grades 3–5 test booklet...grades 3–5 test booklet table of contents grade 3 english language...

Grades 3–5Test Booklet

Table of Contents

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

Grade 4 English Language Arts and Mathematics .......................23

Grade 5 English Language Arts, Mathematics, and Science .......41

Grades 3–5 English Language Arts—Writing ...............................67

Practice Test2019–2020

Student Name: _____________________________________________

Florida Standards Alternate AssessmentPractice Materials Guidelines

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

Practice materials provide teachers and students with 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 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 FSAA—Performance Task.

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

Language: Conventions of Standard EnglishLAFS.3.L.1.1

Speaking and Listening: Comprehension and CollaborationLAFS.3.SL.1.3

Informational: Integration of Knowledge and IdeasLAFS.3.RI.3.8

Grade 4Foundational Skills: FluencyLAFS.4.RF.4.4

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

Informational: Craft and StructureLAFS.4.RI.2.5

Language: Vocabulary Acquisition and UseLAFS.4.L.3.5

Teacher-Gathered Mater ia ls

None

Grade 5Literature: Key Ideas and DetailsLAFS.5.RL.1.1

Literature: Integration of Knowledge and IdeasLAFS.5.RL.2.5

Speaking and Listening: Comprehension and CollaborationLAFS.5.SL.1.3

Language: Vocabulary Acquisition and UsageLAFS.5.L.3.5

Florida Standards Alternate AssessmentGrades 3–5 Mathematics



Grade 3Number and Operations–FractionsMAFS.3.NF.1.3

Measurement and DataMAFS.2.MD.1.1MAFS.3.MD.2.3

Operations and Algebraic ThinkingMAFS.3.OA.4.8

Grade 4GeometryMAFS.4.G.1.2

Measurement and DataMAFS.4.MD.1.3MAFS.4.MD.2.4

Number and Operations-FractionsMAFS.4.NF.1.1


Grade 3: Item 2 Task 2 Grade 3: Item 2 Task 3 Grade 5: Item 1 Task 3• 5 envelopes • 3 crayons • calculator• 7 rubber bands • 2 games • 4 music CDs

Grade 5Measurement and DataMAFS.5.MD.1.1

Number and Operations–FractionsMAFS.5.NF.1.2MAFS.5.NF.2.5

Number and Operations in Base TenMAFS.5.NBT.1.4

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.7.4 and SC.5.E.7.5)

Body of Knowledge: Physical ScienceBig Idea 10: Forms of Energy (SC.5.P.10.1)Big Idea 13: Forces and Changes in Motion (SC.5.P.13.4)


None

Florida Standards Alternate AssessmentGrades 3–5 ELA—Writing



Writing: Text Types and PurposesLAFS.5.W.1.1

Writing: Production and Distribution of WritingLAFS.5.W.2.4


None

5

Grade 3

English Language Arts and Mathematics

Item continued on the next page

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 5Bowling

Word/picture cards:

ball

ruler

paper

Read paragraph 1 to the student.

What does Anna use to knock down pins?Read the word/picture cards to the student.

\ A: ball

\ B: ruler

\ C: paper

\ D: No Response

Scaffolded Response (when applicable)\ A: ball

\ B: ruler

\ C: paper

\ D: No Response

Task 2




Sentence/picture strips:

A teacher walks into the room.

Joy misses some of the pins.

Joy wins the game.

Read the passage to the student.

What does Joy do?Read the sentence/picture strips to the student.

\ A: A teacher walks into the room.

\ B: Joy misses some of the pins.

\ C: Joy wins the game.

\ D: No Response

7Grade 3 English Language Arts

Task 3





Anna bowls better than she thought she would.

Anna eats cake with Joy.

Anna invites another friend to bowl too.

What is one reason Anna is happy at the end of the story?Read the sentence/picture strips to the student.

\ A: Anna bowls better than she thought she would.

\ B: Anna eats cake with Joy.

\ C: Anna invites another friend to bowl too.

\ D: No Response

Item 2

Florida Standards Access Point: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Task 1



Passage Booklet: page 7Energy


What does the Sun’s energy do?

What shoes should you wear to school?

What time should you go to bed?

Read paragraphs 1 and 2 to the student.

Which sentence is a question about the Sun’s energy?Read the sentence/picture strips to the student.

\ A: What does the Sun’s energy do?

\ B: What shoes should you wear to school?

\ C: What time should you go to bed?

\ D: No Response

Scaffolded Response (when applicable)\ A: What does the Sun’s energy do?

\ B: What shoes should you wear to school?

\ C: What time should you go to bed?

\ D: No Response

Task 2





What kind of backpack is best for school?

What kind of energy is potential energy?

What kind of energy drink costs the most?


Energy is something you may learn about in science class.Which sentence is a question about energy that is asked using language from science?Read the sentence/picture strips to the student.

\ A: What kind of backpack is best for school?

\ B: What kind of energy is potential energy?

\ C: What kind of energy drink costs the most?

\ D: No Response



Task 3





gasoline container

Sun drying clothes

ball dropping off a shelf

The passage explains that a moving object, such as a pencil falling from a desk, has kinetic energy.What is another example of kinetic energy?Read the sentence/picture strips to the student.

\ A: gasoline container

\ B: Sun drying clothes

\ C: ball dropping off a shelf

\ D: No Response

Item 3

Florida Standards Access Point: Identify signal words that help determine the text structure in an informational text.

Task 1



Passage Booklet: page 9Washington and Lincoln

Word cards:

and

duck

house

Point to and read the title in the Passage Booklet to the student.

Which word in the title tells us the passage is about both men?Read the word cards to the student.

\ A: and

\ B: duck

\ C: house

\ D: No Response

Scaffolded Response (when applicable)\ A: and

\ B: duck

\ C: house

\ D: No Response

Task 2




Stimulus sentence strip:

“Like Washington, Lincoln was born in February, but the two men were born more than 75 years apart.”

Word cards:likewasbutborn


Here is a sentence from the passage with some words underlined. The sentence uses signal words to compare the two presidents.Read the stimulus sentence strip to the student, pointing to the underlined words.

Which two words are signal words?Read the word cards to the student.

\ A: like

\ B: was

\ C: but

\ D: born

\ E: No Response



Task 3




Sentence strips:

“Washington was the first president and Lincoln was the sixteenth president.”

“Both presidents were very important to the United States.”

“Washington was born in Virginia in 1732, and Lincoln was born in Kentucky in 1809.”

Signal words can be used in writing to tell the order of events.Which sentence from the passage uses a signal word to tell the order of events?Read the sentence strips to the student.

\ A: “Washington was the first president and Lincoln was the sixteenth president.”

\ B: “Both presidents were very important to the United States.”

\ C: “Washington was born in Virginia in 1732, and Lincoln was born in Kentucky in 1809.”

\ D: No Response

Item 4Florida Standards Access Point: Identify nouns (regular, irregular, abstract), verbs (regular, irregular, simple tenses), adjectives, and/or adverbs within sentences.

Task 1



Word/picture cards:

hat

jump

mad

A noun is the name of a person, place, or thing.Which word is used as a noun?Read the word/picture cards to the student.

\ A: hat

\ B: jump

\ C: mad

\ D: No Response

Scaffolded Response (when applicable)\ A: hat

\ B: jump

\ C: mad

\ D: No Response

Task 2



Word/picture cards:

cats

plays

boys

A verb is an action word. It describes what a person or a thing is doing. The words “runs,” “sings,” and “moves” are all verbs. The dog runs. Jenna sings. The family moves.Which word is used as a verb?Read the word/picture cards to the student.

\ A: cats

\ B: plays

\ C: boys

\ D: No Response



Task 3



Stimulus word/picture cards:

heavy book

long stick

Word/picture cards:

easy

scissors

carton

Here are two groups of words with pictures. The first word in each group gives information about the second word.Read the stimulus word/picture cards to the student.

The word “heavy” describes the book. The word “long” describes the stick. Words that describe other words are called adjectives.Which word is an adjective and describes other words?Read the word/picture cards to the student.

\ A: easy

\ B: scissors

\ C: carton

\ D: No Response

Item 1

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

Task 1



Stimulus picture cards:

cup, bowl

cup, bowl, napkin

Picture cards:

(stapler)

(block)

(napkin)

Here are two pictures. Ms. Dunn has a cup and a bowl on her table. Point to the first stimulus picture card.

She adds another object to the table. Now a cup, a bowl, and a napkin are on the table. Point to the second stimulus picture card.

Which object does Ms. Dunn add to the table?

\ A: stapler

\ B: block

\ C: napkin

\ D: No Response

Scaffolded Response (when applicable)\ A: stapler

\ B: block

\ C: napkin

\ D: No Response

Task 2



Stimulus word/picture cards:

Mrs. Jackson’s 6 spoons

Mr. Ku’s 4 spoons

Number cards:

2

10

16

Here are two pictures with words.Mrs. Jackson has six spoons. Point to the first stimulus word/picture card.

Mr. Ku has four spoons. Point to the second stimulus word/picture card.

How many more spoons does Mrs. Jackson have than Mr. Ku?Read the number cards to the student.

\ A: 2

\ B: 10

\ C: 16

\ D: No Response


15Grade 3 Mathematics

Task 3



Stimulus picture strip:

12 forks

Equation strips:

12 – 5 = 7

12 + 5 = 17

12 – 5 = 3

Here is a picture of the twelve forks in Mr. Drake’s kitchen drawer.Mr. Drake takes out five forks to set the table.Which number sentence shows the number of forks left in the drawer?Read the equation strips to the student.

\ A: 12 – 5 = 7

\ B: 12 + 5 = 17

\ C: 12 – 5 = 3

\ D: No Response

Item 2

Florida Standards Access Point: Collect data and organize into a picture or bar graph.

Task 1



Stimulus word/picture strip:

pencil, glue stick, scissors

Word/picture cards:

radio

crayon

shoe

Here is a picture of a set of school supplies.Read the stimulus word/picture strip to the student.

Which item belongs with the set of school supplies?Read the word/picture cards to the student.

\ A: radio

\ B: crayon

\ C: shoe

\ D: No Response

Scaffolded Response (when applicable)\ A: radio

\ B: crayon

\ C: shoe

\ D: No Response

Task 2



Teacher-gathered:5 envelopes7 rubber bands

Sentence strips:

There are 5 envelopes and 7 rubber bands.



Place the five envelopes and seven rubber bands on the work surface. Do not sort the items for the student.

Here are some envelopes and rubber bands.How many envelopes and rubber bands are there?Read the sentence strips to the student.

\ A: There are 5 envelopes and 7 rubber bands.

\ B: There are 7 envelopes and 5 rubber bands.

\ C: There are 2 envelopes and 4 rubber bands.

\ D: No Response



Task 3



Teacher-gathered:

3 crayons, 2 games, 4 music CDs

Word/picture cards:

graph A

graph B

graph C

Place the items on the work surface. Do not sort the items for the student.

Here are some crayons, games, and music CDs.Which graph shows how many crayons, games, and music CDs there are?Graphs A, B, and C show the numbers of crayons, games, and music CDs. Graph A shows crayons has four, games has three, and music CDs has two. Graph B shows crayons has two, games has four, and music CDs has three. Graph C shows crayons has three, games has two, and music CDs has four.

\ A: graph A

\ B: graph B

\ C: graph C

\ D: No Response

Item 3

Florida Standards Access Point: Identify equivalent fractions on a number line divided into fourths and halves within three units.

Task 1



Stimulus picture card:

3 markers

Word/picture cards:

1 marker

4 markers

5 markers

Here is a picture of three markers. Which picture shows less than three markers?Read the word/picture cards to the student.

\ A: 1 marker

\ B: 4 markers

\ C: 5 markers

\ D: No Response

Scaffolded Response (when applicable)\ A: 1 marker

\ B: 4 markers

\ C: 5 markers

\ D: No Response

Task 2



Stimulus number/picture card:

41

Number/picture cards:

0 (rectangle divided into four equal parts with no parts shaded gray)

41 (rectangle divided into four equal

parts with one part shaded gray)

43 (rectangle divided into four equal

parts with three parts shaded gray)

Here is a model of one-fourth. The model has four equal parts and one part is shaded gray.Which model shows greater than one-fourth shaded gray?Read the number/picture cards to the student.

\ A: 0

\ B: 41

\ C: 43

\ D: No Response



Task 3




number line with a fraction bar above

it; the fraction bar shows 21 shaded

gray

Number/picture strips:

42 (fraction bar divided into four equal

parts with two parts shaded gray)



52 (fraction bar divided into five equal


Here is a number line. The number line begins at zero and increases to one by units of one-fourth. There is a fraction bar that extends above the number line from zero to one. The fraction bar is divided into two equal parts. One of the parts—one-half—is shaded gray.

Which fraction is equivalent—equal—to one-half? Point to the 21

on the number line.

Read the number/picture strips to the student.

\ A: 42

\ B: 41

\ C: 52

\ D: No Response

Item 4Florida Standards Access Point: Determine the equivalence between the number of minutes and the number of hours (e.g., 60 minutes = 1 hour) on a number line.

Task 1




(round clock)

Picture cards:

(baseball)

(tire)

(clock set to four thirty)

Here is a picture of a clock. This clock shows half past three.Which picture shows half past four?

\ A: baseball

\ B: tire

\ C: clock set to 4:30

\ D: No Response

Scaffolded Response (when applicable)\ A: baseball

\ B: tire

\ C: clock set to 4:30

\ D: No Response

Task 2



Stimulus picture card:(digital clock showing two thirty)

Picture cards:(a clock with the hour hand pointing to a little past two and the minute hand pointing to three)

(a clock with the hour hand pointing to halfway between two and three and the minute hand pointing to six)

(a clock with the hour hand pointing to eight and the minute hand pointing to twelve)

Here is a picture of a clock. This clock shows two thirty.Which clock also shows two thirty?

\ A: a clock with the hour hand pointing to a little past 2 and the minute hand pointing to 3

\ B: a clock with the hour hand pointing to halfway between 2 and 3 and the minute hand pointing to 6

\ C: a clock with the hour hand pointing to 8 and the minute hand pointing to 12

\ D: No Response



Task 3




hours and minutes number line

Number cards:

60 minutes

180 minutes

240 minutes

Here is a number line. It shows the number of minutes in four hours. The number line begins at zero and increases to two hundred forty by units of sixty minutes. Hour one is marked at sixty minutes. Hour two is marked at one hundred twenty minutes. Hour three is marked at one hundred eighty minutes, and hour four is marked at two hundred forty minutes.How many minutes are in three hours?Read the number cards to the student.

\ A: 60 minutes

\ B: 180 minutes

\ C: 240 minutes

\ D: No Response

23

Grade 4

English Language Arts and Mathematics


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 13Catfish

Word/picture cards:

tree

fish

map


What is the passage about?Read the word/picture cards to the student.

\ A: tree

\ B: fish

\ C: map

\ D: No Response

Scaffolded Response (when applicable)\ A: tree

\ B: fish

\ C: map

\ D: No Response

Task 2





because of the whiskers near their mouths

because of the length of their tails

because of the rivers where they live


Why do catfish have the word “cat” in their name?Read the sentence/picture strips to the student.

\ A: because of the whiskers near their mouths

\ B: because of the length of their tails

\ C: because of the rivers where they live

\ D: No Response


Task 3





to scare away enemies

to swim faster

to search for food

What do catfish use their barbels to do?Read the sentence/picture strips to the student.

\ A: to scare away enemies

\ B: to swim faster

\ C: to search for food

\ D: No Response


Item 2Florida Standards Access Point: Read text (including prose and poetry) with accuracy, appropriate rate, and expression (when applicable) on successive readings.

Task 1



Picture cards:

(store)

(pool)

(tent)

Which one is a place where you can swim? \ A: store

\ B: pool

\ C: tent

\ D: No Response

Scaffolded Response (when applicable)\ A: store

\ B: pool

\ C: tent

\ D: No Response

Task 2



Word cards:

say

pat

tug

Which word is “tug”?Do not read or sign the word cards to the student.

\ A: say

\ B: pat

\ C: tug

\ D: No Response


Task 3




(a boy sitting in the back seat of a car)

Sentence strips:

The bug is in the grass.

The box is on the table.

The boy is in the car.

Here is a picture.Here are three sentences.I want you to read these sentences. You may read them silently or aloud. Let me know when you are finished.Do not read or sign the sentence strips to the student.

Which sentence goes with the picture?

\ A: The bug is in the grass.

\ B: The box is on the table.

\ C: The boy is in the car.

\ D: No Response

Item 3

Florida Standards Access Point: Relate words to their opposites (antonyms).

Task 1



Stimulus word/picture card:

elephant

Word/picture cards:

a small key

a large Moon

a huge mountain

Here is a picture of an elephant. Read the stimulus word/picture card to the student.

An elephant is big.Which object is the opposite of “big”?Read the word/picture cards to the student.

\ A: a small key

\ B: a large Moon

\ C: a huge mountain

\ D: No Response

Scaffolded Response (when applicable)\ A: a small key

\ B: a large Moon

\ C: a huge mountain

\ D: No Response

Task 2




baby

Word/picture cards:

old

tall

happy

Here is a picture of a baby. Read the stimulus word/picture card to the student.

A baby is young.Which word means the opposite of “young”?Read the word/picture cards to the student.

\ A: old

\ B: tall

\ C: happy

\ D: No Response



Task 3




Bruce knows the phone is ringing. He moves quickly to answer it before he misses the call.

Word cards:

slowly

gladly

loudly

Here are two sentences with a picture. The second sentence has an underlined word.Read the stimulus word/picture card to the student, pointing to the underlined word as it is read.

Which word means the opposite of “quickly”?Read the word cards to the student.

\ A: slowly

\ B: gladly

\ C: loudly

\ D: No Response

Item 4Florida Standards Access Point: Identify signal words that provide clues in determining the specific text structure of a short informational text or text excerpt (e.g., description, problem/solution, time/order, compare/contrast, cause/effect, directions).

Task 1



Passage Booklet: page 15Cheetahs

Word/picture cards:

swim farther

talk longer

run faster


Which words are used to describe cheetahs in the passage?Read the word/picture cards to the student.

\ A: swim farther

\ B: talk longer

\ C: run faster

\ D: No Response

Scaffolded Response (when applicable)\ A: swim farther

\ B: talk longer

\ C: run faster

\ D: No Response

Task 2




Stimulus sentence/picture strip:

“The cheetah’s spine is like a tightly coiled spring.”

Word cards:

to excite

to compare

to introduce


Here is a sentence from the passage with a picture. The word “like” is underlined.Read the stimulus sentence/picture strip to the student, pointing to the underlined word as it is read.

What is the purpose of the word “like” in the sentence from the passage?Read the word cards to the student.

\ A: to excite

\ B: to compare

\ C: to introduce

\ D: No Response



Task 3




Word cards:

small head

faster than

different from

their claws

Which two groups of words from the passage show that the organization of the passage is to compare and contrast?Read the word cards to the student.

\ A: small head

\ B: faster than

\ C: different from

\ D: their claws

\ E: No Response

Item 1Florida Standards Access Point: Solve word problems involving perimeter and area of rectangles using specific visualizations/drawings and numbers.

Task 1



Stimulus picture card: square

Picture cards:

(nickel)

(line)

(sock)

Here is a picture of a square. Which picture shows one side of the square?

\ A: nickel

\ B: line

\ C: sock

\ D: No Response

Scaffolded Response (when applicable)\ A: nickel

\ B: line

\ C: sock

\ D: No Response

Task 2




the height of a flagpole

the amount of water in a cup

the space inside a piece of paper

Which is an example of area?Read the sentence/picture strips to the student.

\ A: the height of a flagpole

\ B: the amount of water in a cup

\ C: the space inside a piece of paper

\ D: No Response



Task 3



Stimulus picture card: playground

Sentence strips:

the total length of the fence

the height of the fence

the total space inside the fence

Dana’s school has a rectangular playground. It has a fence around all sides. Trace the outline of the fence on the stimulus picture card.

Which is an example of perimeter—the distance around all sides?Read the sentence strips to the student.

\ A: the total length of the fence

\ B: the height of the fence

\ C: the total space inside the fence

\ D: No Response

Item 2

Florida Standards Access Point: Identify and sort objects based on parallelism, perpendicularity, and angle type.

Task 1



Stimulus picture card:right angle

Word/picture cards:

shape A

shape B

shape C

Here is a right angle.Which shape has a right angle?Read the word/picture cards to the student.

\ A: shape A

\ B: shape B

\ C: shape C

\ D: No Response

Scaffolded Response (when applicable)\ A: shape A

\ B: shape B

\ C: shape C

\ D: No Response

Task 2



Stimulus picture card:90-degree angle

Word/picture cards:

circle

square

equilateral triangle

right trapezoid

Here is a ninety-degree angle.Which two shapes have ninety-degree angles?Read the word/picture cards to the student.

\ A: circle

\ B: square

\ C: equilateral triangle

\ D: right trapezoid

\ E: No Response



Task 3



Stimulus picture card:parallel lines

Stimulus word cards:shapes with parallel linesshapes without parallel lines

Cutout word/picture cards:

shape A

shape B

shape C

shape D

Here is a picture of parallel lines. Point to the stimulus picture card.

Here are two ways to sort shapes. Point to and read the stimulus word cards to the student.

Place the cutout word/picture cards on the work surface in the same order as listed in the Materials column.

Here are four shapes to sort into two groups: shapes with parallel lines and shapes without parallel lines.Which shapes go in each group? Read the word/picture cards to the student.

Indicate:shapes with parallel lines• shape B• shape Cshapes without parallel lines• shape A• shape D

\ A: Correct

\ B: Incorrect

\ C: No Response

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

Item 3

Florida Standards Access Point: Determine equivalent fractions using visual fraction models and a number line.

Task 1



Stimulus picture card:half circle

Picture cards:

(whole five-point star)

(rectangular cell phone)

(half of a round pizza)

Here is a picture of a half circle.Which picture shows another half circle?

\ A: whole 5-point star

\ B: rectangular cell phone

\ C: half of a round pizza

\ D: No Response

Scaffolded Response (when applicable)\ A: whole 5-point star

\ B: rectangular cell phone

\ C: half of a round pizza

\ D: No Response

Task 2



Stimulus number/picture strip:

63 (fraction bar divided into six equal

parts with three parts shaded gray)

Number/picture strips:

21 (fraction bar divided into two equal


31 (fraction bar divided into three equal


61

(fraction bar divided into six equal parts with one part shaded gray)

Here is a fraction bar. This fraction bar shows three-sixths.Which fraction bar shows a fraction equivalent—equal—to three-sixths? Point to the stimulus number/picture strip.

Read the number/picture strips to the student.

\ A: 21

\ B: 31

\ C: 61

\ D: No Response



Task 3




62 (fraction bar divided into six equal


Number cards:

21

31

41

Here is a fraction bar. This fraction bar shows two-sixths.Which fraction is equivalent—equal—to two-sixths? Point to the stimulus number/picture card.

Read the number cards to the student.

\ A: 21

\ B: 31

\ C: 41

\ D: No Response

Item 4Florida Standards Access Point: Solve problems involving addition and subtraction of fractions with like denominators (2, 4, and 8) by using information presented in line plots.

Task 1



Stimulus word/picture strips:Items with prices

Item Price line plot

Number cards:

1

5

7

Here are three items at the school store with their prices. Point to, name the items, and read the prices on the first stimulus word/picture strip to the student.Here is a line plot. Point to the second stimulus word/picture strip.Each X represents the number of items priced at each dollar amount. It is labeled Item Price. The line plot begins at one dollar and increases to three dollars by units of one dollar. The plot shows that two items (the eraser and the ruler) are priced at one dollar each.How many Xs should be placed above three dollars on the line plot? Point to the $3 on the line plot.Read the number cards to the student.

\ A: 1

\ B: 5

\ C: 7

\ D: No Response

Scaffolded Response (when applicable)\ A: 1

\ B: 5

\ C: 7

\ D: No Response

Task 2




42 +

41 = ? (fraction bar divided into

four equal parts with two parts shaded gray plus fraction bar divided into four equal parts with one part shaded gray equals what?)





parts with three parts shaded gray)1 (fraction bar divided into four equal parts with four parts shaded gray)

Here is a model of an addition problem using fraction bars.Read the stimulus number/picture strip to the student.

What does two-fourths plus one-fourth equal? Point to the stimulus number/picture strip.

Read the number/picture cards to the student.

\ A: 41

\ B: 43

\ C: 1

\ D: No Response



Task 3



Stimulus word/picture card:Sue’s Piano line plot

Number cards:

21 hour

1 hour

2 hours

Here is a line plot with three points. It shows how much time Sue practiced piano over three days. It is titled Sue’s Piano and labeled Hours Practiced. Each X represents one day that Sue spent practicing piano. The line plot begins at zero hours and increases to one hour by units of one-half hour. The plot shows that one day Sue did not practice and on two days Sue practiced for one-half hour each day.How much time did Sue spend practicing piano over the three days?Read the number cards to the student.

\ A: 21 hour

\ B: 1 hour

\ C: 2 hours

\ D: No Response

41

Grade 5

English Language Arts, Mathematics, and Science

Item 1Florida Standards Access Point: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) in writing to promote understanding of each of the words.

Task 1



Word/picture cards:

book

Moon

door

Which one is in the sky?Read the word/picture cards to the student.

\ A: book

\ B: Moon

\ C: door

\ D: No Response

Scaffolded Response (when applicable)\ A: book

\ B: Moon

\ C: door

\ D: No Response

Task 2




girl smiling

Word cards:

grin

horn

frown

Here is a picture of a girl with a smile on her face.Which word means the opposite of “smile”?Read the word cards to the student.

\ A: grin

\ B: horn

\ C: frown

\ D: No Response



Task 3



Stimulus sentence/picture strip:

The girls sit close to each other on the bench. They are friends.

Word cards:

open

loose

far

Here are two sentences with a picture. The word “close” is underlined.Read the stimulus sentence/picture strip to the student, pointing to the underlined word as it is read.

Which word means the opposite of “close” as it is used in the sentence?Read the word cards to the student.

\ A: open

\ B: loose

\ C: far

\ D: No Response

Item 2

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

Task 1



Passage Booklet: page 19The Perfect Pet

Word/picture cards:

animals

erasers

telephones

Read the first sentence to the student.

What do Will and Tara see?Read the word/picture cards to the student.

\ A: animals

\ B: erasers

\ C: telephones

\ D: No Response

Scaffolded Response (when applicable)\ A: animals

\ B: erasers

\ C: telephones

\ D: No Response

Task 2





the sign that says “Pet Store”

the smile on Tara’s face

the plant in the window

Read the passage and the sign in the passage graphic to the student.

Which detail shows where the story takes place?Read the sentence/picture strips to the student.

\ A: the sign that says “Pet Store”

\ B: the smile on Tara’s face

\ C: the plant in the window

\ D: No Response



Task 3





The puppy barks at Tara.

The puppy runs away from Will.

The puppy licks Will’s hand.

Which detail shows why Will thinks the puppy is the perfect pet?Read the sentence/picture strips to the student.

\ A: The puppy barks at Tara.

\ B: The puppy runs away from Will.

\ C: The puppy licks Will’s hand.

\ D: No Response

Item 3Florida Standards Access Point: Compare the similarities of stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Task 1



Stimulus sentence/picture strips:

Keith and his dad planned to ride in the helicopter.

Jane wondered if going for a ride on the airboat was a good idea.

Word/picture cards:

doing homework

taking a ride

going bowling

Here are two sentences with pictures.Read the stimulus sentence/picture strips to the student.

Which is a similar topic in the two sentences?Read the word/picture cards to the student.

\ A: doing homework

\ B: taking a ride

\ C: going bowling

\ D: No Response

Scaffolded Response (when applicable)\ A: doing homework

\ B: taking a ride

\ C: going bowling

\ D: No Response

Task 2



Passage Booklet: page 20The Helicopter Ride

Passage Booklet: page 21The Airboat Ride

Stimulus large cutout cards:boy with helicoptergirl getting on airboat

Word cards:

uneasy

excited

bored

Place each stimulus large cutout card above the appropriate passage.

Read both passages to the student.

How do both Keith and Jane feel about going for the rides?Read the word cards to the student.

\ A: uneasy

\ B: excited

\ C: bored

\ D: No Response



Task 3



Passage Booklet: page 20The Helicopter Ride

Passage Booklet: page 21The Airboat Ride

Stimulus large cutout cards:boy with helicoptergirl getting on airboat

Sentence strips:

Keith saw the helicopter land.

Jane saw that people who had been on the boat were happy.

The pilot talked to Keith.

Joy said that she had been on an airboat before.

Keep each stimulus large cutout card above the appropriate passage.

Both characters have to make a decision about going for rides.Which two sentences tell what happens in the stories to help Keith and Jane make a decision about going for a ride?Read the sentence strips to the student.

\ A: Keith saw the helicopter land.

\ B: Jane saw that people who had been on the boat were happy.

\ C: The pilot talked to Keith.

\ D: Joy said that she had been on an airboat before.

\ E: No Response

Item 4

Florida Standards Access Point: Identify a speaker’s points or claims.

Task 1



Passage Booklet: page 23Allowances


Children should paint a picture.

Children should go to school.

Children should earn an allowance.


What opinion about children is presented in the passage?Read the sentence/picture strips to the student.

\ A: Children should paint a picture.

\ B: Children should go to school.

\ C: Children should earn an allowance.

\ D: No Response

Scaffolded Response (when applicable)\ A: Children should paint a picture.

\ B: Children should go to school.

\ C: Children should earn an allowance.

\ D: No Response

Task 2





Children should have shorter school days than older students.

Children should receive an allowance without having to do chores.

Children should receive an allowance based on their grades in school.


Here is the writer’s opinion from the passage: Children should do chores at home to earn an allowance.Which sentence tells the opposite of the opinion presented in the passage?Read the sentence/picture strips to the student.

\ A: Children should have shorter school days than older students.

\ B: Children should receive an allowance without having to do chores.

\ C: Children should receive an allowance based on their grades in school.

\ D: No Response



Task 3




Sentence strips:

to find the best bargains

to get good grades in school

to make good decisions

to manage time

The claim made in the passage is that children will learn from earning an allowance.What are two things the passage suggests children will learn by earning an allowance?Read the sentence strips to the student.

\ A: to find the best bargains

\ B: to get good grades in school

\ C: to make good decisions

\ D: to manage time

\ E: No Response

Item 1

Florida Standards Access Point: Convert standard measurements of length to solve real-world problems.

Task 1




rope

Word/picture cards:

football

yardstick

backpack

Here is a picture of a piece of rope.Which picture shows a tool that can measure how long the rope is?Read the word/picture cards to the student.

\ A: football

\ B: yardstick

\ C: backpack

\ D: No Response

Scaffolded Response (when applicable)\ A: football

\ B: yardstick

\ C: backpack

\ D: No Response

Task 2



Stimulus number/picture strips:

3 feet = 1 yard

rope = 2 yards

Number cards:

2 feet

5 feet

6 feet

Here is a picture with some words. This picture shows that there are three feet in one yard. Point to and read the first stimulus number/picture strip to the student.

This rope is two yards long. Point to and read the second stimulus number/picture strip to the student.

How long is this rope in feet? Point to the second stimulus number/picture strip.


\ A: 2 feet

\ B: 5 feet

\ C: 6 feet

\ D: No Response



Task 3



Teacher-gathered:

calculator


1 yard = 3 feet

Stimulus equation strip:

Area = Width × Length

Number cards:

2 square feet

5 square feet

18 square feet

Place the calculator on the work surface.

Here is a picture of a tabletop. This tabletop is one yard wide and two yards long. Point to and read the stimulus number/picture card to the student.

The area of the tabletop is its width times its length. Point to the stimulus equation strip.

What is the area of this tabletop in square feet? Point to the stimulus number/picture card.

You may use the calculator to find the answer.Read the number cards to the student.

\ A: 2 square feet

\ B: 5 square feet

\ C: 18 square feet

\ D: No Response

Item 2

Florida Standards Access Point: Solve word problems involving the addition and subtraction of fractions using visual fraction models.

Task 1




21

Word/picture cards:

1 shaded part (fraction bar divided into two equal parts with one part shaded gray)

3 total parts (fraction bar divided into three equal parts with no parts shaded gray)

5 whole bars (five bars shaded gray)

Here is a fraction with its model.Read the stimulus number/picture card to the student.

What does the top number of the fraction mean? Point to the 1 in the fraction on the stimulus number/picture card.

Read the word/picture cards to the student.

\ A: 1 shaded part

\ B: 3 total parts

\ C: 5 whole bars

\ D: No Response

Scaffolded Response (when applicable)\ A: 1 shaded part

\ B: 3 total parts

\ C: 5 whole bars

\ D: No Response

Task 2




85

– 82

= ? (circle divided into eight equal parts

with five parts shaded gray minus circle divided into eight equal parts with two parts shaded gray equals question mark)


52 (circle divided into five equal parts with two

parts shaded gray)

83 (circle divided into eight equal parts with three

parts shaded gray)

87 (circle divided into eight equal parts with seven

parts shaded gray)

Here is a model of a subtraction problem.Read the stimulus number/picture strip to the student.

Which picture shows what five-eighths minus two-eighths equals?Read the number/picture cards to the student.

\ A: 52

\ B: 83

\ C: 87

\ D: No Response



Task 3




Miles Walked number line

Number cards:

43 mile

21 mile

41 mile

Here is a number line that shows how many miles Kay and Sue walked. The number line begins at zero and increases to one by units of one-fourth. It shows that Kay walked one-half of a mile, and Sue walked one-fourth of a mile.How much farther did Kay walk than Sue? Point to the mark representing each person.


\ A: 43 mile

\ B: 21 mile

\ C: 41 mile

\ D: No Response

Item 3

Florida Standards Access Point: Determine whether the product will increase or decrease based on the multiple using visual fraction models.

Task 1




3 hearts

Picture cards:

1 row of 3 stars

2 rows of 3 hearts

3 rows of 3 squares

Here is one set of three hearts.Which picture shows two sets of three hearts?

\ A: 1 row of 3 stars

\ B: 2 rows of 3 hearts

\ C: 3 rows of 3 squares

\ D: No Response

Scaffolded Response (when applicable)\ A: 1 row of 3 stars

\ B: 2 rows of 3 hearts

\ C: 3 rows of 3 squares

\ D: No Response

Task 2



Stimulus number strip:

5 × 3

Number strips:

5 × 1

5 × 3

5 × 5

Here is an expression.Read the stimulus number strip to the student.

Which expression results in a product greater than five times three?Read the number strips to the student.

\ A: 5 × 1

\ B: 5 × 3

\ C: 5 × 5

\ D: No Response



Task 3



Stimulus number/picture strips:

2 × 41

= 42

(Two times a fraction

bar divided into four equal parts with one part shaded gray equals a fraction bar divided into four equal parts with two parts shaded gray.)

3 × 41

= 43 (Three times a

fraction bar divided into four equal parts with one part shaded gray equals a fraction bar divided into four equal parts with three parts shaded gray.)

Sentence strips:

43 is less than

42 .

43 is equal to

42 .

43 is greater than

42 .

Here is a model of a multiplication problem. Point to and read the first stimulus number/picture strip to the student.

Here is another model of a multiplication problem. Point to and read the second stimulus number/picture strip to the student.

Which sentence is correct?Read the sentence strips to the student.

\ A: 43 is less than

42 .

\ B: 43 is equal to

42 .

\ C: 43 is greater than

42 .

\ D: No Response

Item 4

Florida Standards Access Point: Round decimals to the next whole number.

Task 1




25¢

$5

$10

Which picture shows an amount less than one dollar?Read the number/picture cards to the student.

\ A: 25¢

\ B: $5

\ C: $10

\ D: No Response

Scaffolded Response (when applicable)\ A: 25¢

\ B: $5

\ C: $10

\ D: No Response

Task 2




number line

Number cards:

0.2

1.3

3

Here is a number line with three points. The number line begins at zero and increases to three by units of one-tenth. There are data points at two-tenths, one and three-tenths, and three. Point to each point as it is read to the student.

Which number is less than one?Read the number cards to the student.

\ A: 0.2

\ B: 1.3

\ C: 3

\ D: No Response



Task 3




number line with a point at 2.8

Number cards:

1

2

3

Here is a number line with one point. The number line begins at one and increases to three by units of one-half. There is a data point at two and eight-tenths. Point to the data point as it is read to the student.

What is two and eight-tenths rounded to the nearest whole number?Read the number cards to the student.

\ A: 1

\ B: 2

\ C: 3

\ D: No Response

Item 1

Task 1 Recognize the weather conditions including hot/cold and raining/not raining during the day.



Word/picture cards:

cup

sock

wet

Which picture shows that it has rained?Read the word/picture cards to the student.

\ A: cup

\ B: sock

\ C: wet

\ D: No Response

Scaffolded Response (when applicable)\ A: cup

\ B: sock

\ C: wet

\ D: No Response

Task 2 Match specific weather conditions with different locations.




map of North America

Word cards:

Canada

Northern U.S.

Southern U.S.

Here is a map of North America. It shows Canada, Northern U.S., and Southern U.S. The arrow shows that north is on the top side of the map. It is colder in the north than in the south.Where is it least likely to snow?Read the word cards to the student.

\ A: Canada

\ B: Northern U.S.

\ C: Southern U.S.

\ D: No Response


59Grade 5 Science

Task 3 Identify features of weather in different climate zones, such as tropical and polar.




Temperature and Rainfall chart

Word cards:

tropical rain forest

polar region

desert

Here is a chart. It compares the temperature and yearly rainfall in three different places: tropical rain forest, polar region, and desert. It is titled Temperature and Rainfall. The tropical rain forest is warm during the day and night and receives about one hundred inches of rain. The polar region is very cold during the day and night and receives less than ten inches of rain. The desert is hot during the day and cold at night and receives less than five inches of rain.Which place receives the most rain?Read the word cards to the student.

\ A: tropical rain forest

\ B: polar region

\ C: desert

\ D: No Response

Item 2

Task 1 Recognize a source of light energy (Sun, lightbulb).



Word/picture cards:

television

eraser

newspaper

Which object gives off light energy?Read the word/picture cards to the student.

\ A: television

\ B: eraser

\ C: newspaper

\ D: No Response

Scaffolded Response (when applicable)\ A: television

\ B: eraser

\ C: newspaper

\ D: No Response

Task 2 Recognize uses of electrical energy (popcorn popper, vacuum cleaner), heat energy (grill, heater), light energy (sunlight, flashlight), and mechanical energy (bicycle).



Stimulus picture card:playground swing

Word/picture cards:

lightbulb

skateboard

clock radio

Here is a picture of a playground swing. Pushing and pulling give the swing mechanical energy.What is another object that uses mechanical energy when it is working?Read the word/picture cards to the student.

\ A: lightbulb

\ B: skateboard

\ C: clock radio

\ D: No Response


61Grade 5 Science

Task 3 Identify forms of energy, including heat, light, sound, electrical, and mechanical.



Stimulus word cards:heat

electrical

mechanical


hammer

battery

flame

Here are three words. Each word names a form of energy. Point to and read the stimulus word cards to the student.

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

Here are three words with pictures. Each word describes something that uses energy. You are going to match each word with its form of energy.Which word goes with each form of energy?Read the cutout word/picture cards to the student.

Indicate:heat• flameelectrical• batterymechanical• hammer

\ A: Correct

\ B: Incorrect

\ C: No Response

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

Item 3

Task 1 Recognize a way to stop an object from moving.



Stimulus picture card:bouncing ball

Word/picture cards:

Kick it.

Hold it.

Smell it.

Here is a picture of a ball. The ball is bouncing.How can you make the ball stop moving?Read the word/picture cards to the student.

\ A: Kick it.

\ B: Hold it.

\ C: Smell it.

\ D: No Response

Scaffolded Response (when applicable)\ A: Kick it.

\ B: Hold it.

\ C: Smell it.

\ D: No Response

Task 2 Recognize the source of a force (push or pull) used to stop an object from moving.



Stimulus picture cards:boy sliding down a slide

boy stopping at the bottom of the slide with his feet on the ground


The boy’s feet pushed on the ground.

The boy’s arms reached for the sky.

The boy’s cap flew off his head.

Here are two pictures.The first shows a boy sliding down a slide. Point to the first stimulus picture card.

The second shows the boy stopping at the bottom of the slide with his feet on the ground. Point to the second stimulus picture card.

What caused the boy to stop at the bottom of the slide?Read the sentence/picture strips to the student.

\ A: The boy’s feet pushed on the ground.

\ B: The boy’s arms reached for the sky.

\ C: The boy’s cap flew off his head.

\ D: No Response


63Grade 5 Science

Task 3 Identify that an opposing force (push or pull) is needed to prevent an object from moving.



Stimulus picture card:(person facing forward and holding the handle of a cart behind him)


One person pulls the cart, and one person watches.

Two people pull the cart in the same direction.

Two people pull the cart in opposite directions.

Here is a picture of a cart. A pull can move this cart forward.What can make the cart stand still?Read the sentence/picture strips to the student.

\ A: One person pulls the cart, and one person watches.

\ B: Two people pull the cart in the same direction.

\ C: Two people pull the cart in opposite directions.

\ D: No Response

Item 4

Task 1 Recognize the weather conditions including hot/cold and raining/not raining during the day.



Stimulus picture card:girl outside

Word/picture cards:

cold

hot

long

Here is a picture of a girl outside. She is wearing a coat, mittens, and boots.What kind of weather is in this picture? Point to the stimulus picture card.

Read the word/picture cards to the student.

\ A: cold

\ B: hot

\ C: long

\ D: No Response

Scaffolded Response (when applicable)\ A: cold

\ B: hot

\ C: long

\ D: No Response

Task 2 Identify different types of precipitation, including rain and snow.



Stimulus picture card:(A boy is holding an umbrella. Water is falling from the sky.)

Word cards:

acorns

hailstones

raindrops

Here is a picture of a boy walking to school. He is using an umbrella.What kind of precipitation is in this picture? Point to the stimulus picture card.

Read the word cards to the student.

\ A: acorns

\ B: hailstones

\ C: raindrops

\ D: No Response


65Grade 5 Science

Task 3 Describe types of precipitation, including rain, snow, and hail.



Stimulus sentence strips:

ice crystals falling from the sky

water drops falling from the sky

water and ice falling from the sky


rain

sleet

snow

Juan’s teacher gave him these descriptions of three kinds of precipitation. Point to and read the stimulus sentence strips to the student.

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

Here are three words with pictures. Each word names a kind of precipitation. Juan needs to match each type of precipitation with its description.Which type of precipitation should Juan match with each description?Read the cutout word/picture cards to the student.

Indicate:ice crystals falling from the sky• snowwater drops falling from the sky• rainwater and ice falling from the sky• sleet

\ A: Correct

\ B: Incorrect

\ C: No Response

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

67

Grades 3–5

English Language Arts—Writing

Writing PromptPassage Booklet: page 27, Keep Recess in Schools

Large Cutout Card: Student Response Template (located in the back of this booklet)

Writing PromptProduce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Teacher Script

You are going to write an article in support of school recess.You will include a title, an introduction, reasons, and a conclusion.You will use information from this passage to support the idea that school recess benefits students. 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 article in support of school recess.What new title will you use for your article?Point to section 1 of 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 paragraph 1 of the passage to the student.

You will write an introduction for your article in support of school recess.What is your introduction for your article?Point to section 2 in the student response template.


69Grades 3–5 ELA—Writing

The passage includes reasons to support school recess.Read the full passage to the student.

You will include two reasons in your article about why school recess benefits students.Here is the beginning of a sentence to state your first reason.Point to section 3 in the student response template and read the sentence starter to the student.

What words best complete this sentence?

Next you will include another reason.Here is the beginning of a sentence to state another reason.Point to section 4 in the student response template and read the sentence starter to the student.

What words best complete this sentence?

A conclusion restates the topic using different words.Here is the conclusion of the passage.Point to and read paragraph 4 to the student.

You will write a conclusion, or ending, for your article.What is your conclusion for your article in support of school recess?Point to section 5 in the student response template.

Now I will read your article 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?

Grade-Specific Vocabulary List

This list includes vocabulary words that can be made accessible to the student during administration of the Practice Test Writing Prompt. See page 57 in the Test Administration Manual for more information.

Grades 3–5 Practice Test: Keep Recess in Schools

Nouns/Pronouns VerbsAdjectives/Adverbs/

Descriptors

recess

time

break

learning

friends

brains

attention

class

benefit

chance

waste

take

improves

rest

notice

pay

miss

talk

know

cooperate

share

lead

need

important

more

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help

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by _

____

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https://fsaa-training.onlinehelp.measuredprogress.org/performance-task-teacher-resources/

grades 3–5 test booklet...grades 3–5 test booklet table of contents grade 3 english language...

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