english language arts 1 and 2 grades 9–10 test … language arts 1 and 2 grades 9–10 test...

English Language Arts 1 and 2Grades 9–10Test Booklet

Table of Contents

Grade 9 English Language Arts 1 ..................................................3

Grade 10 English Language Arts 2 ................................................7

Grades 9–10 English Language Arts 1 and 2—Writing ................11

Student Name: ______________________________________

Practice Test2016–2017

Florida Standards Alternate AssessmentPractice Materials Guidelines

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

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

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

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

1

Florida Standards Alternate AssessmentEnglish Language Arts 1 and 2

Content Standards Addressed

Florida State Standards

English Language Arts 1 (Grade 9)Language: Vocabulary Acquisition and UseLAFS.910.L.3.4

English Language Arts 2 (Grade 10)Literature: Key Ideas and DetailsLAFS.910.RL.1.2

Teacher-Gathered Mater ia ls

None

Florida Standards Alternate AssessmentEnglish Language Arts 1 and 2—Writing

Content Standards Addressed

Florida State Standards

Writing: Text Types and PurposesLAFS.910.W.1.1

Writing: Production and Distribution of WritingLAFS.910.W.2.4

Teacher-Gathered Mater ia ls

None

3

Grade 9

English Language Arts 1

Item continued on the next page

268174

Item 1

Florida Standards Access Point: Find the precise meaning of a word.

Task 1

Materials Teacher Script Student Response

Response Booklet: page 3

Stimulus word/picture card:

revolution noun: a sudden, complete change

Example: The American Revolution helped the United States become independent.

Word cards:

moving in a circle

completing a project

causing change

Here is one definition of the word “revolution.”

Read the stimulus word/picture card to the student.

Which group of words most clearly explains this use of the word “revolution”?

Read the word cards to the student.

\ A: moving in a circle

\ B: completing a project

\ C: causing change

\ D: No Response

Scaffolded Response (when applicable)\ A: moving in a circle

\ B: completing a project

\ C: causing change

\ D: No Response

Task 2




eclipse noun: when an object appears to be covered by the shadow of another object, such as a planet or moon

Sentence strips:

The Moon’s eclipse is caused by the shadow of the Earth.

The planet is an eclipse.

The eclipse is shining brightly in the sunlight.

Here is a definition of the word “eclipse.”


Which sentence uses the word “eclipse” correctly?

Read the sentence strips to the student, pointing to the underlined word as it is read.

\ A: The Moon’s eclipse is caused by the shadow of the Earth.

\ B: The planet is an eclipse.

\ C: The eclipse is shining brightly in the sunlight.

\ D: No Response

5Grade 9 English Language Arts 1

Task 3




genre noun: a particular type or category of literature

Examples of genres:

poetry

biography

drama

Sentence strips:

The play about robots included genre and was very funny.

My favorite genre for reading is filled with adventure and suspense.

I bought the book about President Roosevelt at the genre.

Here is a definition of the word “genre.”


Which sentence uses the word “genre” correctly?

Read the sentence strips to the student, pointing to the underlined word as it is read.

\ A: The play about robots included genre and was very funny.

\ B: My favorite genre for reading is filled with adventure and suspense.

\ C: I bought the book about President Roosevelt at the genre.

\ D: No Response

7

Grade 10

English Language Arts 2


268175

Item 1

Florida Standards Access Point: Determine how the theme develops.

Task 1



Passage Booklet: page 5 The Lost E-mail

Word/picture cards:

happy

bored

upset

Read paragraph 1 to the student.

How does Denny feel?

Read the word/picture cards to the student.

\ A: happy

\ B: bored

\ C: upset

\ D: No Response

Scaffolded Response (when applicable)\ A: happy

\ B: bored

\ C: upset

\ D: No Response

Task 2



Passage Booklet: page 5The Lost E-mail

Sentence strips:

He cannot call his father.

He cannot find his computer.

He cannot read his e-mail.

Read the passage to the student.

What is Denny’s problem in the story?

Read the sentence strips to the student.

\ A: He cannot call his father.

\ B: He cannot find his computer.

\ C: He cannot read his e-mail.

\ D: No Response

9Grade 10 English Language Arts 2

Task 3



Passage Booklet: page 5The Lost E-mail

Sentence strips:

Simple supplies get the job done.

Writing is a good hobby.

Honesty is the best policy.

What is the theme of the story?


\ A: Simple supplies get the job done.

\ B: Writing is a good hobby.

\ C: Honesty is the best policy.

\ D: No Response

11

Grades 9–10

English Language Arts 1 and 2—Writing

268066

Writing Prompt 1

Question 1 Introduce claim(s) for an argument that reflects knowledge of the topic.



Passage Booklet: page 9 Plastic Bag Problems

Word/picture cards:

friendly cats

plastic bags

new sneakers

You are going to write an argument agreeing with the author’s opinion about the problem with plastic bags.


What is the topic of your argument?

Read the word/picture cards to the student.

\ A: friendly cats

\ B: plastic bags

\ C: new sneakers

\ D: No Response

Question 2 Identify claim(s) from alternate or opposing claim(s) in writing.




Sentence/picture strips:

Plastic bags end up in the ocean.

People cook food in the oven.

Most people recycle paper.


Which sentence should you use to show why plastic bags are a problem?

Read the sentence/picture strips to the student.

\ A: Plastic bags end up in the ocean.

\ B: People cook food in the oven.

\ C: Most people recycle paper.

\ D: No Response


13Grades 9–10 English Language Arts 1 and 2—Writing

Question 3 Develop clear claim(s) with specific evidence for a topic or text.




Stimulus sentence strip:

Plastic bags endanger marine wildlife.

Sentence/picture strips:

Snakes hide under rocks.

Turtles mistake bags for food.

Fish use seaweed as shelter.

Read the passage to the student.

Here is a claim for your argument.

Read the stimulus sentence strip to the student.

Which piece of evidence from the passage should you use in your argument to best support the claim that plastic bags are a danger to marine wildlife?

Read the sentence/picture strips to the student.

\ A: Snakes hide under rocks.

\ B: Turtles mistake bags for food.

\ C: Fish use seaweed as shelter.

\ D: No Response

Question 4 Use words, phrases, and clauses to clarify the relationship among claims, counterclaims, reasons, and evidence.





Although plastic bags are a problem, some people like them ______________.

Sentence strips:

because bags can carry fish

because the team won the game

because bags are easy to use

You are continuing your argument agreeing with the author’s opinion about the problem with plastic bags.

Here is a sentence with a picture. The sentence has a blank. You will use this sentence in your argument.


Which detail from the passage best completes the sentence explaining why people like plastic bags?


\ A: because bags can carry fish

\ B: because the team won the game

\ C: because bags are easy to use

\ D: No Response



Question 5 Provide a concluding statement or section that supports the argument presented by stating the significance of the claim.




Sentence strips:

People can reduce pollution by reusing bags and creating less plastic waste.

Bottles and cans could be recycled but are often dumped into landfills.

Fish are poisoned by toxic particles from plastic bags as they decay.

Next you will write a conclusion that will include the most significant ideas from the passage for your argument.

Which sentence best concludes your argument claiming that plastic bags are a problem?


\ A: People can reduce pollution by reusing bags and creating less plastic waste.

\ B: Bottles and cans could be recycled but are often dumped into landfills.

\ C: Fish are poisoned by toxic particles from plastic bags as they decay.

\ D: No Response

268075

Writing Prompt 2Passage Booklet: page 11, Dress for Success?

Large Cutout Cards: Student Outline, Student Response Template (located on the last pages 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 — Outline

You are going to write an argument about school uniforms. Your argument will support the claim that school uniforms are a bad idea. You will include a title, an introduction, reasons, and a conclusion.First you will complete this outline to help organize your argument. Point to and read the outline to the student.

You will use information from this passage to support your claim that school uniforms are a bad idea.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 argument.What new title will you use for your argument?Point to section 1 in the outline.

Here is a paragraph that introduces the topic and claim of the passage. An introduction tells the reader the topic and claim of what they are about to read. A claim is an opinion that can be argued and supported with evidence. Point to and read paragraph 2, which introduces the topic and claim of the passage, to the student.

You will introduce your argument by stating your topic and claim.What topic and claim will you write in the introduction for your argument? Point to section 2 in the outline.



The passage includes reasons to support the claim that school uniforms are a bad idea.Point to and read paragraphs 2 through 4, which provide reasons in the passage, to the student.

You will include two reasons in your argument against school uniforms.Which two reasons will you include in your argument? Point to sections 3 and 4 in the outline.

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

You will include a conclusion in your argument.What is the conclusion for your argument that supports the claim that school uniforms are a bad idea?Point to section 5 in the outline.

Teacher Script — Template

Now you will use the information from your outline to help write your argument. Place the completed outline and student response template on the work surface.

Here is the title you provided in your outline. Point to and read the title from the student’s outline.

Would you like to make any changes to the title of your argument?If the student indicates NO or exhibits no response, assist as needed in writing the title on the student response template.

If the student indicates YES, point to the title (section 1) on the student’s outline.

What is the new title of your argument?Assist as needed in writing the title on the student response template.


Here is the introduction you provided.Point to and read the introduction from the student’s outline.

Would you like to make any changes to the introduction of your argument?If the student indicates NO or exhibits no response, assist as needed in writing the introduction on the student response template.

If the student indicates YES, point to the introduction (section 2) on the student’s outline.

What is the new introduction of your argument?Assist as needed in writing the introduction on the student response template.

Here are the reasons you provided.Point to and read the reasons from the student’s outline.

Would you like to make any changes to the reasons you will use in your argument?If the student indicates NO or exhibits no response, assist in writing the reasons on the student response template.

If the student indicates YES, point to the reasons (sections 3 and 4) on the student’s outline.

What are the new reasons for your argument?Assist as needed in writing the reasons on the student response template.

Here is the conclusion you provided.Point to and read the conclusion from the student’s outline.

Would you like to make any changes to the conclusion of your argument?If the student indicates NO or exhibits no response, assist in writing the conclusion on the student response template.

If the student indicates YES, point to the conclusion (section 5) on the student’s outline.

What is the new conclusion of your argument?Assist as needed in writing the conclusion on the student response template.

You have completed writing your argument. I will read it to you and you can tell me if there are any final changes you wish to make.Read the student’s argument.

Are there any changes you would like to make to your argument?Make changes as directed.

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.

High School Practice Test: Dress for Success?

Nouns/Pronouns VerbsAdjectives/Adverbs/

Descriptors

school

motto

uniform(s)

students

hallways

support

success

designs

shirts

pants

styles

everyone

friends

clothing

proof

dress

meant

lead

force

believe

like

wear(ing)

worry(ing)

different

same

some

better

harder

suddenly

either

boring

blue

tan

bright

blank

interesting

less

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english language arts 1 and 2 grades 9–10 test … language arts 1 and 2 grades 9–10 test...

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