Professional Documents
Culture Documents
ACCESS
Sample Items
3-5 Introduction
Table of Contents
Introduction ...........................................3
Listening Scripts .........................................11
Listening Samples ........................................ 17
Reading Samples ........................................ 25
Writing Samples ........................................ 35
Speaking Samples ........................................ 43
Answer Keys ........................................ 50
Index ........................................ 51
Please note: The test folders as you see them in this sample
booklet do not appear exactly as they would in operational test
booklets. We have annotated test items with the corresponding
model performance indicators and have changed the format of
the speaking test from a landscape layout (as found in the actual
speaking test picture cue booklet) to a portrait layout for this
sample booklet. These changes required some reductions in the
size of graphics.
3-5 Introduction
3-5 Introduction
1st position:
Domain
4th position:
Tier
Listening: L
Speaking: S
Reading: R
Writing: W
Kindergarten: K
1 to 2: 12
3 to 5: 35
6 to 8: 68
9 to 12: 91
Proficiency levels
1 to 3: Tier A
2 to 4: Tier B
3 to 5: Tier C
SI
Example: L12A_SI
12
3-5 Introduction
3-5 Introduction
Each test item on the ACCESS for ELLs is written to address a specific performance indicator,
which, in turn, addresses a specific proficiency level. The illustration below highlights one PI for
Grade Level K-2 at Proficiency Level 2. This PI becomes the starting point for developing a test item.
Classify living
organisms
(such as birds
and mammals)
using pictures or
icons
3-5 Introduction
Items in the ACCESS for ELLs test are arranged into theme folders, which are collections of test
items organized along some content topic. For example, a theme folder for grades 9-12, Reading,
Science may consist of 3-6 items related to the water cycle. Each theme folder addresses three
proficiency levels, or three performance indicators, and the items always increase in difficulty
throughout the folder.
Match sources
of data depicted
in tables, charts,
or graphs from
scientific studies
with research
questions
Extract
information on
the use of data
presented in text
and tables
Interpret data
presented in text
and tables in
scientific studies
3-5 Introduction
Theme folders consist of a theme graphic followed by items that correspond to the three proficiency
levels/performance indicators being assessed. The items may also have additional graphic stimuli,
and the response choices will be either graphic or text depending on the grade levels and tier being
tested. Below is a sample theme folder for Science, Listening, for Grades 1-2, Tier A. Since this is a
Tier A folder, the proficiency levels covered are 1, 2, and 3.
Theme Graphic
3-5 Introduction
10
3-5 Introduction
3-5
Listening
Scripts
11
L35A_LA_Breakfast Time
Part B Breakfast Time
Look at the big picture. It shows Mario having breakfast
with his mother and father.
Pause 3 seconds.
I will now read you a story about breakfast time at
Marios home. I will read you the story one part at a
time. Listen carefully.
Number 1
Mario likes to cook breakfast for his family in their
kitchen.
Pause.
Number 2
Every Saturday morning, Mario prepares breakfast.
Pause.
Number 3
First, he cuts up apples and oranges, and puts
them on a plate.
Pause.
Number 4
Then he makes pancakes, which he covers with
honey.
Pause.
12
L35B_LA_USPresidents
Number 5
His family enjoys eating the breakfast that Mario
makes. But now there are so many dirty dishes!
Pause.
Turn the page.
Number 6
What years did the fourth president serve?
Number 7
Which presidents are in the correct order from
earliest to latest?
Pause.
Pause.
Now listen to
Number 8
Which president on the timeline served the
shortest term?
Pause.
Turn the page.
13
L35C_SC_Density
Part C Density
Ramons class is learning about the density of
different objects.
Number 9
The density of water is 1. Ramons class learned
that if something is more dense than water, it
sinks. If something is less dense than water, it
floats.
Pause.
Number 10
Pause.
The density of steel is about 8. When Ramon puts
a steel ball in water it sinks. However, when he
carefully lays a steel paperclip on the water, he can
make it float. He wants to know why. His teacher
explains that the surface tension of the water can
hold up a paper clip because it is light, but it could
not a hold up a heavy steel ball.
Ramon learns from this experiment that in addition
to density, another characteristic affects whether
an object will float on water.
What characteristic is this?
Number 11.
Take a moment now
to read the answer
choices.
Pause 5 seconds.
Now listen to...
Number 11
Pause.
The teacher tells Ramon to carefully add a soapy
This is the end of the
solution to the water and then put in a steel
Listening Test.
ball and a paper clip, just as he did before. She
explains that water has surface tension. That
means, water molecules on the surface stick tightly
together. Soap, however, will prevent the water
molecules on the surface from sticking together
tightly. Ramon adds soap to the water and then
puts in the steel ball and the paper clip.
What will prove what the teacher says?
14
15
16
35
Listening
Test
17
L35A_LA_Breakfast Time
18
LA P1 identify elements of stories from oral directions supported by illustrations (such as characters or settings)
LA P2 select literal meanings from oral descriptions (such as from oral reading
of realistic fiction) and match to illustrations
LA P2 select literal meanings from oral descriptions (such as from oral reading
of realistic fiction) and match to illustrations
LA P3 identify the main idea(s) or make predictions from oral discourse (such as
from oral reading of realistic or science fiction) and select from illustrations
3-5 Samples Listening
19
L35B_SS_US Presidents
6
1797-1801
1801-1809
1809-1817
SS P2 arrange information on timelines, graphs, charts, maps, or other visual aids according to oral directions
20
8
Adams
Jefferson
Madison
Monroe
SS P4 interpret information on timelines, graphs, charts, maps, or other visual aids from
oral directions
L35C_SC_Density
SC P3 make predictions or hypotheses about science experiments from oral descriptions pertaining to physical states of matter, living and non-living things, forces
in nature, or weather patterns
22
10
o
11
o
End of Test
24
35
Reading
Test
R35A_LA_Angela Pepper
26
1
Which one is Pepper?
LA P1 match labels or identify facts from pictures and phrases (e.g., I see, there is)
2
I know he has white spots.
Which key words in this sentence tell you it is a fact?
I know
he has
white spots
LA P2 identify language associated with stating facts found in short fiction or nonfiction text supported by pictures or graphics (e.g., I know that, it is true
that)
3
Which sentence tells you a fact, not a persons opinion?
LA P2 identify language associated with stating facts found in short fiction or nonfiction text supported by pictures or graphics (e.g., I know that, it is true
that)
3-5 Samples Reading
4
I think he is the best dog in the world.
Which key words tell you that this sentence is an opinion?
world and he is
5
Which states an opinion?
28
R35B_LA_Mystery
30
6
I know that Babu and Ali were playing baseball earlier.
Which key word in this sentence tells you it is a fact, not a persons opinion?
know
playing
earlier
LA P2 identify language associated with stating facts found in short fiction or nonfiction text supported by pictures or graphics (e.g., I know that, it is true
that)
7
I think someone threw a baseball through the window.
Which word in this sentence tells you it is a persons opinion?
think
someone
baseball
31
R35C_SI_ScienceFieldTrip
9
What subject is this activity for?
SI P3
32
PE
Art
History
Science
identify main ideas from visually supported, explicit text (such as from school
permission slips, notes about school events)
10
Why did Sams teacher make this handout and give it to the class?
SI P4
identify main ideas and major details (such as from school announcements, and
dress or discipline codes)
11
What do you think Sam will need to do after May 20th?
SI P5
make inferences about main ideas and use details as supporting evidence (such
as from comic books)
33
End of Test
34
35
Writing
Test
35
W35C_IT_GrasshopperAnts
This is an ancient story written by a man called Aesop. Read the story. As you read, think about
how the grasshopper and the ants remind you of yourself.
The grasshopper
laughed at the ants.
When the winter came, the ants ate the food they had stored during
the summer. But the grasshopper was hungry because he had played
all summer instead of working.
Think carefully about these questions to get ideas for your writing.
Are you more like the grasshopper or the ants?
What is the first example of how you are like this character from the story?
What is the second example of how you are like this character from the story?
What is the third example of how you are like this character from the story?
Turn to the next page to write your plan.
37
Use this page to organize your ideas. You can make notes, an outline, a web, or any other kind of
organizer. Add details. Make sure your plan includes:
Introduction
First Example
Second Example
Third Example
Conclusion
38
Now write your composition about how you are like the grasshopper or the ants. When you have
finished, be sure to check your writing.
39
40
41
End of Test
42
35
Speaking
Test
43
Folder A
T1
44
Folder A (continued)
T2
45
Folder A (continued)
T3
Folder A (continued)
T4
Now were going to talk some more about how heart rates change.
We saw how a persons heart rate changes as they grow from a baby
to a child to an adult. Now we are going to see how a childs heart rate
changes as she does different activities.
This is another graph. It shows the heart rate of a girl named Alicia as
she does different activities, like sleeping, running, and reading. (Point to
ALICIA DOING ACTIVITIES at bottom of page.)
This graph shows Alicias heart rate as she does these things. (Point to
GRAPH.)
Q1: Look at this graph and tell me what happens to Alicias heart rate
when she does these different activities.
Q2: (As necessary) Tell me more. (OR) Can you tell me anything else?
(OR) Can you elaborate? (OR) Can you give me more details? (OR)
Can you be more specific?
47
Folder A (continued)
T5
End of Test
49
Answer Keys
Listening
50
Reading
Part B: US Presidents
6-C
7-D
8-A
3-5 Appendix
3-5 Appendix
51