture cards:

penny

stormy

baby

Which picture shows severe weather?


\ A: penny

\ B: stormy

\ C: baby

\ D: No Response

Scaffolded Response (when applicable)\ A: penny

\ B: stormy

\ C: baby

\ D: No Response

Task 2 Identify what to do in severe weather.



Word/picture cards:

run outside

drink water

play soccer

What is one way you can stay cool during very hot weather?


\ A: run outside

\ B: drink water

\ C: play soccer

\ D: No Response


37Grade 5 Science

Task 3 Identify emergency plans and procedures for severe weather.



Cutout sentence/picture strips:

Follow your teacher to a safe place.

Stop your work and listen to your teacher.

Wait for your teacher to tell you it is safe to return to class.

Place the cutout sentence/picture strips on the work surface.

Here are three sentences with pictures. Each sentence tells a step you follow during a tornado.

You are going to use these sentences to tell me the steps for staying safe during a tornado. You will need to place these steps in the correct order.

What is the order of the steps you would follow to stay safe during a tornado?

Read the cutout sentence/picture strips to the student.

Indicate the following order:

“Stop your work and listen to your teacher.”

“Follow your teacher to a safe place.”

“Wait for your teacher to tell you it is safe to return to class.”

\ A: Correct

\ B: Incorrect

\ C: No Response

To achieve a score of “correct,” the student must indicate the correct order for all three sentences.

39

Grades 3–5

English Language Arts—Writing

268043

Writing Prompt 1

Question 1 Introduce a topic clearly and group related information in paragraphs and sections.



Passage Booklet: page 23 The First Telephone

Word/picture cards:

envelope

container

telephone

You are going to write a report about the invention of the telephone. You will use information from the passage in your report.

Read the first sentence to the student.

Which word tells what your report is about?


\ A: envelope

\ B: container

\ C: telephone

\ D: No Response

Question 2 Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information, and examples related to the topic.





The telephone was invented in the 1870s.

Toothbrushing prevents tooth decay.

Riding a bike is a good form of exercise.

Read paragraphs 1 and 2 to the student.

You are going write a report about the invention of the telephone.

Which detail should be included in your report?


\ A: The telephone was invented in the 1870s.

\ B: Toothbrushing prevents tooth decay.

\ C: Riding a bike is a good form of exercise.

\ D: No Response


41Grades 3–5 ELA—Writing

Question 3 Include formatting (e.g., headings), illustrations, and multimedia when appropriate to convey information about the topic.





a picture of a phone book

a picture of the first phone

a picture of an airplane

You are going to include some pictures in your report about the invention of the telephone.


Which picture is best for your report?


\ A: a picture of a phone book

\ B: a picture of the first phone

\ C: a picture of an airplane

\ D: No Response

Question 4 Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).





The telephone was an important invention ___________ people could communicate instantly.

Word cards:

because

although

desktop

Here is a sentence with a picture. The sentence has a blank. You will include this sentence in your report about the invention of the telephone.

Read the stimulus word/picture card to the student.

Which word should be used to complete the sentence for your report?


\ A: because

\ B: although

\ C: desktop

\ D: No Response



Question 5 Provide a concluding statement or section related to the opinion presented.




Sentence strips:

The most important invention in this century is the computer.

The store that sells telephones is down the street.

The telephone has changed how people communicate all over the world.

Next you will write a conclusion for your report about the invention of the telephone.

Which sentence is the best conclusion for your report?


\ A: The most important invention in this century is the computer.

\ B: The store that sells telephones is down the street.

\ C: The telephone has changed how people communicate all over the world.

\ D: No Response

268053

Writing Prompt 2Passage Booklet: page 25, Animals at Night

Large Cutout Card: Student Response Template (located on the last page of this booklet)

Writing PromptProduce a clear, coherent draft (e.g., select/generate responses to form paragraph/essay) that is appropriate to the specific task, purpose, and audience for use in developing a permanent product.

Teacher Script

You are going to write a report about animals that are busy at night. You will include a title, an introduction, supporting details, and a conclusion. You will use information from this passage in your report.Read the passage to the student.

Here is the title of the passage. Point to and read the title to the student.

You will write your own title for your report about animals that are busy at night.What new title will you use for your report?Point to section 1 in the student response template.

An introduction tells readers the topic, or purpose, of what they are about to read.Here is the introduction for the passage. Point to and read the first sentence in the passage to the student.

You will write an introduction for your report about animals that are busy at night.What is your introduction for your report?Point to section 2 in the student response template.



The passage includes details about animals that are busy at night. Read the full passage to the student.

You need to include supporting details from the passage in your report.Here is the beginning of a sentence for your report.Point to section 3 in the student response template and read the sentence starter to the student.

What detail best completes this sentence?

Next you will include another detail. Here is the beginning of another sentence for your report. Point to section 4 in the student response template and read the sentence starter to the student.

What detail best completes this sentence?

Here is the conclusion of the passage.Point to and read the last sentence of the passage to the student.

You will include a conclusion, or ending, for your report. A conclusion restates the topic using different words. What is your conclusion for your report about animals that are busy at night?Point to section 5 in the student response template.

Now I will read your report to you. Then I will ask you if you want to make any changes. Read the completed student response template to the student.

Are there any changes you would like to make?

Writing Prompt 2: Vocabulary List

This list includes vocabulary words that can be made accessible to the student during administration of Practice Test Writing Prompt 2. The teacher should present the recommended vocabulary in the format (i.e., words, pictures, objects) that is most familiar to the student. Refer to the Open-Response Writing Prompt Administration Resources and Preparation section of the Administration Manual for more information.

Grades 3–5 Practice Test: Animals at Night

Nouns/Pronouns VerbsAdjectives/Adverbs/

Descriptors

animals

night

day

skunks

food

bats

owls

mice

fruit

plants

bugs

fish

sleep(ing)

fly

eat

some

active

busy

nighttime

most

One

ani

mal

that

com

es o

ut a

t

nigh

t is

____

____

____

____

___ .

At n

ight

som

e an

imal

s

____

____

____

____

____

____

____

.

2. 3. 4. 5.

1.

Add

ition

al c

opie

s of

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Documents

Grades 3–5 Test Booklet - Measured Progress 3–5 Test Booklet Table of Contents Grade 3 English Language Arts and Mathematics..... 5 Grade 4 English Language Arts and Mathematics