English Language Arts 1 and 2 Grades 9 and 10 Test …...1 Florida Standards Alternate Assessment English Language Arts 1 and 2 Content Standards Addressed Florida State Standards

English Language Arts 1 and 2Grades 9 and 10

Test Booklet

Table of Contents

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

Grade 10 English Language Arts 2 ..............................................15

Grades 9 and 10 English Language Arts 1 and 2—Writing ..........27

Student Name: ______________________________________

Practice Test2019–2020

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 AssessmentEnglish Language Arts 1 and 2

Content Standards Addressed

Florida State Standards

English Language Arts 1 (Grade 9)Informational Text: Key Ideas and DetailsLAFS.9-10.RI.1.1

Informational Text: Integration of Knowledge and IdeasLAFS.9-10.RI.3.7

Speaking and Listening: Comprehension and CollaborationLAFS.9-10.SL.1.2

English Language Arts 2 (Grade 10)Literature: Key Ideas and DetailsLAFS.9-10.RL.1.1

Literature: Craft and StructureLAFS.9-10.RL.2.4

Informational: Integration of Knowledge and IdeasLAFS.9-10.RI.3.8

Language: Conventions of Standard EnglishLAFS.9-10.L.1.2

Language: Vocabulary Acquisition and UseLAFS.9-10.L.3.5

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.9-10.W.1.2

Writing: Production and Distribution of WritingLAFS.9-10.W.2.4

Teacher-Gathered Mater ia ls

None

3

Grade 9

English Language Arts 1

Item continued on the next page

Item 1

Florida Standards Access Point: Use two or more pieces of evidence to support inferences, conclusions, or summaries.

Task 1

Materials Teacher Script Student Response

Response Booklet: page 3

Passage Booklet: page 5

Octopus Intelligence

Word/picture cards:

to swim

to float

to hide

Read paragraph 1 to the student.

Why would an octopus change its shape to match its surroundings?Read the word/picture cards to the student.

\ A: to swim

\ B: to float

\ C: to hide

\ D: No Response

Scaffolded Response (when applicable)\ A: to swim

\ B: to float

\ C: to hide

\ D: No Response

Task 2





Sentence/picture strips:

Octopuses eat crabs, clams, snails, and small fish.

Octopuses can solve puzzles and use tools.

Some octopuses grow up to five feet in length.

Read the passage to the student.

Which sentence is an example of octopus intelligence given in the passage?Read the sentence/picture strips to the student.

\ A: Octopuses eat crabs, clams, snails, and small fish.

\ B: Octopuses can solve puzzles and use tools.

\ C: Some octopuses grow up to five feet in length.

\ D: No Response

5Grade 9 English Language Arts 1

Task 3






“For example, they are very good at getting away from their enemies.”

“Shape-shifting means they can change their bodies to match their surroundings.”

“Humans are just beginning to understand how remarkable these sea creatures are.”

Which sentence from the passage best describes the main idea of the passage? Read the sentence/picture strips to the student.

\ A: “For example, they are very good at getting away from their enemies.”

\ B: “Shape-shifting means they can change their bodies to match their surroundings.”

\ C: “Humans are just beginning to understand how remarkable these sea creatures are.”

\ D: No Response

Item 2Florida Standards Access Point: Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries in a text.

Task 1




Tree Frogs of the Everglades

Word/picture cards:

Montana

Florida

Texas


Where do the tree frogs live?Read the word/picture cards to the student.

\ A: Montana

\ B: Florida

\ C: Texas

\ D: No Response

Scaffolded Response (when applicable)\ A: Montana

\ B: Florida

\ C: Texas

\ D: No Response

Task 2






Frogs like living near water.

Frogs are awake at night.

Frogs also live in gardens.


Why is the Everglades the perfect habitat for frogs?Read the sentence/picture strips to the student.

\ A: Frogs like living near water.

\ B: Frogs are awake at night.

\ C: Frogs also live in gardens.

\ D: No Response



Task 3






“Green tree frogs are very alert, especially at night.”

“It is likely that Cuban tree frogs arrived in Florida in the early 1900s.”

“Both frogs fit in perfectly in the Everglades because it is one of the largest wetland ecosystems.”

Which sentence from the passage supports the inference that frogs like living near water?Read the sentence/picture strips to the student.

\ A: “Green tree frogs are very alert, especially at night.”

\ B: “It is likely that Cuban tree frogs arrived in Florida in the early 1900s.”

\ C: “Both frogs fit in perfectly in the Everglades because it is one of the largest wetland ecosystems.”

\ D: No Response

Item 3Florida Standards Access Point: Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

Task 1




How Do We Know What We Read Is True?

Word/picture cards:

It is more likely to be true.

It is more likely to be round.

It is more likely to be cold.


Why is a believable or credible source important?Read the word/picture cards to the student.

\ A: It is more likely to be true.

\ B: It is more likely to be round.

\ C: It is more likely to be cold.

\ D: No Response

Scaffolded Response (when applicable)\ A: It is more likely to be true.

\ B: It is more likely to be round.

\ C: It is more likely to be cold.

\ D: No Response

Task 2


Response Booklet: page 17Passage Booklet: page 9How Do We Know What We Read Is True?Sentence/picture strips:The document’s author is a well-known expert on the subject.The document is old and has not been revised.The document was published by a federal agency that oversees the subject.The bibliography has sources written only by the author.


Which two criteria would demonstrate that a source is credible?Read the sentence/picture strips to the student.

\ A: The document’s author is a well-known expert on the subject.

\ B: The document is old and has not been revised.

\ C: The document was published by a federal agency that oversees the subject.

\ D: The bibliography has sources written only by the author.

\ E: No Response



Task 3




How Do We Know What We Read Is True?

Stimulus large cutout card:

Antarctica Project

Sentence strips:

“Antarctic Treaty governs”

“According to the State Department website”

“shall be used for peaceful purposes only”

Place the stimulus large cutout card on the work surface.

Your history class is doing a project on Antarctica. Here is a paragraph with a picture of Antarctica. A student posted it on the history teacher’s wiki page for the project on Antarctica. Read the paragraph to the student.

Which detail from the paragraph supports the credibility of the paragraph?Read the sentence strips to the student.

\ A: “Antarctic Treaty governs”

\ B: “According to the State Department website”

\ C: “shall be used for peaceful purposes only”

\ D: No Response

Item 4Florida Standards Access Point: Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

Task 1




Tidal Energy Considered by Local Power Company


“Tidal energy is a good idea.”

“coastlines of America”

“United States”

Here is a post from a blog written in response to an article about tidal energy.Read paragraph 1 to the student.

Some of the information in this blog post may not be accurate or true.Which group of words from the blog post should be checked for accuracy?Read the sentence/picture strips to the student.

\ A: “Tidal energy is a good idea.”

\ B: “coastlines of America”

\ C: “United States”

\ D: No Response

Scaffolded Response (when applicable)\ A: “Tidal energy is a good idea.”

\ B: “coastlines of America”

\ C: “United States”

\ D: No Response

Task 2


Response Booklet: page 23Passage Booklet: page 11Tidal Energy Considered by Local Power CompanyStimulus word/picture card:“The best thing about tidal energy is that it is dependable. The tides rise and fall twice every day.”Sentence/picture strips:a blog post in a local online newspaper in favor of using the tides for energythe owner of a construction company that builds tidal energy plantsa scientific report about the tides and possible energy uses


Here are two sentences from the blog post with a picture. They need to be checked for accuracy. Read the stimulus word/picture card to the student.

Which is the best resource to check the accuracy of the sentences?Read the sentence/picture strips to the student.

\ A: a blog post in a local online newspaper in favor of using the tides for energy

\ B: the owner of a construction company that builds tidal energy plants

\ C: a scientific report about the tides and possible energy uses

\ D: No Response



Task 3



Passage Booklet: page 11Tidal Energy Considered by Local Power Company

Sentence strips:

a power company website that gives a list of all current sources of electricity in the U.S.

an association pamphlet that gives an up-to-date list of wave action for surfers in the U.S.

an article in an oceanography journal that gives a list of all current U.S. ocean energy power sources in use

Which resource would provide the best information to check the accuracy of the blog post?Read the sentence strips to the student.

\ A: a power company website that gives a list of all current sources of electricity in the U.S.

\ B: an association pamphlet that gives an up-to-date list of wave action for surfers in the U.S.

\ C: an article in an oceanography journal that gives a list of all current U.S. ocean energy power sources in use

\ D: No Response

Item 5

Florida Standards Access Point: Compare and contrast various accounts of a subject in two or more media.

Task 1




Waves and Coastline Changes

Word/picture cards:

book

driftwood

monkey


What is one material that waves deposit on the beach?Read the word/picture cards to the student.

\ A: book

\ B: driftwood

\ C: monkey

\ D: No Response

Scaffolded Response (when applicable)\ A: book

\ B: driftwood

\ C: monkey

\ D: No Response

Task 2



Passage Booklet: page 14Waves and Coastline Changes

Passage Booklet: page 15Support the Coastal Beach Association

Stimulus large cutout cards:beachbarrier islands in Florida

Word/picture cards:barrier islandsbeach erosionbigger fruit

Place each stimulus large cutout card above the appropriate passage.

Here are two passages: one is an article and the other is part of an online brochure from a group of concerned citizens.Read both passages to the student.

What is one result of coastal deposition?Read the word/picture cards to the student.

\ A: barrier islands

\ B: beach erosion

\ C: bigger fruit

\ D: No Response



Task 3



Passage Booklet: page 14Waves and Coastline Changes

Passage Booklet: page 15Support the Coastal Beach Association

Stimulus large cutout cards:

beachbarrier islands in Florida

Sentence strips:

Both explain the dangers of erosion and deposition.

Both explain how deposition and erosion impact coastlines.

Both explain effects of deposition and erosion on tourism.

Keep each stimulus large cutout card above the appropriate passage.

You will compare the article to the online brochure.What is one similarity between the two passages?Read the sentence strips to the student.

\ A: Both explain the dangers of erosion and deposition.

\ B: Both explain how deposition and erosion impact coastlines.

\ C: Both explain effects of deposition and erosion on tourism.

\ D: No Response

15

Grade 10

English Language Arts 2


Item 1Florida Standards Access Point: Determine the meaning of words and phrases as they are used in a text, including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.

Task 1




Getting Published

Word/picture cards:

searching

drawing

swimming


What is a sketchbook used for?Read the word/picture cards to the student.

\ A: searching

\ B: drawing

\ C: swimming

\ D: No Response

Scaffolded Response (when applicable)\ A: searching

\ B: drawing

\ C: swimming

\ D: No Response

Task 2




Getting Published


She is happy about the news in the letter.

She is uneasy about publishing her drawings.

She is eager to show her teacher the new puppy.


What does the phrase “grinned from ear to ear” show about Eva at the end of the story?Read the sentence/picture strips to the student.

\ A: She is happy about the news in the letter.

\ B: She is uneasy about publishing her drawings.

\ C: She is eager to show her teacher the new puppy.

\ D: No Response


Task 3




Getting Published


She was happy the magazine liked her drawings.

She was worried about using all of her art supplies.

She was overwhelmed by new information.

What do the words “Eva felt all mixed-up” mean in the story?Read the sentence/picture strips to the student.

\ A: She was happy the magazine liked her drawings.

\ B: She was worried about using all of her art supplies.

\ C: She was overwhelmed by new information.

\ D: No Response

Item 2

Florida Standards Access Point: Use two or more pieces of evidence to support inferences.

Task 1




Lucy’s Photography Business


Everyone enjoys Lucy’s pictures.

The neighbors have a new dog.

Many people believe owls are wise.

Read the first sentence to the student.

What shows that Lucy is good at taking pictures?Read the sentence/picture strips to the student.

\ A: Everyone enjoys Lucy’s pictures.

\ B: The neighbors have a new dog.

\ C: Many people believe owls are wise.

\ D: No Response

Scaffolded Response (when applicable)\ A: Everyone enjoys Lucy’s pictures.

\ B: The neighbors have a new dog.

\ C: Many people believe owls are wise.

\ D: No Response

Task 2






Lucy used pictures of Hector’s wedding as samples.

Hector asked Lucy to take pictures of his wedding.

Lucy used a new camera at Hector’s wedding.


What evidence shows that Hector thinks Lucy is a good photographer?Read the sentence/picture strips to the student.

\ A: Lucy used pictures of Hector’s wedding as samples.

\ B: Hector asked Lucy to take pictures of his wedding.

\ C: Lucy used a new camera at Hector’s wedding.

\ D: No Response



Task 3






Hector and his wife are very happy with Lucy’s pictures.

Lucy paid back the money she borrowed from her grandparents.

Lucy is planning to advertise next summer to get more business.

What evidence best shows that Lucy enjoyed her summer taking photographs?Read the sentence/picture strips to the student.

\ A: Hector and his wife are very happy with Lucy’s pictures.

\ B: Lucy paid back the money she borrowed from her grandparents.

\ C: Lucy is planning to advertise next summer to get more business.

\ D: No Response

Item 3Florida Standards Access Point: Explain differences or changes in the meaning of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

Task 1



Stimulus sentence/picture strip:

The sailor rowed the ____ to the dock.

Word/picture cards:

building

dinghy

carriage

Here is a picture of a boat with a sentence. The sentence has a blank.Read the stimulus sentence/picture strip to the student, pointing to the blank.

Which word also means “boat” and goes in the blank?Read the word/picture cards to the student.

\ A: building

\ B: dinghy

\ C: carriage

\ D: No Response

Scaffolded Response (when applicable)\ A: building

\ B: dinghy

\ C: carriage

\ D: No Response

Task 2


Response Booklet: page 49Stimulus sentence/picture strip:The graduate ___ at her parents during her graduation because they have helped her so much.Stimulus sentence strips:beams verb: smiles happily, or with joyfrowns verb: forms one’s brow into a displeased expressionsmirks verb: smiles in a smug, conceited, or silly wayWord cards:beamsfrownssmirks

Here is a sentence with a picture. The sentence has a blank.Read the stimulus sentence/picture strip to the student, pointing to the blank.

Here are three words with their definitions.Read the stimulus sentence strips to the student.

Which word should be used to describe how the graduate looked at her parents?Read the word cards to the student.

\ A: beams

\ B: frowns

\ C: smirks

\ D: No Response



Task 3



Stimulus sentence/picture strip:

Mike was the most ______ member of the band and did everything possible to get publicity for it.

Stimulus sentence strips:

avid adjective: wanting something very much; characterized by vigorous pursuit

demanding adjective: requiring or claiming more than is generally felt by others to be due

impatient adjective: not willing to wait for something or someone

Word cards:

avid

demanding

impatient

Here is a sentence with a picture. The sentence has a blank.Read the stimulus sentence/picture strip to the student, pointing to the blank.

Here are three words with their definitions.Read the stimulus sentence strips to the student.

Which word best completes the sentence?Read the word cards to the student.

\ A: avid

\ B: demanding

\ C: impatient

\ D: No Response

Item 4

Florida Standards Access Point: Spell correctly in writing.

Task 1



Stimulus picture card:

skunk

Word cards:

dog

ball

skunk

Here is a picture of a skunk.Which is the correct spelling of the word “skunk”?Do not read or sign the word cards to the student.

Spell the word cards to the student.

\ A: dog

\ B: ball

\ C: skunk

\ D: No Response

Scaffolded Response (when applicable)\ A: dog

\ B: ball

\ C: skunk

\ D: No Response

Task 2



Stimulus picture card:

(pants)

Word cards:

party

pen

pants

Here is a picture.Which word spells what is in the picture?Do not sign or read the word cards to the student.


\ A: party

\ B: pen

\ C: pants

\ D: No Response



Task 3



Stimulus sentence strip:

My aunt and uncle took me to a rock-and-roll muzik concert last night.

Word cards:

aunt

muzik

concert

Here is a sentence with three underlined words. One of the underlined words is misspelled.Read the stimulus sentence strip to the student, pronouncing the misspelled word as if it were spelled correctly in the sentence.

Which underlined word in the sentence is misspelled?Do not sign or read the word cards to the student.


\ A: aunt

\ B: muzik

\ C: concert

\ D: No Response

Item 5

Florida Standards Access Point: Identify claims and arguments made by the author.

Task 1




A Good Night’s Sleep


They need more sleep.

They like to exercise.

They should study more.


What does the author claim about most teens?Read the sentence/picture strips to the student.

\ A: They need more sleep.

\ B: They like to exercise.

\ C: They should study more.

\ D: No Response

Scaffolded Response (when applicable)\ A: They need more sleep.

\ B: They like to exercise.

\ C: They should study more.

\ D: No Response

Task 2



Passage Booklet: page 23A Good Night’s Sleep


“Instead, they should do calm, quiet activities for the last hour before bed.”

“It is harder for students to concentrate, learn, and solve problems when they feel tired.”

“Teens should also avoid putting off doing homework until bedtime.”


Which sentence supports the claim that getting enough sleep could help students do better in school?Read the sentence/picture strips to the student.

\ A: “Instead, they should do calm, quiet activities for the last hour before bed.”

\ B: “It is harder for students to concentrate, learn, and solve problems when they feel tired.”

\ C: “Teens should also avoid putting off doing homework until bedtime.”

\ D: No Response



Task 3




A Good Night’s Sleep

Sentence strips:

There are many things teens can do to promote sleep.

Experts recommend that teens avoid drinking, eating, or exercising just before bedtime.

The National Sleep Foundation suggests teens get eight and a half hours of sleep.

Which sentence provides the best evidence that sleep is important for teens?Read the sentence strips to the student.

\ A: There are many things teens can do to promote sleep.

\ B: Experts recommend that teens avoid drinking, eating, or exercising just before bedtime.

\ C: The National Sleep Foundation suggests teens get eight and a half hours of sleep.

\ D: No Response

27

Grades 9 and 10

English Language Arts 1 and 2—Writing

Writing PromptPassage Booklet: page 27, The Pig on Wheels

Large Cutout Cards: Student Outline, Student Response Template (located in the back of this booklet)

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

Teacher Script — Outline

You are going to write an article about Chris P. Bacon, the pig on wheels. You will include a title, an introduction, details, and a conclusion.First you will complete this outline to help organize your article. Point to and read the student outline to the student.

You will use information from this passage in your article.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 about Chris P. Bacon, the pig on wheels.What new title will you use for your article?Point to section 1 in the student outline.

Here is the introduction for the passage. An introduction tells readers the central idea of what they are about to read.Point to and read paragraph 1 to the student.

You will introduce the central idea of your article about Chris P. Bacon, the pig on wheels.How will you introduce the central idea of your article?Point to section 2 in the student outline.


29Grades 9 and 10 English Language Arts 1 and 2—Writing

The passage includes details to describe the topic about Chris P. Bacon, the pig on wheels.Point to and read paragraphs 2 through 4 to the student.

You will include two details to describe the topic in your article.Which two details will you include in your article?Point to sections 3 and 4 in the student outline.

Here is the conclusion of the passage.Point to and read paragraph 5 of the passage to the student.

You will include a conclusion in your article.What is your conclusion for your article about Chris P. Bacon, the pig on wheels?Point to section 5 in the student outline.

Teacher Script — Template

Now you will use the information from your outline to help write your article. Place the completed student 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 outline.

Would you like to make any changes to the title of your article?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 outline.

What is the new title of your article?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 outline.

Would you like to make any changes to the introduction of your article?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 outline.

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

Here are the details you provided.Point to and read the details from the student outline.

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

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

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

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

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

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

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

You have completed writing your article. 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 article.

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

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.

High School Practice Test: The Pig on Wheels

Nouns/Pronouns VerbsAdjectives/Adverbs/

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Floridahislegspiglet

disabilityDr. Len Lucero

veterinariansupport

toyscart

wheelchairpatientshospitals

news reportscharitiesbooks

determination

borncare

pullingprovide

builtroll

inspiredvisit

writtenadmire

sillyfamousspecialfrontrear

unableconfidentwheeledyoung

amazingimportantinspiringhappyhealthy

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Documents

English Language Arts 1 and 2 Grades 9 and 10 Test …...1 Florida Standards Alternate Assessment English Language Arts 1 and 2 Content Standards Addressed Florida State Standards