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Acknowledgments

The Parent Guide to the Smarter Balanced Summative Assessments was developed by Sally Bennett-Schmidt of WKH�6DQ�-RDTXLQ�&RXQW\�2I¿FH�RI�(GXFDWLRQ�DQG�&DOLIRUQLD�

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Consortium. It was designed and prepared for printing by 6DQ�-RDTXLQ�&RXQW\�2I¿FH�RI�(GXFDWLRQ��

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Copyright Restrictions

3HUPLVVLRQ�LV�JUDQWHG�LQ�DGYDQFH�IRU�UHSURGXFWLRQ�RI�WKLV�UHVRXUFH��LQ�LWV�HQWLUHW\��IRU�WKH�H[SOLFLW�XVH�E\�SDUHQWV��VWXGHQWV��DQG�HGXFDWRUV�WR�EHWWHU�XQGHUVWDQG�VWXGHQW�performance on the Smarter Balanced assessments. For any other purpose (including FRPPHUFLDO�HQWHUSULVHV��WKLV�UHVRXUFH��RU�SRUWLRQV�WKHUHRI��PD\�QRW�EH�UHSURGXFHG�ZLWKRXW�SHUPLVVLRQ�IURP�WKH�&DOLIRUQLD�'HSDUWPHQW�RI�(GXFDWLRQ�DQG�WKH�6PDUWHU�Balanced Assessment Consortium. To obtain permission to reproduce the information �WH[W�RU�JUDSKLFV��FRQWDLQHG�LQ�WKLV�GRFXPHQW��VXEPLW�WKH�VSHFL¿FV�RI�\RXU�UHTXHVW�LQ�ZULWLQJ�WR�WKH�&RS\ULJKW�3URJUDP�2I¿FH��&RPPXQLFDWLRQV�'LYLVLRQ��&DOLIRUQLD�'HSDUWPHQW�RI�(GXFDWLRQ��1�6WUHHW��6XLWH��6DFUDPHQWR��&$�� )D[��

California Department of Education z August 2015 iii

C a l i f o r n i a A s s e s s m e n t o f S t u d e n t P e r f o r m a n c e a n d P r o g r e s s

Parent Guide to the Smarter Balanced Summative Assessments

Grades

3 � 4 � 5

ContentsIntroduction ....................................................................................................................................................1

How the Online Smarter Balanced Assessments Are Different from Previous California Tests ..........................................................................................................................2

Accessibility Supports and Accommodations .................................................................... 2Item and Task Types .........................................................................................................�

How Student Performance Is Reported on the Smarter Balanced Assessments ............................................................................................................�

Overall Score and Achievement Level .........................................................................................................�Area Performance ........................................................................................................................................�How Reports Are Used .................................................................................................................................5

Student Performance in English Language Arts/Literacy .............................................................�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\�$UHDV��&ODLPV� ...........................................................................................�*UDGH�7KUHH�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\ ..............................................................................................7*UDGH�7KUHH�6DPSOH�7HVW�,WHPV�IRU�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\ ...........................................................�*UDGH�)RXU�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\ ..............................................................................................17*UDGH�)RXU�6DPSOH�7HVW�,WHPV�IRU�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\...........................................................17*UDGH�)LYH�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\ ...............................................................................................��*UDGH�)LYH�6DPSOH�7HVW�,WHPV�IRU�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\ ...........................................................��

Student Performance in Mathematics ................................................................................................��Mathematics Areas (Claims) ......................................................................................................................��Grade Three Mathematics ..........................................................................................................................��Grade Three Sample Test Items for Mathematics ......................................................................................��Grade Four Mathematics ...........................................................................................................................��Grade Four Sample Test Items for Mathematics ........................................................................................��Grade Five Mathematics ............................................................................................................................��Grade Five Sample Test Items for Mathematics ........................................................................................��

Glossary ........................................................................................................................................................��

AppendixesAppendix A: Other Assessments in the California Assessment of Student Performance and Progress System ..............................................................................................................................��$SSHQGL[�%��$GGLWLRQDO�5HVRXUFHV�IRU�3DUHQWV�*XDUGLDQV .........................................................................��Appendix C: Scoring Rubric and Sample Responses (Constructed Response) .......................................��

August 2015 z California Department of Educationiv

Grades

3 � 4 � 5C a l i f o r n i a A s s e s s m e n t o f S t u d e n t P e r f o r m a n c e a n d P r o g r e s s

Parent Guide to the Smarter Balanced Summative Assessments

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California Department of Education z August 2015 1


OverviewParent Guide to the Smarter Balanced Summative Assessments

Grades

3 � 4 � 5

IntroductionThe purpose of this guide is to provide information about the Smarter Balanced Summa-WLYH�$VVHVVPHQWV��LQFOXGLQJ�VDPSOH�WHVW�LWHPV�IRU�(QJOLVK�ODQJXDJH�DUWV�OLWHUDF\��(/$��and mathematics. This information will help parents better understand their children’s test results. The Smarter Balanced Summative Assessments are part of the California As-VHVVPHQW�RI�6WXGHQW�3HUIRUPDQFH�DQG�3URJUHVV��&$$633��6\VWHP��ZKLFK�UHSODFHV�WKH�previous Standardized Testing and Reporting (STAR) Program.

(YHU\�VSULQJ��VWXGHQWV�LQ�JUDGHV�WKUHH�WKURXJK�HLJKW�DQG�JUDGH�HOHYHQ�WDNH�WKH�Smart-er Balanced Summative Assessments�IRU�(/$�DQG�PDWKHPDWLFV��5HVXOWV�IURP�WKHVH�DVVHVVPHQWV�DUH�MXVW�RQH�SLHFH�RI�LQIRUPDWLRQ�WR�KHOS�WHDFKHUV��SDUHQWV�JXDUGLDQV��DQG�students understand how well a student is meeting the grade-level standards.

The Smarter Balanced System includes additional resources to improve teaching and learning. These resources include formative assessment tools and interim assessments. Formative assessment is a process that teachers use every day to check on student understanding. It includes a variety of informal and formal strategies to help both teachers and students assess what students are learning. This information can then be used by both teachers and students to decide what they must do next or differently to help students learn the material they have not learned.

)URP�WLPH�WR�WLPH��WHDFKHUV�PD\�DOVR�JLYH�WHVWV�WR�FKHFN�KRZ�ZHOO�VWXGHQWV�KDYH�OHDUQHG�the material they have been taught over a period of time and what may need to be UHYLHZHG�RU�UHWDXJKW��7KHVH�W\SHV�RI�WHVWV��FDOOHG�interim assessments��PD\�EH�JLYHQ�DW�WKH�HQG�RI�D�IHZ�GD\V��VXFK�DV�D�PDWKHPDWLFV�TXL]�RU�D�VSHOOLQJ�WHVW��DIWHU�D�XQLW�RI�LQVWUXFWLRQ��VXFK�DV�D�FKDSWHU�WHVW�RU�XQLW�ZULWLQJ�DVVLJQPHQW��RU�DIWHU�D�IHZ�ZHHNV��VXFK�as a quarterly test). More information about the Smarter Balanced Interim Assessments LV�DYDLODEOH�RQ�WKH�&'(¶V�,QWHULP�$VVHVVPHQWV�:HE�SDJH�DW�KWWS��ZZZ�FGH�FD�JRY�WD�WJ�VD�VEDFLQWHULPDVVHVV�DVS.

A glossary of important terms used in this handbook is provided at the end.

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http://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp

http://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp

August 2015 z California Department of Education2

Grades


Overview Parent Guide to the Smarter Balanced Summative Assessments

How the Online Smarter Balanced Assessments Are Different from Previous California Tests

The new Smarter Balanced Summative Assessments are very different from the old STAR tests in several ways:

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Accessibility Supports and AccommodationsThe computer-based Smarter Balanced Summative Assessments provide all students ZLWK�JUHDWHU�ÀH[LELOLW\�WKDQ�WUDGLWLRQDO�SHQFLO�SDSHU�WHVWV��)RU�H[DPSOH��VWXGHQWV�FDQ�increase the size of an image using the “Zoom In” option or highlight key words as they UHDG�D�SDVVDJH��$GGLWLRQDO�DFFHVVLELOLW\�VXSSRUWV�DOVR�DUH�DYDLODEOH�IRU�(QJOLVK�OHDUQHUV�DQG�VWXGHQWV�ZLWK�LQGLYLGXDOL]HG�HGXFDWLRQ�SURJUDPV��,(3V��RU�6HFWLRQ��SODQV��)RU�H[DPSOH��VRPH�VWXGHQWV�PD\�DFFHVV�WUDQVODWLRQV�RU�$PHULFDQ�VLJQ�ODQJXDJH��

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http://www.cde.ca.gov/ta/tg/ca/sass1415.asp

California Department of Education z August 2015 �



Grades

3 � 4 � 5Item and Task Types7KH�6PDUWHU�%DODQFHG�DVVHVVPHQW�V\VWHP�LQFOXGHV�D�YDULHW\�RI�LWHP�W\SHV��LQFOXGLQJ�

z� 6HOHFWHG�UHVSRQVH�LWHPV��ZKLFK�SURPSW�VWXGHQWV�WR�FKRRVH�RQH�RU�PRUH�DQVZHUV�

z� 7HFKQRORJ\�HQKDQFHG�LWHPV��ZKLFK�PLJKW�SURPSW�VWXGHQWV�WR�HGLW�WH[W�RU�GUDZ�DQ�object.

z� &RQVWUXFWHG�UHVSRQVH�LWHPV��ZKLFK�SURPSW�VWXGHQWV�WR�ZULWH�D�VKRUW�ZULWWHQ�RU�numerical response.

z� 3HUIRUPDQFH�WDVNV��LQ�ZKLFK�VWXGHQWV�HQJDJH�LQ�D�FRPSOH[�VHW�RI�WDVNV�WR�demonstrate their understanding. (Students may be asked to conduct research and WKHQ�ZULWH�DQ�DUJXPHQWDWLYH�HVVD\��XVLQJ�VRXUFHV�DV�HYLGHQFH��2U�WKH\�PD\�EH�DVNHG�to solve a complex problem in mathematics. Performance tasks integrate knowledge and skills across many areas and standards.)

Parents can take the Practice Test to see the different types of questions that students will be given on the Smarter Balanced Assessments. The Practice Test is posted on the 6PDUWHU�%DODQFHG�3UDFWLFH�DQG�7UDLQLQJ�7HVWV�:HE�SDJH�DW�KWWS��ZZZ�VPDUWHUEDODQFHG�RUJ�SUDFWLFH�WHVW�.

http://www.smarterbalanced.org/practice-test/

August 2015 z California Department of Education�

Grades



How Student Performance Is Reported on the Smarter Balanced Assessments

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Overall Score and Achievement Level)RU�HDFK�JUDGH�OHYHO�DQG�VXEMHFW�DUHD��VWXGHQWV�UHFHLYH�D�VFRUH�IURP�DSSUR[LPDWHO\��WR��7KH�RYHUDOO�VFRUH�IDOOV�LQWR�RQH�RI�IRXU�DFKLHYHPHQW�OHYHOV�

z� 6WDQGDUG�([FHHGHG��7KH�VWXGHQW�KDV�H[FHHGHG�WKH�DFKLHYHPHQW�VWDQGDUG�DQG�demonstrates advanced progress toward mastery of the knowledge and skills needed for likely success in future coursework.

z Standard Met: The student has met the achievement standard and demonstrates progress toward mastery of the knowledge and skills needed for likely success in future coursework.

z� 6WDQGDUG�1HDUO\�0HW��7KH�VWXGHQW�KDV�QHDUO\�PHW�WKH�DFKLHYHPHQW�VWDQGDUG�DQG�PD\�require further development to demonstrate the knowledge and skills needed for likely success in future coursework.

z� 6WDQGDUG�1RW�0HW��7KH�VWXGHQW�KDV�QRW�PHW�WKH�DFKLHYHPHQW�VWDQGDUG�DQG�QHHGV�substantial improvement to demonstrate the knowledge and skills needed for likely success in future coursework.

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Area Achievement7KH�WHVW�UHSRUWV�VKRZ�KRZ�D�VWXGHQW�SHUIRUPHG�LQ�NH\�DUHDV��DOVR�FDOOHG�claims��LQ�(/$�and mathematics.

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http://www.cde.ca.gov/ta/tg/ca/sbscalerange.asp

http://www.cde.ca.gov/ta/tg/ca/sbscalerange.asp




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7KH�&'(�YLGHR�Understanding Your Child’s Score Report is posted on the Youtube channel at KWWSV��ZZZ�\RXWXEH�FRP�ZDWFK"Y )4L�TO2&UPN. This video describes and explains the 2015 CAASPP Student Score Report. A Spanish version of the video is available on this site.

$OWKRXJK�WKH�UHVXOWV�RI�WKH�VWDWH�WHVWV�DUH�LPSRUWDQW��WKH\�DUH�MXVW�RQH�ZD\�WR�DVVHVV�WKH�progress of students. Students and parents should review the test results in combination ZLWK�UHSRUW�FDUGV��FODVV�DVVLJQPHQW�JUDGHV��DQG�WHDFKHU�IHHGEDFN�

How Reports are UsedResults from the Smarter Balanced Summative Assessments provide one piece of information about a student’s academic performance that can:

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z� 6HUYH�DV�D�WRRO�WR�KHOS�SDUHQWV�JXDUGLDQV�DQG�WHDFKHUV�ZRUN�WRJHWKHU�WR�LPSURYH�student learning.

z Help schools and school districts identify strengths and areas that need improvement in their educational programs.

z Provide the public and policymakers with information about student achievement.

http://www.cde.ca.gov/ta/tg/ca/caaspp15rpttalkpts.asp

http://www.cde.ca.gov/ta/tg/ca/caaspp15rpttalkpts.asp

https://www.youtube.com/watch?v=FQi4qlOCrmk

https://www.youtube.com/watch?v=FQi4qlOCrmk


Grades



Student Performance in English Language Arts/Literacy

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ELA Areas (Claims) For Grades Three, Four, and Five

Reading Demonstrating understanding of literary and QRQ¿FWLRQ�WH[WV�

Writing Producing clear and purposeful writing

Listening Demonstrating effective communication skills

Research/Inquiry ,QYHVWLJDWLQJ��DQDO\]LQJ�DQG�SUHVHQWLQJ�information

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http://www.smarterbalanced.org/smarter-balanced-assessments/



English Language Arts/LiteracySample Test Items

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eeGrade Three ELA,Q�JUDGH�WKUHH��VWXGHQWV�EXLOG�LPSRUWDQW�reading��writing��listening, and research skills��7KH\�WKLQN��WDON��DQG�ZULWH�DERXW�ZKDW�WKH\�UHDG�LQ�D�YDULHW\�RI�DUWLFOHV��ERRNV��DQG�RWKHU�WH[WV��,Q�WKHLU�ZULWLQJ��VWXGHQWV�SD\�PRUH�DWWHQWLRQ�WR�organizing information, developing main ideas, and supporting these ideas with facts, details, and reasons. They develop listening skills and participate in class discussions by sharing their ideas and building on the ideas of others.

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English Language Arts/Literacy Sample Test Items


Grade Three

Grade Three Sample Test Items for ELA7KLV�VHFWLRQ�SURYLGHV�VDPSOH�(/$�WHVW�LWHPV�IRU�JUDGH�WKUHH��

Notes About Sample Test Items The test items that students see online appear and function differently than WKH�VDPSOH�LWHPV�VKRZQ�LQ�WKLV�GRFXPHQW��)RU�H[DPSOH��VWXGHQWV�PD\�EH�DVNHG�WR�³GUDJ�´�³VHOHFW�´�RU�³FOLFN´�WKHLU�UHVSRQVH��3DUHQWV�FDQ�H[SHULHQFH�these different functionalities on the Training Test available on the CAASPP’s 6PDUWHU�%DODQFHG�3UDFWLFH�DQG�7UDLQLQJ�7HVWV�:HE�SDJH�DW�KWWS��ZZZ�FDDVSS�RUJ�SUDFWLFH�DQG�WUDLQLQJ�LQGH[�KWPO.

The sample test items presented in this guide represent the kinds of passages and questions that grade three students at different levels of DFKLHYHPHQW�ZRXOG�OLNHO\�DQVZHU�FRUUHFWO\��)RU�H[DPSOH��D�VWXGHQW�DW�WKH�“Standard Met” achievement level would typically receive and correctly answer an item associated with that achievement level.

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http://www.caaspp.org/practice-and-training/index.html




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eeGrade Three Sample Test Item —Listening Achievement Level: Standard Met

Birds’ Nest Safari��([FHUSW�IURP�Birds’ Nest Safari by Judyann Grant. Copyright Highlights Magazine. Reprinted with permission of Highlights for Children.) Listen to the presentation. Then answer the questions.

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,Q�WKLV�SUHVHQWDWLRQ��\RX�ZLOO�KHDU�D�VSHDNHU�WDON�DERXW�ELUGV¶�QHVWV��/LVWHQ�WR�WKH�presentation and then answer the questions that follow.

A good time to spot birds’ nests is after the leaves have fallen and the birds have JRQH��0DQ\�WLPHV��\RX�FDQ�WHOO�ZKLFK�NLQG�RI�ELUG�PDGH�D�QHVW��7R�GR�WKDW��QRWLFH�ZKHUH�\RX�VHH�WKH�QHVW��WKH�VKDSH�RI�WKH�QHVW��DQG�ZKDW�WKLQJV�ZHUH�XVHG�WR�EXLOG�LW�

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House wrens build their nests in small hollowed-out places. They are not too choosy about where they build. They have even used old boots and the pockets of scarecrows’ shirts.

Gray catbirds prefer to build in briar patches and other thickets. Their nests are ORRVHO\�PDGH�RI�ZHHG�VWDONV��OHDYHV��DQG�WZLJV��7KHVH�ELUGV�XVH�VWULSV�RI�JUDSHYLQH�bark inside their deeply cupped “cradle.”

The orioles’ pouch-nest is one of the easiest to spot. It looks like a bag swinging at the end of a branch. The slightest breeze sends it swaying.

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Grade Three Sample Test Item—Listening Achievement Level: Standard Met (continued)

:KDW�GRHV�WKH�VSHDNHU�KRSH�WKH�OLVWHQHU�ZLOO�OHDUQ�IURP�WKH�presentation? Pick two choices.

�$�� KRZ�WR�¿QG�ELUGV¶�QHVWV B. how to build birds’ nests

C. how to draw birds’ nests

D. how to tell birds’ nests apart

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Area Listening

Demonstrating effective communication skills

Standard(s) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and IRUPDWV��LQFOXGLQJ�YLVXDOO\��TXDQWLWDWLYHO\��DQG�RUDOO\�

Answer $��KRZ�WR�¿QG�ELUGV¶�QHVWV��and D (how to tell birds’ nests apart)

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eeGrade Three Sample Test Item —Reading Achievement Level: Standard Exceeded

Read the poem and answer the questions.

:DLWLQJ�IRU�&KDQJH

7KH�GLUW�LV�FRRO��VWLOO�GDUN�DQG�GDPSfrom yesterday’s rain. The seedin my hand looks like a period at the endRI�D�VHQWHQFH��EXW�XQOLNH�WKH�SHULRG�this seed is the beginning of something grand.

I push the seed into the soil./DWHU�,�VFUXE�P\�KDQGV�DQG�QDLOV�soap bubbling up in the sinklike the tiny bubbles of waterat the bottom of a waterfall.

(DFK�PRUQLQJ�EHIRUH�VFKRRO�I look at the corner of the gardenZKHUH�,�SODQWHG�WKH�VHHG�but to my eye nothing has changed.I think of how the television lookswhen it is off—dark and sitting quietly.I know there is a whole world inside bothWKH�79�DQG�WKH�VHHG�ZDLWLQJ�WR�SUHVHQW�LWVHOI�

/LJKW�UDLQ�EHJLQV�WR�IDOO�DV�,�GULIW�RII�WR�VOHHS�reminding myself I must be patient.I imagine the rain might awakenwhatever is inside the seed I planted.%XW�LQ�WKH�PRUQLQJ��WKHUH�LV�VWLOO�QR�VLJQ�just little impressions left in the ground by the rain.

Grade

3




Grade Three

Grade Three Sample Test Item —Reading Achievement Level: Standard Exceeded (continued)

,�ZDLW�DQG�ZDWFK�IRU�RQH�ZKROH�ZHHN�but nothing happens.I’ve decided that maybe the seed was plantedtoo deeply in the ground. I begin to thinkWKH�VHHG�KDV�ORVW�LWV�ZD\��MXVWlike my dad when he took one wrong turnand ended up in a place unknown.

$QG�WKHQ��RQ�WKH�GD\�,¶P�UHDG\�WR�JLYH�XS²WKH�VHHG�EHJLQV�WR�VSURXW��7KH�SODQW�ULVHV�DERYH�WKH�HDUWK�DQG�E\�WKH�DIWHUQRRQ�LW�KDV�VWUHWFKHG�LWV�OHDYHV�ready to grow throughout the season.

+RZ�GRHV�WKH�VSHDNHU�FKDQJH�IURP�VWDQ]D��WR�VWDQ]D��"

$�� 7KH�VSHDNHU�LV�SX]]OHG��DQG�WKHQ�WKH�VSHDNHU�IHHOV�foolish.

%�� 7KH�VSHDNHU�LV�ZDWFKIXO��DQG�WKHQ�WKH�VSHDNHU�JLYHV�up.

&�� 7KH�VSHDNHU�LV�ZRUULHG��DQG�WKHQ�WKH�VSHDNHU�LV�pleased.

'�� 7KH�VSHDNHU�LV�DQJU\��DQG�WKHQ�WKH�VSHDNHU�LV�surprised.

Area Reading

Demonstrating understanding of literary DQG�QRQ¿FWLRQ�WH[WV

Standard(s) Describe characters in D�VWRU\��H�J��WKHLU�WUDLWV��PRWLYDWLRQV��RU�IHHOLQJV��and explain how their actions contribute to the sequence of events.

Answer C



Grade

3

California Department of Education z August 2015 ��

Grad

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eeGrade Three Sample Test Item —Reading Achievement Level: Standard Exceeded

7KLV�QH[W�TXHVWLRQ�LV�DOVR�EDVHG�RQ�WKH�SRHP��³:DLWLQJ�IRU�&KDQJH�´�RQ�SDJHV��DQG��7KH�TXHVWLRQ�KDV�WZR�SDUWV��)LUVW��DQVZHU�SDUW�$��7KHQ��DQVZHU�SDUW�%�

Part AClick on the sentence that best explains what the use of the character’s actions shows about the relationship between the speaker and the events in the poem.

A. The events change the speaker.

B. The events follow a mistake made by the speaker.

C. The events would have happened without the speaker.

D. The events happen because of the actions of the speaker.

Part BClick on the line from the poem that best illustrates the relationship made in part A.

this seed is the beginning of something grand.

I push the seed into the soil.

/DWHU�,�VFUXE�P\�KDQGV�DQG�QDLOV�

I look at the corner of the garden

but to my eye nothing has changed.

/LJKW�UDLQ�EHJLQV�WR�IDOO�DV�,�GULIW�RII�WR�VOHHS�

the seed begins to sprout! The plant rises above the HDUWK�

Area Reading


Standard(s) Describe characters in D�VWRU\��H�J��WKHLU�WUDLWV��PRWLYDWLRQV��RU�IHHOLQJV��and explain how their actions contribute to the sequence of events.

Answer Part A: D3DUW�%��7KH�OLQH��³,�SXVK�the seed into the soil.”

Grade



August 2015 z California Department of Education��

Grade Three

Grade Three Sample Test Item —Reading Achievement Level: Standard Exceeded

Read the text and answer the question.

Digging into the Past,PDJLQH�\RX�DUH�GLJJLQJ�LQ�D�JDUGHQ�RU�ZDONLQJ�DFURVV�D�¿HOG��<RX�¿QG�D�VWRQH�DUURZKHDG�RU�an old broken pot. These objects could be clues to how people lived long ago.

Studying the PastThe study of human life in the past is called archaeology. Scientists who study people who OLYHG�ORQJ�DJR�DUH�FDOOHG�DUFKDHRORJLVWV��2OG�WRROV��ERQHV��DQG�EXLOGLQJV�DUH�FOXHV�WR�KRZ�people lived.

$UFKDHRORJLVWV�ORRN�IRU�SODFHV�ZKHUH�HDUO\�KXPDQV�OLYHG��KXQWHG��IDUPHG��RU�JDWKHUHG�IRRG��They learn about the people by studying the objects that were used in the past. They can GLVFRYHU�KRZ�SHRSOH�OLYHG�DQG�ZRUNHG��7KH\�FDQ�¿QG�RXW�ZKDW�SHRSOH�ZRUH�DQG�ZKDW�WKH\�ate.

Finding the Clues)LQGLQJ�D�SODFH�ZKHUH�SHRSOH�PD\�KDYH�OLYHG�ORQJ�DJR�LV�RQO\�WKH�¿UVW�VWHS��)LQGLQJ�WKH�FOXHV�to how people lived requires careful study. The objects people used may be buried. Because DUFKDHRORJLVWV�GLJ�LQWR�WKH�JURXQG�WR�ORRN�IRU�FOXHV��WKH�VLWH�LV�FDOOHG�D�GLJ��$�GLJ�FRXOG�EH�LQ�D�FDYH��D�IRUHVW��D�GHVHUW��RU�D�PRGHUQ�FLW\�

$W�D�GLJ��DUFKDHRORJLVWV�GLYLGH�WKH�JURXQG�LQWR�VHFWLRQV��7KHQ��WKH\�FDUHIXOO\�UHPRYH�GLUW�IURP�HDFK�VHFWLRQ��7KH\�XVH�VSHFLDO�WRROV�VXFK�DV�VPDOO�VKRYHOV�DQG�EUXVKHV��(DFK�VHFWLRQ�PXVW�EH�VHDUFKHG�VORZO\��,I�D�WRRO�RU�SLHFH�RI�SRWWHU\�LV�IRXQG��LW�LV�SKRWRJUDSKHG�DQG�QRWHV�DUH�taken before it is carefully removed from the ground. These objects are called artifacts. An artifact can help explain how people lived in the past.



Grade

3


Grad

e Thr

ee


Knowing Where to Dig3ODFHV�IRU�GLJV�FDQ�EH�GLVFRYHUHG�E\�DFFLGHQW��6RPHRQH�SORZLQJ�D�¿HOG�PLJKW�GLVFRYHU�D�bone or a tool. Archaeologists would go to the site and decide if it was a good place for a dig. Artifacts are sometimes found when a building is being constructed. Then work is stopped. Archaeologists and others are given a chance to study the site before construction continues.

,Q�UHFHQW�\HDUV��DUFKDHRORJLVWV�KDYH�IRXQG�RWKHU�ZD\V�WR�GHFLGH�ZKHUH�WR�GLJ��7KH\�UHDG�ROG�texts. The writings may provide clues to where people lived. They use satellites to study large areas of land. Computers can also help. Models of what ancient towns might have looked like can be created. These new methods give archaeologists ideas about where to dig.

,I�DUFKDHRORJLVWV�WKLQN�DUWLIDFWV�DUH�SUHVHQW��WKH\�GR�D�VXUYH\��RU�VWXG\�RI�DQ�DUHD��7KH\�ORRN�for anything that shows that people may have lived there. They look for the remains of old EXLOGLQJV��7KHVH�FRXOG�LQFOXGH�KRXVHV�RU�KXWV��7KH\�DOVR�XVH�WRROV�WR�KHOS�¿QG�PHWDO�REMHFWV�that are buried. A survey helps them decide if an area should become a dig.

What Archaeology Teaches UsArchaeology helps us understand the past. Putting together a story about the past is like doing a big puzzle. The problem is we don’t have a box lid to show what the completed SLFWXUH�VKRXOG�ORRN�OLNH��$UWLIDFWV�DUH�VRPH�RI�WKH�SLHFHV��EXW�WKH\�DUH�RQO\�SDUW�RI�WKH�ELJ�picture. Artifacts are taken back to a lab and studied closely. Then archaeologists put together pieces of the past.

0RVW�RI�KXPDQ�KLVWRU\�LV�QRW�ZULWWHQ�GRZQ��6RPHWLPHV��HYHQ�ZULWWHQ�KLVWRU\�LV�DQ�LQFRPSOHWH�VWRU\��:H�DUH�OHIW�WR�¿QG�RXW�WKH�UHVW��6R�DUFKDHRORJ\�LV�LPSRUWDQW��,W�LV�KRZ�ZH�OHDUQ�DERXW�people and the ways they used to live. Archaeologists try to answer questions. They might WU\�WR�¿QG�RXW�ZKDW�MREV�SHRSOH�KDG�RU�ZKDW�IDPLOLHV�GLG�IRU�IXQ��7KH�DQVZHUV�WHDFK�XV�DERXW�history.

Grade

3




Grade Three


:KDW�LV�WKH�PDLQ�LGHD�RI�WKH�Finding the Clues section? Use details from the passage to support your answer.

Area Reading


Standard(s) Determine the main idea of a text; recount the key details and explain how they support the main idea.

Answer Constructed response: Students write a short UHVSRQVH��LGHQWLI\LQJ�WKH�main idea of the section and support their answers ZLWK�VSHFL¿F�GHWDLOV�IURP�the text. A scoring rubric and sample responses for this item appear in Appendix C.



Grade

4


Grad

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Grade Four ELA,Q�JUDGH�IRXU��VWXGHQWV�FRQWLQXH�WR�EXLOG�LPSRUWDQW�reading, writing, listening, and research skills. They read more challenging�OLWHUDWXUH��DUWLFOHV��DQG�RWKHU�VRXUFHV�RI�information and continue to grow their vocabulary. They are also expected to clearly explain in detail what they have read by referring to details or information from the text��,Q�ZULWLQJ��VWXGHQWV�RUJDQL]H�WKHLU�LGHDV�DQG�GHYHORS�WRSLFV�ZLWK�reasons, facts, details, and other information.

)RU�PRUH�LQIRUPDWLRQ��SOHDVH�VHH�WKH�Parent Roadmap–Supporting Your Child in Grade Four, English Language Arts��ZKLFK�LV�SRVWHG�RQ�WKH�&RXQFLO�RI�WKH�*UHDW�&LW\�6FKRROV�:HE�SDJH�DW�KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.


Grade Four Sample Test Items for ELAThe sample test items that follow represent the kinds of passages and questions that grade four students at different levels of achievement would likely answer correctly. )RU�H[DPSOH��D�VWXGHQW�DW�WKH�³6WDQGDUG�1HDUO\�0HW´�DFKLHYHPHQW�OHYHO�ZRXOG�W\SLFDOO\�receive and correctly answer an item associated with that achievement level.







Grade




Grade Four

Grade Four Sample Test Item —Reading Achievement Level: Standard Nearly Met

Catch to Winby Matt Christopher

/LDP�OHDSHG�WR�KLV�IHHW�DQG�WRUH�RII�KLV�PDVN��7KH�EDWWHU�KDG�KLW�&DUWHU¶V�SLWFK��EXW�LW�ZDVQ¶W�D�FOHDQ�EODVW�WR�WKH�RXW¿HOG��1R��WKDW�EDOO�ZDV�VKRRWLQJ�VWUDLJKW�XS�OLNH�D�URFNHW�VKLS²DQG�/LDP�QHHGHG�WR�EH�GLUHFWO\�XQGHU�LW�ZKHQ�LW�FDPH�EDFN�WR�(DUWK� His brown eyes locked onto their target. He lifted his glove. It was a make-or-break PRPHQW��0DNH�WKH�FDWFK��DQG�WKH�JDPH�ZDV�WKHLUV��0LVV�LW��DQG�KH¶G�EUHDN�WKH�KHDUWV�RI�KLV�WHDPPDWHV��QRW�WR�PHQWLRQ�WKH�WKRXVDQGV�RI�IDQV�ZKR¶G�WUDYHOHG�WR�VHH�WKHLU�ORFDO�WHDP�LQ�action. Liam’s and Carter’s families were among those fans. Liam knew exactly where they were VLWWLQJ��%HIRUH�WKH�JDPH��WKH\�KDG�XQIXUOHG�D�KXJH�EDQQHU�WKDW�UHDG�³0LG�$WODQWLF�$OO�WKH�:D\�´ 7KH�EDQQHU�KDG�EHHQ�KLV�PRWKHU¶V�LGHD��³:H¶OO�SDLQW�WKH�ZRUGV�LQ�QHRQ�FRORUV�RQ�D�ORQJ�EROW�RI�IDEULF�´�VKH�GHFODUHG��IDQQLQJ�KHU�KDQGV�RXW�WR�GLDJUDP�D�KHDGOLQH�LQ�WKH�DLU��³7KH�0LG�$WODQWLF�fans will love it!” ³8QOHVV�LW¶V�LQ�IURQW�RI�WKHP�DQG�EORFNLQJ�WKHLU�YLHZ�RI�WKH�¿HOG�´�&DUWHU¶V�PRWKHU�SRLQWHG�RXW� Her sister waved her objection away. “Then we’ll take it up to the hill and invite everyone to JDWKHU�XQGHU�LW��,PDJLQH�DOO�RI�XV�FKHHULQJ�WRJHWKHU��RQH�ELJ�ERRPLQJ�YRLFH��DV�RXU�KRPH�VWDWH�heroes play their way to the title!” /LDP��&DUWHU��DQG�HYHU\RQH�HOVH�LQ�WKHLU�IDPLOLHV�KDG�SLWFKHG�LQ�WR�PDNH�WKH�EDQQHU��/LDP¶V�ROGHU�VLVWHU��0HODQLH��KDG�HYHQ�RIIHUHG�WR�KROG�RQH�HQG��DOWKRXJK�VKH�PDGH�LW�FOHDU�VKH�KDG�an ulterior motive. ³<RXU�JDPHV�DUH�VKRZQ�OLYH�RQ�RQH�RI�WKH�ELJ�VSRUWV�QHWZRUNV��ULJKW"´�VKH¶G�VDLG�WKH�ZHHN�EHIRUH�WKH�WRXUQDPHQW��³7KH\�DOZD\V�SDQ�DURXQG�WKH�FURZG��ORRNLQJ�IRU�VWXII�OLNH�WKLV�EDQQHU��:KHQ�WKDW�FDPHUD�ODQGV�RQ�PH��LW�FRXOG�EH�P\�ELJ�EUHDN�´



Grade

4


Grad

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Grade Four Sample Test Item —Reading Achievement Level: Standard Nearly Met (continued)

:KLOH�/LDP�GUHDPHG�RI�RQH�GD\�SOD\LQJ�SURIHVVLRQDO�EDVHEDOO��0HODQLH�ORQJHG�WR�PDNH�LW�LQ�VKRZ�EXVLQHVV��6KH�WRRN�HYHU\�GDQFH��YRLFH��DQG�DFWLQJ�FODVV�WKHLU�VPDOO�WRZQ�KDG�WR�RIIHU��DQG�SHUIRUPHG�LQ�ORFDO�WKHDWHU�SURGXFWLRQV��6KH¶G�RQFH�WKRXJKW�WKDW�1HZ�<RUN�&LW\�ZDV�ZKHUH�VKH�VKRXOG�EH��EXW�D�WZR�ZHHN�IDPLO\�YDFDWLRQ�WR�&DOLIRUQLD�WKH�VXPPHU�EHIRUH�KDG�FKDQJHG�WKDW��1RZ�OLYLQJ�QHDU�/RV�$QJHOHV�ZDV�DOO�VKH�FRXOG�WDON�DERXW� )RU�/LDP¶V�SDUW��KH�FRXOGQ¶W�LPDJLQH�OHDYLQJ�3HQQV\OYDQLD�IRU�&DOLIRUQLD��+H¶G�KDG�D�JUHDW�WLPH�RQ�WKHLU�YDFDWLRQ��7KH�SHRSOH�WKH\¶G�PHW�KDG�EHHQ�IULHQGO\�DQG�KHOSIXO��WKH�ZHDWKHU�KDG�EHHQ�JUHDW��DQG�WKH�IRRG�HYHQ�EHWWHU��%XW�FRPSDUHG�ZLWK�3HQQV\OYDQLD��HYHU\WKLQJ�DERXW�&DOLIRUQLD�was just so . . . different. 7KDW�DIWHUQRRQ��ZKHQ�KH�VDZ�WKH�EDQQHU�RQ�WKH�KLOOVLGH�DQG�KHDUG�WKH�FKHHUV�IURP�WKH�FURZG�JDWKHUHG�E\�LW��KLV�KHDUW�VZHOOHG�ZLWK�SULGH�DQG�GHWHUPLQDWLRQ��7KRVH�IHHOLQJV�VWD\HG�ZLWK�KLP�throughout the game. They thrummed in his chest when he hit the RBI triple that gave the 0LG�$WODQWLF�SOD\HUV�WKHLU�¿IWK�UXQ�RI�WKH�JDPH��7KH\�SRZHUHG�KLP�WKURXJK�WKH�ORQJ�¿IWK�LQQLQJ��when Great Lakes threatened to overtake Mid-Atlantic by racking up four straight runs. And WKRVH�IHHOLQJV�VXUJHG�LQ�KLV�YHLQV�ZKHQ�&RDFK�+DUULVRQ�SXOOHG�WKH�VWDUWLQJ�SLWFKHU��'DQLHO�&KR��DQG�SXW�&DUWHU�RQ�WKH�PRXQG�IRU�WKH�¿QDO�LQQLQJ�LQVWHDG� +LV�SULGH�SHDNHG�ZKHQ�&DUWHU�VWRSSHG�*UHDW�/DNHV¶�UDOO\�FROG��1RZ�KLV�GHWHUPLQDWLRQ�WR�win took over as he tracked the ball in the air above him. It reached the top of its climb and VWDUWHG�LWV�GHVFHQW��/LDP�VKXIÀHG�VLGHZD\V��+H�ZLGHQHG�WKH�¿QJHUV�RI�KLV�JORYH�D�KDLU�PRUH��$�moment later—Thud! The ball landed in the pocket and stuck there. “Yer out!” the umpire yelled. 7KH�IDQV�HUXSWHG��URDULQJ��FODSSLQJ��DQG�VWDPSLQJ�WKHLU�IHHW��/LDP�OHDSHG�LQWR�WKH�DLU��RQO\�WR�EH�EURXJKW�EDFN�WR�HDUWK�ZKHQ�KLV�WHDPPDWHV�VZDUPHG�KLP��WKHLU�VFUHDPV�RI�YLFWRU\�ULQJLQJ�throughout the ballpark. )LQDO�VFRUH��0LG�$WODQWLF��*UHDW�/DNHV�� ³&DWFK�WR�:LQ´�E\�0DWW�&KULVWRSKHU�IURP�Play Ball!�&RS\ULJKW��E\�/LWWOH��%URZQ�DQG�&RPSDQ\�

Grade




Grade Four

Grade Four Sample Test Item —Reading Achievement Level: Standard Nearly Met (continued)

:K\�GLG�WKH�DXWKRU�FKRRVH�WR�EHJLQ�WKH�¿UVW�WZR�SDUDJUDSKV�with the baseball game and return to it at the very end of the passage?

A. The author knows changing topics holds the readers’ interest.

B. The author wants to hook the readers and keep them interested in learning who wins the game.

C. The author wants to carry on two story lines.

D. The author did not feel the game is as important as other events in the story.

Area Reading


Standard(s) ([SODLQ�PDMRU�GLIIHUHQFHV�EHWZHHQ�SRHPV��GUDPD��DQG�SURVH��DQG�UHIHU�WR�the structural elements RI�SRHPV��H�J��YHUVH��UK\WKP��PHWHU��DQG�GUDPD��H�J��FDVWV�RI�FKDUDFWHUV��VHWWLQJV��GHVFULSWLRQV��GLDORJXH��VWDJH�GLUHFWLRQV��when writing or speaking about a text.

Answer B



Grade

4


Grad

e Fou

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Grade Four Sample Test Item —Reading Achievement Level: Standard Exceeded

What a Yawnfrom Ask Magazine

:DQW�WR�NQRZ�ZKR�LV�ORRNLQJ�DW�\RX�LQ�D�FURZG"�7U\�WKLV��3UHWHQG�WR�\DZQ��2SHQ�\RXU�PRXWK�UHDOO\�ZLGH��DQG�VFUXQFK�XS�\RXU�H\HV��)RU�DGGHG�GUDPD��\RX�PLJKW�VWUHWFK��7KHQ�ORRN�DURXQG��$Q\RQH�HOVH�\DZQLQJ"�,I�WKH\�DUH��WKH\�ZHUH�SUREDEO\�ZDWFKLQJ�\RX��<DZQLQJ�LV�VR�FRQWDJLRXV�that one person yawning will make others do the same.

<DZQLQJ�LV�UHDOO\�D�VL[�VHFRQG�P\VWHU\��IURP�WKH�RSHQLQJ�WR�WKH�FORVLQJ�RI�\RXU�PRXWK��+XPDQV�DQG�DOO�RWKHU�PDPPDOV�GR�LW��DQG�VR�GR�VRPH�¿VK�DQG�UHSWLOHV��%LUGV�GR�LW��(OHYHQ�ZHHN�ROG�unborn human babies do it. But no one really knows why.

Pay Attention When I Yawn at You0RVW�SHRSOH�EHOLHYH�WKDW�ZH�\DZQ�EHFDXVH�ZH�DUH�WLUHG��ZKLFK�LV�SDUWO\�WUXH��%XW�VFLHQWLVWV�KDYH�other theories too.

,Q�DSHV�DQG�PRQNH\V��\DZQLQJ�E\�WKH�OHDGHU�RI�WKH�JURXS�PD\�VLJQDO�WKDW�LW¶V�WLPH�IRU�D�FKDQJH�LQ�WKH�JURXS¶V�DFWLYLW\��³<$:1��,W¶V�WLPH�IRU�XV�DOO�WR�JR�WR�VOHHS�´�RU�³<$:1��,W¶V�WLPH�WR�KXQW�´�2QFH�WKH�OHDGHU�\DZQV��HYHU\RQH�HOVH�LQ�WKH�SDFN�\DZQV�EDFN��VLJQDOLQJ�WKDW�WKH\�XQGHUVWDQG��$�ELJ�\DZQ�DOVR�JLYHV�WKH�OHDGHU�D�FKDQFH�WR�VKRZ�RII�KLV�ORQJ��VKDUS�WHHWK�DQG�UHPLQG�\RXQJ�upstarts not to bother him while he is sleeping.)

Perhaps yawning is your body’s way of telling you it’s time for a change. Think about when you \DZQ��$V�\RX�ZDNH�XS��\RX�PLJKW�VWUHWFK�DQG�\DZQ��<RXU�ERG\�LV�UHDG\�WR�GR�VRPHWKLQJ�EHVLGHV�VOHHS��<RX�PLJKW�\DZQ�DW�EHGWLPH��SUHSDULQJ�\RXUVHOI�IRU�GUHDPODQG��6RPHWLPHV��LI�\RX¶YH�KDG�D�ORQJ�GD\�DW�VFKRRO��\RX�\DZQ�GXULQJ�FODVV��<RXU�ERG\�LV�UHDOO\�UHDG\�IRU�D�FKDQJH�WKHQ�

Some scientists believe that yawning is also a way of keeping the brain alert. If you are bored or GURZV\��EXW�\RX�NQRZ�\RX�KDYH�WR�UHDG�RQH�PRUH�FKDSWHU��\DZQLQJ�LQFUHDVHV�EORRG�ÀRZ�WR�WKH�EUDLQ�WR�VWLPXODWH�LW��3ULRU�WR�ELJ�FRPSHWLWLRQV��DWKOHWHV�\DZQ�D�ORW��DQG�GRJV�XQGHU�SUHVVXUH�WR�SHUIRUP�ZLOO�\DZQ�RYHU�DQG�RYHU��(YHQ�6LDPHVH�¿JKWLQJ�¿VK�\DZQ�EHIRUH�WKH\�DWWDFN��:KHQ�LW¶V�WLPH�WR�EH�DOHUW��WKH�EUDLQ�VHQGV�RXW�FKHPLFDO�VLJQDOV��DQG�EHIRUH�\RX�NQRZ�LW��\RX�DUH�\DZQLQJ�

Grade




Grade Four

Grade Four Sample Test Item —Reading Achievement Level: Standard Exceeded (continued)

Catching the Yawns $QG�\HV��\DZQLQJ�LV�FRQWDJLRXV��WKRXJK�H[SHUWV�DUH�QRW�FHUWDLQ�ZK\��,W�PD\�KDYH�VRPHWKLQJ�WR�do with those monkeys who yawn at each other to coordinate activities. Humans don’t yawn for WKDW�UHDVRQ��EXW�\DZQLQJ�VWLOO�KDV�WKH�VDPH�HIIHFW��:KHQ�VRPHRQH�LQ�WKH�URRP�\DZQV��QHDUO\�HYHU\RQH�HOVH�ZLOO��WRR�

(YHQ�MXVW�WKLQNLQJ�DERXW�LW�FDQ�WULJJHU�D�\DZQ��:H�ZRQ¶W�WDNH�LW�SHUVRQDOO\�LI�\RX�\DZQHG�VHYHUDO�times while reading this article. Perhaps your body needs a change.

³:KDW�D�<DZQ�´�E\�WKH�VWDII�RI�Ask�PDJD]LQH��&RS\ULJKW��E\�&DUXV�3XEOLVKLQJ��5HSULQWHG�E\�SHUPLVVLRQ�RI�Carus Publishing.

Select the three sentences that should be included in a summary of the passage.

A. Yawning in class is a common occurrence.

%�� (YHQ�UHDGLQJ�DERXW�\DZQLQJ�FDQ�FDXVH�D�SHUVRQ�WR�yawn.

&�� 6FLHQWLVWV�DUH�XQVXUH�ZK\�SHRSOH�\DZQ��EXW�KDYH�developed a few theories.

D. Both animals and humans yawn when they are preparing to switch activities.

(�� <DZQV�RIWHQ�RFFXU�ZKHQ�SHRSOH�RU�DQLPDOV�DUH�preparing for an event which requires alertness.

)�� :KHQ�DQ�DSH�OHDGHU�\DZQV��LW�JLYHV�KLP�D�FKDQFH�WR�IULJKWHQ�WKH�\RXQJHU�DSHV�E\�VKRZLQJ�KLV�ORQJ��pointed teeth.

Area Reading


Standard(s) Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Answer &��'��(


Sample Test Items

Grade

5


English Language Arts/Literacy

Grad

e Five

Grade Five ELA,Q�JUDGH�¿YH��VWXGHQWV�FRQWLQXH�WR�UHDG�PRUH�FKDOOHQJLQJ�OLWHUDWXUH��DUWLFOHV��DQG�RWKHU�sources of information and continue to build their vocabulary. Students are also expected to understand and clearly summarize what they have learned from readings and FODVVURRP�GLVFXVVLRQV��UHIHUULQJ�WR�VSHFL¿F�HYLGHQFH�DQG�GHWDLOV�IURP�WKH�WH[W. Students write regularly and continue to develop their ability to gather, organize, interpret, and present information.

)RU�PRUH�LQIRUPDWLRQ��SOHDVH�VHH�WKH�Parent Roadmap–Supporting Your Child in Grade Five, English Language Arts��ZKLFK�LV�SRVWHG�RQ�WKH�&RXQFLO�RI�WKH�*UHDW�&LW\�6FKRROV�:HE�SDJH�DW�KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.


Grade Five Sample Test Items for ELAThe sample test items that follow represent the kinds of passages and questions that JUDGH�¿YH�VWXGHQWV�DW�GLIIHUHQW�OHYHOV�RI�DFKLHYHPHQW�ZRXOG�OLNHO\�DQVZHU�FRUUHFWO\��)RU�H[DPSOH��D�VWXGHQW�DW�WKH�³6WDQGDUG�1HDUO\�0HW´�DFKLHYHPHQW�OHYHO�ZRXOG�W\SLFDOO\�receive and correctly answer an item associated with that achievement level.







Grade




Grade Five

Grade Five Sample Test Item —Reading Achievement Level: Standard Nearly Met

Read the sentences from the text.

I once watched a hummingbird do a really special aerial maneuver��,W�GLYHG�GRZQ�WKURXJK�D�VPDOO�VZDUP�RI�LQVHFWV��WKHQ�ÀHZ�EDFN�XS�WR�GLYH�WKURXJK�WKH�VZDUP�RYHU�DQG�RYHU�again.

:KLFK�SKUDVH�best states the meaning of “aerial maneuver” in the text?

A. a series of actions performed by the hummingbird ZKLOH�À\LQJ

B. a series of actions performed by the hummingbird while hovering

C. a series of beak movements that help hummingbirds catch insects

D. a series of wing movements that help the hummingbird use energy skillfully

Area Reading


Standard(s) Determine the meaning of general academic and GRPDLQ�VSHFL¿F�ZRUGV�and phrases in a text relevant to a grade 5 topic or subject area.

Answer A


Sample Test Items

Grade

5



Grad

e Five

Grade Five Sample Test Item —Reading Achievement Level: Standard Exceeded

Waterbugs

:KHQ�\RX�JR�KRPH�IURP�VFKRRO��LI�\RX�SDVV�D�SRQG��\RX�DUH�DOPRVW�VXUH�WR�EH�DEOH�WR�¿QG�RQH��RU�PRUH��RI�WKH�WKUHH�ZDWHU�EXJV�RI�WKLV�OHVVRQ��DQG�,�ZDQW�\RX�to look at them.

7KH�¿UVW�LV�D�ORQJ��WKLQ��EODFN�LQVHFW��+H�ZDONV�RQ�WRS�RI�WKH�ZDWHU��ORRNLQJ�OLNH�D�QHHGOH�RQ�OHJV��+H�LV�VRPHWLPHV�FDOOHG�D�³QHHGOH�EXJ�´�EXW�PRUH�RIWHQ�D�³ZDWHU�PHDVXUHU�´�EHFDXVH�KH�VHHPV�WR�PHDVXUH�WKH�ZDWHU�ZLWK�KLV�OHJV�DV�KH�UXQV��+H�KDV�YHU\�¿QH�KDLUV�XQGHU�KLV�ERG\�DQG�RQ�KLV�OHJV��7KH�DLU�EHWZHHQ�these hairs prevents him from getting wet and being drowned. He has two long IHHOHUV��DQG�D�ORQJ�WKLQ�EHDN��+LV�OHJV�DQG�ERG\�DUH�D�UHGGLVK�FRORU�DQG�KLV�ZLQJV�D�JORVV\�EODFN��,I�\RX�ZDWFK�KLP��\RX�ZLOO�VHH�KLP�VWDUW�DOO�DW�RQFH�DFURVV�WKH�SRQG��+H�LV�FDWFKLQJ�D�ZDWHU�À\��7KHQ�KH�ZLOO�KROG�LW�LQ�KLV�IURQW�FODZV��DQG�VXFN�WKH�MXLFH�RXW�RI�LWV�ERG\��7KRXJK�WKH�ZDWHU�PHDVXUHU�KDV�ZLQJV��KH�GRHV�QRW�RIWHQ�À\��7KH�QH[W�ZDWHU�EXJ�LV�QRW�VR�WKLQ��+H�LV�DERXW�DQ�LQFK�ORQJ��DQG�KDV�D�ÀDW�ERG\�ZLWK�JUH\�ZLQJV�IROGHG�DFURVV�LW��+H�KDV�RQO\�YHU\�VKRUW�IHHOHUV��DQG�KLV�IURQW�OHJV�DUH�WKLFN�DQG�VWURQJ��ZLWK�SLQFHUV�DW�WKH�HQG��DQG�WKLV�LV�ZK\�he is called the “water-scorpion.” He uses these pincers to seize the insects in WKH�ZDWHU��DQG�VXFNV�WKHP�GU\�WKURXJK�KLV�VKDUS�EHDN��+H�VZLPV�XQGHU�ZDWHU�YHU\�VORZO\��RU�FUDZOV�LQ�WKH�PXG��DQG�LV�HDVLO\�FDXJKW��<RX�PD\�FDWFK�KLP�WRR�when he comes up to get air. This he does in a very funny way. He has two long EULVWOHV�DW�WKH�HQG�RI�KLV�WDLO��:KHQ�KH�SXWV�WKHVH�WRJHWKHU�WKH\�PDNH�D�WXEH�OLNH�D�KROORZ�VWUDZ��+H�FRPHV�QHDU�WKH�WRS�RI�WKH�ZDWHU��DQG�WKUXVWV�RXW�WKH�HQG�RI�WKLV�WXEH�LQWR�WKH�DLU��DQG�GUDZV�VRPH�LQWR�KLV�ERG\��7KH�HJJV�RI�WKH�PRWKHU�ZDWHU�VFRUSLRQ�DUH�VWXFN�RQ�WR�WKH�OHDYHV�RI�ZDWHU�SODQWV��DQG�ORRN�OLNH�VHHGV��7KH�ODVW�ZDWHU�EXJ�,�DP�VXUH�\RX�NQRZ��+H�LV�D�OLWWOH�IHOORZ��UDWKHU�OLNH�D�EHHWOH��ZLWK�VL[�OHJV��WZR�RI�WKHP�EHLQJ�YHU\�ORQJ�RQHV��DQG�KH�VZLPV�XSVLGH�GRZQ��URZLQJ�KLPVHOI�DORQJ�ZLWK�WKHVH�WZR�OHJV��DV�LI�WKH\�ZHUH�RDUV��7KLV�LV�ZK\�KH�LV�FDOOHG�D�³ZDWHU�ERDWPDQ�´�+H�KDV�D�ORQJ��VXFNLQJ�EHDN��EXW�\RX�ZLOO�KDUGO\�VHH�it unless you dip him out with a glass and look close. For as he swims upside GRZQ��WKH�EXJ�EHQGV�KLV�KHDG�GRZQ�RQ�KLV�FKHVW��VR�WKDW�KLV�EHDN�OLHV�EHWZHHQ�

Grade


Sample Test Items



Grade Five

Grade Five Sample Test Item —Reading Achievement Level: Standard Exceeded (continued)

KLV�OHJV��+LV�H\HV�DW�WKH�VLGH�RI�KLV�KHDG�DUH�YHU\�ODUJH��VR�WKDW�KH�FDQ�ORRN�ERWK�GRZQ�DQG�XS��7KLV�LV�YHU\�XVHIXO��IRU�KH�VZLPV�XQGHU�WDGSROHV�DQG�JUXEV��DQG�FDWFKHV�WKHP�LQ�KLV�FODZV��7KHQ�KH�ELWHV�WKHP�ZLWK�KLV�VKDUS�EHDN��DQG�VXFNV�RXW�WKHLU�VRIW�ERG\��+H�LV�DOZD\V�VZLPPLQJ�LQ�WKH�ZDWHU��RU�FUDZOLQJ�LQ�WKH�PXG��,Q�WKH�HYHQLQJ�KH�VRPHWLPHV�FRPHV�RXW�DQG�ÀLHV�WR�DQRWKHU�SRQG�RU�ditch.

7KH�PRWKHU�ZDWHU�ERDWPDQ�OD\V�VPDOO��ORQJ��ZKLWH�HJJV�RQ�VWHPV�DQG�OHDYHV�LQ�WKH�ZDWHU��<RX�PD\�RIWHQ�¿QG�WKHP�LQ�0DUFK��DQG�LQ�$SULO�\RX�PD\�VHH�WKH�OLWWOH�EXJV�VZLPPLQJ�XSVLGH�GRZQ�OLNH�WKHLU�SDUHQWV��,I�\RX�WDNH�WKH�WURXEOH��\RX�PD\�FDWFK�WKHVH�WKUHH�ZDWHU�EXJV�LQ�D�QHW��DQG�SXW�WKHP�LQ�D�JODVV��DQG�see all I have told you.

([FHUSW�IURP�By Pond and River by Arabella Buckley. In the public domain.



Grade

5


Grad

e Five

Grade Five Sample Test Item —Reading Achievement Level: Standard Exceeded (continued)

7KH�IROORZLQJ�TXHVWLRQ�KDV�WZR�SDUWV��)LUVW��DQVZHU�SDUW�$��7KHQ��DQVZHU�SDUW�%�

Part AClick on the statement that best describes what the LQIRUPDWLRQ�LQ�WKH�¿UVW�DQG�ODVW�SDUDJUDSKV�UHYHDOV�DERXW�WKH�author’s point of view.

A. The author most likely conducts experiments to study water-bugs.

B. The author most likely thinks that observing water-EXJV�LV�GLI¿FXOW�

C. The author is most likely an instructor who is teaching about water-bugs.

D. The author is most likely a student who is writing a paper about water-bugs.

Part B

Click on all of the phrases from the text that best support your answer in part A.

³:KHQ�\RX�JR�KRPH�IURP�VFKRRO��LI�\RX�SDVV�D�SRQG��\RX�DUH�DOPRVW�VXUH�WR�EH�DEOH�WR�¿QG�RQH��RU�PRUH��RI�WKH�WKUHH�ZDWHU�EXJV�RI�WKLV�OHVVRQ��DQG�,�ZDQW�\RX�WR�ORRN�DW�WKHP�´

³,I�\RX�WDNH�WKH�WURXEOH��\RX�PD\�FDWFK�WKHVH�WKUHH�ZDWHU�EXJV�LQ�D�QHW��DQG�SXW�WKHP�LQ�D�JODVV��DQG�VHH�DOO�,�KDYH�WROG�you.”

Area Reading


Standard(s) ([SODLQ�WKH�UHODWLRQVKLSV�or interactions between WZR�RU�PRUH�LQGLYLGXDOV��HYHQWV��LGHDV��RU�FRQFHSWV�LQ�D�KLVWRULFDO��VFLHQWL¿F��or technical text based on VSHFL¿F�LQIRUPDWLRQ�LQ�WKH�text.

Answer Part A: C

Part B: “I want you to look DW�WKHP�´�DQG�³VHH�DOO�WKDW�I have told you”

Grades


Mathematics Sample Test Items


Grade Three

Student Performance in MathematicsThe Smarter Balanced Summative Assessments for Mathematics are organized by DUHDV��RU�claims.

Mathematics Areas (Claims) For Grades Three, Four, and Five

Concepts & Procedures Applying mathematical concepts and procedures

Problem Solving & Modeling/Data Analysis

Using appropriate tools and strategies to solve real world and mathematical problems

Communicating Reasoning Demonstrating ability to support mathematical conclusions

)RU�PRUH�LQIRUPDWLRQ��SOHDVH�VHH�WKH�6PDUWHU�%DODQFHG�$VVHVVPHQWV�:HE�SDJH�DW�KWWS��ZZZ�VPDUWHUEDODQFHG�RUJ�VPDUWHU�EDODQFHG�DVVHVVPHQWV�.

Grade Three Mathematics,Q�JUDGH�WKUHH��VWXGHQWV�FRQWLQXH�WR�build their concept of numbers, including developing an understanding of fractions as numbers. They learn the concepts behind multiplication and division and apply problem-solving skills and strategies for multiplying and dividing numbers up through 100 to solve word problems. Students also make connections between the concept of the area of a rectangle and multiplication and addition of whole numbers.

)RU�PRUH�LQIRUPDWLRQ��SOHDVH�VHH�WKH�Parent Roadmap–Supporting Your Child in Grade Three, Mathematics��ZKLFK�LV�SRVWHG�RQ�WKH�&RXQFLO�RI�WKH�*UHDW�&LW\�6FKRROV�:HE�page at KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.

$�6SDQLVK�YHUVLRQ�RI�WKH�SXEOLFDWLRQ�LV�DYDLODEOH�DYDLODEOH�RQ�WKH�VDPH�:HE�SDJH�KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.









MathematicsSample Test Items

Grades

3


Grad

e Thr

eeGrade Three Sample Test Items for MathematicsThis next section provides sample test items for grade three mathematics.

The test items that students see online appear and function differently than WKH�VDPSOH�LWHPV�VKRZQ�LQ�WKLV�GRFXPHQW��)RU�H[DPSOH��VWXGHQWV�PD\�EH�DVNHG�WR�³GUDJ��VHOHFW��RU�FOLFN´�WKHLU�UHVSRQVH��3DUHQWV�FDQ�H[SHULHQFH�WKHVH�different functionalities on the Training Test available on the CAASPP’s 6PDUWHU�%DODQFHG�3UDFWLFH�DQG�7UDLQLQJ�7HVWV�:HE�SDJH�DW�KWWS��ZZZ�FDDVSS�RUJ�SUDFWLFH�DQG�WUDLQLQJ�LQGH[�KWPO.

The sample test items presented here represent the kinds of questions that grade three students at different levels of achievement would likely answer FRUUHFWO\��)RU�H[DPSOH��D�VWXGHQW�DW�WKH�³6WDQGDUG�0HW´�DFKLHYHPHQW�OHYHO�would typically receive and correctly answer an item associated with that achievement level.

Please note that these sample items represent only a few of the standards that are assessed on the Smarter Balanced Summative Assessments in mathematics. (An online version of the sample items is in development.)

)RU�HDFK�VDPSOH�WHVW�LWHP��WKH�IROORZLQJ�LQIRUPDWLRQ�LV�LQFOXGHG�

z Mathematics area for the item

z Mathematics state standard(s) that the item measures

z Correct answer(s)



Grade




Grade Three

Grade Three Sample Test Item —Communicating Reasoning Achievement Level: Standard Nearly Met

Drag a number into each box to make each statement true. You may use numbers more than once.

012��5�7��

Delete

� � � � ! 5 5

� � � � � 5 5

� � � � = 5 5

Area Communicating Reasoning Demonstrating ability to support mathematical conclusions

Standard(s) ([SODLQ�HTXLYDOHQFH�RI�IUDFWLRQV�LQ�VSHFLDO�FDVHV��and compare fractions by reasoning about their size.

Answer The following responses are possible for each fraction:

��!��!��!��!��!��!��

��

��

(2 points)The student is able to complete all three comparisons correctly.

(1 point) The student is able to FRPSOHWH��RXW�RI��comparisons correctly.



Grade

3


Grad

e Thr

eeGrade Three Sample Test Item —Problem Solving & Modeling/Data Analysis Achievement Level: Standard Met

Mr. Lowe asked his students to vote for their favorite bird. A total of 22 students voted.

Bird Votes

Robin

Bluejay

Cardinal

Hawk

Delete

10

8

6

4

2

Robin Bluejay Cardinal Hawk

Favorite Birdy

x

Click above Hawk on the graph to show the number of students who chose it as their favorite bird.

Area Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems

Standard(s) Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented scaled bar graphs.

Answer “Hawk” constructed to show 7 hawks.

Grade




Grade Three

Grade Three Sample Test Item —Problem Solving & Modeling/Data Analysis Achievement Level: Standard Exceeded

Joel is playing a number game.

��)LUVW��KH�VXEWUDFWV��IURP�D�QXPEHU��7KHQ��KH�DGGV��WR�WKH�QHZ�QXPEHU��7KH�QXPEHU�LV�D�QXPEHU�OHVV�WKDQ��

&OLFN�<HV��LI�WKH�QXPEHU�LV�RQH�-RHO�FRXOG�KDYH�VWDUWHG�ZLWK��&OLFN�1R��LI�WKH�QXPEHU�LV�RQH�-RHO�FRXOG�not have started with.

Yes No736734738732

Area Problem Solving & Modeling/Data Analysis Using appropriate tools and strategies to solve real world and mathematical problems

Standard(s) Fluently add and subtract within 1000 using strategies and algorithms EDVHG�RQ�SODFH�YDOXH��SURSHUWLHV�RI�RSHUDWLRQV��DQG�RU�WKH�UHODWLRQVKLS�between addition and subtraction.

Answer ��QR��\HV��QR��DQG��\HV



Grade

4


Grad

e Fou

r

Grade Four Mathematics,Q�JUDGH�IRXU��VWXGHQWV�XVH�addition, subtraction, multiplication, and division to solve word problems��LQFOXGLQJ�SUREOHPV�LQYROYLQJ�measurement of volume, mass, and time. Students continue to build their understanding of fractions—creating equal fractions, comparing the size of fractions, adding and subtracting fractions, and multiplying fractions by whole numbers. They also start to understand the relationship between fractions and decimals.

)RU�PRUH�LQIRUPDWLRQ��SOHDVH�VHH�WKH�Parent Roadmap–Supporting Your Child in Grade Four, Mathematics�SRVWHG�RQ�WKH�&RXQFLO�RI�WKH�*UHDW�&LW\�6FKRROV�:HE�SDJH�at KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.

$�6SDQLVK�YHUVLRQ�RI�WKH�SXEOLFDWLRQ�LV�DYDLODEOH�RQ�VDPH�:HE�SDJH�DW�KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.

Grade Four Sample Test Items for MathematicsThe sample test items below represent the kinds of questions that grade four students DW�GLIIHUHQW�OHYHOV�RI�DFKLHYHPHQW�ZRXOG�OLNHO\�DQVZHU�FRUUHFWO\��)RU�H[DPSOH��D�VWXGHQW�DW�WKH�³6WDQGDUG�1HDUO\�0HW´�DFKLHYHPHQW�OHYHO�ZRXOG�W\SLFDOO\�UHFHLYH�DQG�FRUUHFWO\�answer an item associated with that achievement level.







Grade




Grade Four

Grade Four Sample Test Item—Communicating Reasoning Achievement Level: Standard Met

Drag one number into each box to make each statement true. You may use numbers more than once.

��5��

Delete

�1 ! 2

�1 � 2

�1 = 2


Standard(s) Compare two fractions with different numerators and GLIIHUHQW�GHQRPLQDWRUV��H�J��E\�FUHDWLQJ�common denominators RU�QXPHUDWRUV��RU�by comparing to a benchmark fraction such DV��5HFRJQL]H�WKDW�comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols !�� RU��DQG�MXVWLI\�WKH�FRQFOXVLRQV��H�J��E\�XVLQJ�a visual fraction model.

Answer Answers may vary



Grade

5


Grad

e Five

Grade Five Mathematics,Q�JUDGH�¿YH��VWXGHQWV�EXLOG�WKHLU�XQGHUVWDQGLQJ�RI�WKH�place value system by working with decimals up to the hundredths place. Students also add, subtract, and multiply fractions, including fractions with unlike denominators. They continue to expand their JHRPHWU\�DQG�PHDVXUHPHQW�VNLOOV��OHDUQLQJ�WKH�FRQFHSW�RI�YROXPH�DQG�PHDVXULQJ�WKH�YROXPH�RI�D�VROLG�¿JXUH.

)RU�PRUH�LQIRUPDWLRQ��SOHDVH�VHH�WKH�Parent Roadmap±Supporting Your Child in Grade Five, Mathematics�SRVWHG�RQ�WKH�&RXQFLO�RI�WKH�*UHDW�&LW\�6FKRROV�:HE�SDJH�at KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.

$�6SDQLVK�YHUVLRQ�RI�WKH�SXEOLFDWLRQ�LV�DYDLODEOH�RQ�VDPH�:HE�SDJH�DW�KWWS��ZZZ�FJFV�RUJ�VLWH�GHIDXOW�DVS["3DJH7\SH �0RGXOH,QVWDQFH,' ��9LHZ,' �E��I�HG��H�H��I�D�E��G��I5HQGHU/RF �)OH['DWD,' ��3DJH,' ��.

Grade Five Sample Test Items for MathematicsThe sample test items below represent the kinds of passages and questions that JUDGH�¿YH�VWXGHQWV�DW�GLIIHUHQW�OHYHOV�RI�DFKLHYHPHQW�ZRXOG�OLNHO\�DQVZHU�FRUUHFWO\��)RU�H[DPSOH��D�VWXGHQW�DW�WKH�³6WDQGDUG�1HDUO\�0HW´�DFKLHYHPHQW�OHYHO�ZRXOG�W\SLFDOO\�receive and correctly answer an item associated with that achievement level.







Grade




Grade Five

Grade Five Sample Test Item —Communicating Reasoning Achievement Level: Standard Nearly Met

7KH�DUW�WHDFKHU�JLYHV�VWLFNHUV�WR�WKH��VWXGHQWV�LQ�KHU�FODVVHV��6KH�KDV��VWLFNHUV�WR�JLYH�RXW��6KH�JLYHV�RXW�RQH�sticker at a time to each of her students until the stickers are all gone. How many students get more than 2 stickers?

� ��

72

� ��

� ��

A

B

C

D


Standard(s) Find whole-number quotients of whole numbers with up to four-digit dividends and WZR�GLJLW�GLYLVRUV��XVLQJ�strategies based on place YDOXH��WKH�SURSHUWLHV�RI�RSHUDWLRQV��DQG�RU�WKH�relationship between multiplication and division. Illustrate and explain the calculation by using HTXDWLRQV��UHFWDQJXODU�DUUD\V��DQG�RU�DUHD�models.

Answer B



Grade

5


Grad

e Five

Grade Five Sample Test Item —Concepts & Procedures Achievement Level: Standard Met

-RQDV�KDV�D�¿OH�FDELQHW�LQ�WKH�VKDSH�RI�D�ULJKW�UHFWDQJXODU�prism.

��7KH�DUHD�RI�WKH�EDVH�RI�WKH�¿OH�FDELQHW�LV��VTXDUH�inches.

��7KH�KHLJKW�RI�WKH�¿OH�FDELQHW�LV��LQFKHV�

(QWHU�WKH�YROXPH��LQ�FXELF�LQFKHV��RI�WKH�¿OH�FDELQHW��

1 2 34 5 67 8 90 .

Area Concepts & Procedures Applying mathematical concepts and procedures

Standard(s) Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Answer ��


Grades


Appendixes Parent Guide to the Smarter Balanced Summative Assessments

Glossary

accessibility supports and accommodations

Tools and supports that help students access the test questions so they can best demonstrate what they know and are able to do. The Smarter Balanced tests include:

�� Universal Tools available to all students based on their SUHIHUHQFH��7KHVH�LQFOXGH�RQOLQH�WRROV�VXFK�DV�KLJKOLJKWLQJ��GLJLWDO�QRWHSDGV��DQG�]RRPLQJ�LQ�DQG�RXW�DV�ZHOO�DV�RWKHU�supports like scratch paper or breaks between test sections.

�� Designated Supports available for a student when an educator or support team determines a special need. These include such tools as color contrast or masking as well as ODQJXDJH�VXSSRUWV�IRU�(QJOLVK�OHDUQHUV��VXFK�DV�WUDQVODWHG�WHVW�directions or bilingual glossaries.

�� Accommodations VSHFLDOO\�LGHQWL¿HG�IRU�VWXGHQWV�ZLWK�,(3V�RU��SODQV��7KHVH�LQFOXGH�RQOLQH�WRROV��VXFK�DV�WH[W�WR�VSHHFK��FORVHG�FDSWLRQLQJ��DQG�RQ�VFUHHQ�$6/�WUDQVODWLRQ�DV�ZHOO�DV�RWKHU�VXSSRUWV��VXFK�DV�UHDG�DORXG�RU�XVH�RI�D�VFULEH�

achievement level A score or descriptive statement that represents how well the student knows the standards for the subject area and grade level. For the 6PDUWHU�%DODQFHG�WHVWV��WKHUH�DUH�IRXU�DFKLHYHPHQW�OHYHOV�ODEHOHG�DV�6WDQGDUG�([FHHGHG��6WDQGDUG�0HW��6WDQGDUG�1HDUO\�0HW��DQG�6WDQGDUG�1RW�0HW�

assessment A term generally used to mean the same thing as test.

CAASPP &DOLIRUQLD�$VVHVVPHQW�RI�6WXGHQW�3HUIRUPDQFH�DQG�3URJUHVV��ZKLFK�is the new state assessment system. The CAASPP system includes tests that public school students take at the end of the school year in different subject areas and grade levels.



AppendixesParent Guide to the Smarter Balanced Summative Assessments

Grades

3 � 4 � 5

claim or area %URDG�VHWV�RI�NQRZOHGJH�DQG�VNLOOV�ZLWKLQ�D�VXEMHFW�DUHD��VXFK�DV�5HDGLQJ�ZLWKLQ�(QJOLVK�/DQJXDJH�$UWV�/LWHUDF\�RU�3UREOHP�6ROYLQJ�LQ�0DWKHPDWLFV��2Q�WKH�6PDUWHU�%DODQFHG�WHVWV��VWXGHQWV�ZLOO�JHW�results in key areas based on groups of test questions that measure similar or related knowledge or skills.

college and career ready

A phrase that indicates a student is leaving high school well-prepared to succeed in college and the workplace.

Common Core State Standards

Academic content standards adopted by California that describe what students should know and be able to do at each grade level in order to graduate from high school ready for college and a career. The Common Core State Standards challenge students to develop D�GHHS�XQGHUVWDQGLQJ�RI�VXEMHFW�PDWWHU��OHDUQ�KRZ�WR�WKLQN�FULWLFDOO\��and apply what they are learning to the real world.

computer adaptive test A test given on a computer in which the questions change or DGDSW�RQ�WKH�EDVLV�RI�D�VWXGHQW¶V�DQVZHUV��VR�HDFK�VWXGHQW�JHWV�D�FXVWRPL]HG�WHVW��:KHQ�D�VWXGHQW�DQVZHUV�LQFRUUHFWO\��WKH�FRPSXWHU�DVVLJQV�HDVLHU�RU�OHVV�FRPSOH[�TXHVWLRQV��:KHQ�D�VWXGHQW�JHWV�DQVZHUV�FRUUHFW��WKH�FRPSXWHU�JLYHV�WKH�VWXGHQW�KDUGHU�RU�PRUH�complex questions.

computer-based test A test given on a computer.

content standards Statements of academic expectations that describe what students should know and be able to do in a subject area.

formative assessment A process teachers use during instruction to check on student understanding.

interim assessment $�WHVW�JLYHQ�DW�UHJXODU�LQWHUYDOV��VXFK�DV�D�FKDSWHU�WHVW��WR�HYDOXDWH�what students have learned.


Grades



performance task $�FRQQHFWHG�VHW�RI�TXHVWLRQV�DQG�DFWLYLWLHV��EDVHG�RQ�D�WKHPH�RU�VFHQDULR��LQ�ZKLFK�VWXGHQWV�DSSO\�WKHLU�NQRZOHGJH�DQG�VNLOOV�WR�UHDO�ZRUOG�SUREOHPV��,Q�WKH�6PDUWHU�%DODQFHG�DVVHVVPHQWV��VWXGHQWV�GR�D�SHUIRUPDQFH�WDVN�LQ�(QJOLVK�ODQJXDJH�DUWV�OLWHUDF\�DQG�RQH�LQ�PDWKHPDWLFV��7KH�SHUIRUPDQFH�WDVN�LQFOXGHV�D�FODVVURRP�DFWLYLW\��GRQH�ZLWK�WKH�WHDFKHU��WR�LQWURGXFH�YRFDEXODU\�DQG�PDNH�VXUH�DOO�students have basic knowledge and understanding about the topic. 6WXGHQWV�WKHQ�JR�WR�WKH�FRPSXWHU�WR�UHDG�PDWHULDOV��UHVSRQG�WR�VHYHUDO�VKRUWHU�TXHVWLRQV��DQG�FRPSOHWH�D�ORQJHU�HVVD\�RU�SUREOHP��

scale score (DFK�\HDU��LQ�HDFK�VXEMHFW�DUHD��D�VWXGHQW�ZLOO�JHW�DQ�RYHUDOO�VFRUH�EHWZHHQ�DSSUR[LPDWHO\��DQG��7KLV�VFRUH�UHSUHVHQWV�KRZ�ZHOO�D�VWXGHQW�GLG�RQ�WKH�WHVW��DQG�LW�FRUUHVSRQGV�WR�RQH�RI�IRXU�DFKLHYHPHQW�OHYHOV��6WDQGDUG�([FHHGHG��6WDQGDUG�0HW��6WDQGDUG�1HDUO\�0HW��DQG�6WDQGDUG�1RW�0HW��

Smarter Balanced Assessment Consortium

$�VWDWH�OHG�SXEOLF�DJHQF\��FXUUHQWO\�VXSSRUWHG�E\�PHPEHU�VWDWHV�DQG�WHUULWRULHV��WKDW�GHYHORSHG�QHZ�WHVWV�WKDW�DOLJQ�WR�WKH�QHZ�&RPPRQ�Core State Standards and measure student progress toward college and career readiness.

STAR 7KH�6WDQGDUGL]HG�7HVWLQJ�DQG�5HSRUWLQJ�3URJUDP��WKH�SUHYLRXV�California assessment system that has been phased out.

summative assessment An assessment designed to be given near the end of the school year WR�HYDOXDWH�D�VWXGHQW¶V�NQRZOHGJH�DQG�VNLOOV�UHODWLYH�WR�D�VSHFL¿F�VHW�of academic standards.

test item $�TXHVWLRQ��SUREOHP��RU�WDVN�RQ�D�WHVW��7HVW�LWHPV�PD\�WDNH�GLIIHUHQW�IRUPV�VXFK�DV�PXOWLSOH�FKRLFH��¿OO�LQ�WKH�EODQN�RU�VKRUW�DQVZHU��RU�constructed response (where students may write sentences or HVVD\V��RU�VKRZ�KRZ�WKH\�VROYH�D�PDWKHPDWLFV�SUREOHP��




Grades

3 � 4 � 5

Appendix A: Other Assessments in the California Assessment of Student Performance and Progress System

California Alternate Assessment 6WXGHQWV�LQ�JUDGHV�WKUHH�WKURXJK�HLJKW�DQG�JUDGH�HOHYHQ�ZKR�KDYH�VLJQL¿FDQW�FRJQLWLYH�disabilities and whose individual education program requires that an alternate test be administered are eligible to take the California Alternate Assessment (CAA) instead of the Smarter Balanced Summative Assessments.

Required Assessments for Science 6WXGHQWV�LQ�JUDGHV�¿YH��HLJKW��DQG�WHQ�FRQWLQXH�WR�WDNH�WKH�VFLHQFH�DVVHVVPHQWV�WKDW�were part of the California STAR program. These include the California Standards 7HVW��&67��WKH�&DOLIRUQLD�0RGL¿HG�$VVHVVPHQW��&0$��ZKLFK�FDQ�EH�WDNHQ�E\�HOLJLEOH�VWXGHQWV�ZLWK�GLVDELOLWLHV��DQG�WKH�&DOLIRUQLD�$OWHUQDWH�3HUIRUPDQFH�$VVHVVPHQW��&$3$��ZKLFK�PD\�EH�WDNHQ�E\�VWXGHQWV�ZLWK�VLJQL¿FDQW�FRJQLWLYH�GLVDELOLWLHV��

Optional Assessment: Reading/Language Arts7KH�6WDQGDUGV�EDVHG�7HVW�LQ�6SDQLVK��676��IRU�5HDGLQJ�/DQJXDJH�$UWV�LV�DYDLODEOH�IRU�students in grades two through eleven who receive instruction in Spanish. This paper-EDVHG�WHVW��SDUW�RI�WKH�SUHYLRXV�67$5�SURJUDP��FDQ�EH�JLYHQ�WR�6SDQLVK�VSHDNLQJ�(QJOLVK�OHDUQHUV�ZKR�DUH�OHDUQLQJ�ODQJXDJH�DUWV�LQ�6SDQLVK�DQG�WR�(QJOLVK�VSHDNHUV�ZKR�are learning Spanish through an immersion or dual language program.


Grades



Appendix B: Additional Resources

The links below provide additional information on the new state standards and CAASPP assessments.

Common Core State Standards� California Department of Education

KWWS��ZZZ�FGH�FD�JRY�UH�FF�FFVVUHVRXUFHVSDUHQWV�DVS � 7KLV�:HE�SDJH�FRQWDLQLQJ�LQIRUPDWLRQ�IRU�SDUHQWV�DQG�VWXGHQWV�LQFOXGHV�OLQNV�WR�

LQIRUPDWLRQDO�ÀLHUV��YLGHRV��:HE�VLWHV��DQG�RWKHU�UHVRXUFHV�

� California State PTA KWWS��FDSWD�RUJ�IRFXV�DUHDV�HGXFDWLRQ�FRPPRQ�FRUH��

� 7KLV�VLWH�SURYLGHV�LQIRUPDWLRQDO�ÀLHUV�DQG�GRFXPHQWV��LQ�PXOWLSOH�ODQJXDJHV��DERXW�the standards and what children are learning at each grade level.

New Assessments� California Department of Education

KWWS��ZZZ�FGH�FD�JRY�WD�WJ�FD�LQGH[�DVS This website provides variety of resources about the CAASPP system. The Students

�3DUHQW�WDE�LQFOXGHV�OLQNV�WR�YLGHRV��IDFW�VKHHWV��SUDFWLFH�DQG�WUDLQLQJ�WHVWV��DQG�other related information.

� California State PTA KWWS��FDSWD�RUJ�IRFXV�DUHDV�HGXFDWLRQ�VWXGHQW�DVVHVVPHQWV�

This site provides information about the new assessments as well as a sample student report of test results.

� Smarter Balanced Assessment Consortium KWWS��ZZZ�VPDUWHUEDODQFHG�RUJ�SDUHQWV�VWXGHQWV�

� 7KLV�:HE�VLWH��IURP�WKH�GHYHORSHUV�RI�WKH�QHZ�(/$�DQG�PDWKHPDWLFV�WHVWV��SURYLGHV�LQIRUPDWLRQ�DERXW�WKH�QHZ�DVVHVVPHQWV��D�GRZQORDGDEOH�IDFW�VKHHW�IRU�SDUHQWV��DQG�links to other resources.

http://www.cde.ca.gov/re/cc/ccssresourcesparents.asp

http://capta.org/focus-areas/education/common-core/

http://www.cde.ca.gov/ta/tg/ca/index.asp

http://capta.org/focus-areas/education/student-assessments/

http://www.smarterbalanced.org/parents-students/




Grades

3 � 4 � 5� California Assessment of Student Performance and Progress

KWWSV��ORJLQ��FORXG��WGV�DLUDVW�RUJ�VWXGHQW�9��3DJHV�/RJLQ6KHOO�DVS["F &DOLIRUQLDBPT&v=112

� 7KLV�:HE�VLWH�SURYLGHV�DFFHVV�WR�WUDLQLQJ�DQG�SUDFWLFH�WHVWV�WKDW�SDUHQWV�DQG�VWXGHQWV�FDQ�XVH�WR�H[SHULHQFH�ZKDW�WKH�QHZ�DVVHVVPHQW�LV�OLNH��LQFOXGLQJ�KRZ�WKH�WHFKQRORJ\�works and the kinds of questions and tasks that are on the new tests.

https://login3.cloud1.tds.airast.org/student/V112/Pages/LoginShell.aspx?c=California_PT&v=112

https://login3.cloud1.tds.airast.org/student/V112/Pages/LoginShell.aspx?c=California_PT&v=112


Grades



Appendix C: Scoring Rubric and Sample Responses (Constructed Response)7KLV�LWHP�LV�ZRUWK�D�SRVVLEOH�WZR�SRLQWV��RU��DQG�LV�KDQG�VFRUHG��

Scoring Rubric

Score Rationale

2A response:

�� *LYHV�VXI¿FLHQW�HYLGHQFH�RI�WKH�DELOLW\�WR�GHWHUPLQH�VXPPDUL]H�WKH�WKHPH�OHVVRQ�DXWKRU¶V�PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�RU�GXULQJ�D�NH\�HYHQW

�� ,QFOXGHV�VSHFL¿F�H[DPSOHV�GHWDLOV�WKDW�PDNH�FOHDU�UHIHUHQFH�WR�WKH�WH[W�� $GHTXDWHO\�H[SODLQV�WKH�WKHPH�OHVVRQ�DXWKRU¶V�PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�

or during a key event with clearly relevant information based on the text

1A response:

�� *LYHV�OLPLWHG�HYLGHQFH�RI�WKH�DELOLW\�WR�GHWHUPLQH�VXPPDUL]H�WKH� WKHPH�OHVVRQ�DXWKRU¶V�PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�RU�GXULQJ�D�NH\�HYHQW

�� ,QFOXGHV�YDJXH�OLPLWHG�H[DPSOHV�GHWDLOV�WKDW�PDNH�UHIHUHQFH�WR�WKH�WH[W�� ([SODLQV�WKH�WKHPH�OHVVRQ�DXWKRU¶V�PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�RU�GXULQJ�D�

NH\�HYHQW�ZLWK�YDJXH�OLPLWHG�LQIRUPDWLRQ�EDVHG�RQ�WKH�WH[W

0

A response:�� *LYHV�QR�HYLGHQFH�RI�WKH�DELOLW\�WR�GHWHUPLQH�VXPPDUL]H�WKH� WKHPH�OHVVRQ�DXWKRU¶V�

PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�RU�GXULQJ�D�NH\�HYHQWOR

�� *LYHV�WKH�WKHPH�OHVVRQ�DXWKRU¶V�PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�RU�GXULQJ�D�NH\�HYHQW��EXW�LQFOXGHV�QR�H[DPSOHV�RU�QR�H[DPSOHV�GHWDLOV�WKDW�PDNH�UHIHUHQFH�WR�WKH�WH[W

OR

�� *LYHV�WKH�WKHPH�OHVVRQ�DXWKRU¶V�PHVVDJH�PDLQ�LGHD��RU�ZKDW�KDSSHQV�DIWHU�RU�GXULQJ�D�NH\�HYHQW��EXW�LQFOXGHV�QR�H[SODQDWLRQ�RU�QR�UHOHYDQW�LQIRUPDWLRQ�IURP�WKH�WH[W

6DPSOH�UHVSRQVHV�WKDW�ZRXOG�HDUQ�D�³��´�D�³��´�DQG�D�³�´�DUH�SURYLGHG�RQ�WKH�QH[W�SDJHV�7KH�VFRULQJ�UXEULF�DQG�VDPSOH�UHVSRQVHV�DUH�EDVHG�RQ�WKH�*UDGH��FRQVWUXFWHG�UHVSRQVH�LWHP�RQ�SDJHV��±��




Grades

3 � 4 � 5

Sample Responses

Score: 0 Points7KH�PDLQ�LGHD�LV�WKHUH�DUH�PDQ\�VWHSV�WR�ßQGLQJ�KRZ�SHRSOH�OLYHG�

7KLQN�OLNH�D�VFLHQWLVW�DQG�ORWV�RI�WKLQJV�ZLOO�WHOO�\RX�HYHU\WKLQJ�IURP�WKH�SDVW

7KH�PDLQ�LGHD�RI�WKH�)LQGLQJ�WKH�&OXHV�LV�SHRSOH�WKDW�JR�DURXQG�ORRNLQJ�LQ�SODFHV�WKDW�SHRSOH OLYHG�ORQJ�DJR�IRU�REMHFWV�DUH�FDOOHG�DUFKDHRORJLVWV�

7KH�PDLQ�LGHD�RI�WKH�SDUDJUDSK�LV�KRZ�DUFKDHRORJLVWV�ßQG�FOXHV�RQ�KRZ�LW�ZDV�LQ�WKH�SDVW�

Score: 1 Point7KH�PDLQ�LGHD�RI�WKLV�SDVVDJH�LV�ZKDW�D�GLJ�LV�DQG�ZKHUH�WR�ßQG�D�GLJ��,W�VDLG�D�GLJ�LV�D�SODFH�ZKHUH�\RX�GLJ�WR�WU\�WR�ßQG�KRZ�RU�ZKHUH�SHRSOH�XVHG�WR�OLYH��,W�DOVR�VDLG�GLJV�DUH�XVXDOO\�LQ�FDYHV��D�IRUHVW��D�GHVHUW��RU�D�PRGHUQ�FLW\�

7KH�PDLQ�LGHD�RI�WKH�ßQGLQJ�WKH�FOXHV�LV�ZKHUH�DQG�KRZ�WR�ßQG�DUWLIDFWV��7KLV�VHFWLRQ�WDONV�DERXW�ZKHUH�WR�ßQG�ZKHUH�SHRSOH�OLYHG�D�ORQJ�WLPH�DJR��,W�DOVR�WDONV�DERXW�KRZ�WKH\�KDYH�WR�EH�YHU\�FDUHIXO�DQG�WKH\�KDYH�WR�XVH�VSHFLDO�WRROV�WR�XQFRYHU�GLUW�DQG�VDQG�

7KH�PDLQ�LGHD�LV�WKDW�WKH\�JR�SODFHV�DOO�DURXQG�WKH�ZRUOG�WR�ßQG�FOXHV�RU�DUWLIDFWV��7KH\�XVHG�WRROV�OLNH�VPDOO�VKRYHOV�DQG�EUXVKHV��7KH\�VWXGLHG�WKH�DUWLIDFWV�DQG�FDUHIXOO\�UHPRYHG�WKHP�IURP�JURXQG��7KH\�ZHUH�YHU\�KHOSIXO�WR�WKH�SHRSOH�ZKR�YLVLW�WKHP�DQG�JHW�LQIR�

Score: 2 Points7KH�PDLQ�LGHD�RI�¸)LQGLQJ�WKH�&OXHV¶�LV�DERXW�D�GLJ�VLWH��ZKDW�\RX�GR�DW�D�GLJ�VLWH��DQG�ßQGLQJ�DUWLIDFWV��)LUVW��D�VLWH�FDQ�EH�LQ�D�FDYH��D�IRUHVW��D�GHVHUW��RU�D�PRGHUQ�FLW\��$W�WKH�VLWH�\RX�ßUVW�KDYH�WR�GLYLGH�WKH�JURXQG�LQWR�VHFWLRQV��DQG�WKHQ�\RX�UHPRYH�GLUW�IURP�HDFK�VHFWLRQ�FDUHIXOO\��6SHFLDO�WRROV�DUH�XVHG�VXFK�DV�VPDOO�VKRYHOV�DQG�EUXVKHV��<RX�DOVR�KDYH�WR�VHDUFK�HDFK�VHFWLRQ�VORZO\��,I�\RX�ßQG�WRROV�RU�D�SLHFH�RI�SRWWHU\��\RX�SKRWRJUDSK�LW��DQG�QRWHV�DUH�WDNHQ��$IWHU��\RX�UHPRYH�LW�IURP�WKH�JURXQG�FDUHIXOO\��7KHVH�REMHFWV�DUH�FDOOHG�DUWLIDFWV��$UWLIDFWV�KHOS�H[SODLQ�KRZ�SHRSOH�OLYHG�LQ�WKH�SDVW�

7KH�PDLQ�LGHD�LQ�)LQGLQJ�WKH�&OXHV�LV�ßQGLQJ�WKH�FOXHV�KRZ�SHRSOH�OLYHG�LQ�WKH�SDVW�UHTXLUHV�FDUHIXO�VWXG\��7KH\�XVH�VSHFLDO�WRROV��HDFK�VHFWLRQ�PXVW�EH�VHDUFKHG�VORZO\�LI�D�SLHFH�RI�SRWWHU\�RU�D�WRRO�LV�IRXQG��LW�LV�SKRWRJUDSKHG�DQG�QRWHV�DUH�WDNHQ�EHIRUH�LW�LV�UHPRYHG�IURP�WKH�JURXQG�

Documents

SB Parent Guide Summative Assessments, Grade 3 thru 5 ...€¦ · Grade Three Sample Test Items for ... understand their children’s test results. The Smarter Balanced Summative