Note to Teacher: Story elements include setting, plot, conflict and characters. Example Items Item 1: Teacher Directions: Here is a story about a girl who moves to a new school. Follow along as I read the story to you. As I read the story, think about how the girl’s feelings change. (Read the story with accompanying visuals, as necessary, to the student.) Lisa’s New School Lisa’s family moved to a new home before school started. Lisa missed her old school. She missed her old friends. On the first day at her new school, the teacher introduced Lisa to the class. Lisa smiled, but she did not feel happy. Lisa did not know anyone. Lisa stood alone on the playground at recess. She wished she could go home. Then a girl named Susan invited Lisa to play tag. Lisa joined the game. She looked at the girls running and laughing. They were having fun. Lisa was having fun, too. Lisa decided she was going to like her new school after all. How does Lisa change in the story? (Read the answer choices to the student.) A. from being alone to playing with friends B. from being at school to being at home C. from running at recess to learning in class Answer Key (for teacher use only) Item 1: A, from being alone to playing with friends RL.5.5 Reading Literature-Craft and Structure Grade 5 ACCESS POINT (Less Complex) RL.5.5.L. Student will identify a story element that may include a character, setting, or problem. PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one topic or to multiple topics. Source material must be a . In a multiple-choice item, a minimum of two answer choices must be provided. Restrictions: None Note to Teacher: Story elements include setting, plot, conflict and characters.
Example Items Item 1: Teacher Directions: Here is a story about Henry and his dad. Follow along as I read the story to you. As I read the story, think about where the story takes place. (Read the story with accompanying visuals, as necessary, to the student.) Henry at the Beach Henry and his dad enjoy going to the beach. They swim in the ocean. They build a sand castle, and Henry laughs when the waves wash it away. Which picture shows the setting where the story takes place? (Point to the picture card answer choices.) B. Answer Key (for teacher use only) Item 1: A, the beach ENGLISH LANGUAGE ARTS Grade 5 Strand: Reading: Informational Text Substrand: Integration of Knowledge and Ideas ACCESS POINTS Built on Three Levels of Complexity More Complex>>>>>>>> Intermediate >>>>>>>>>>>> Less Complex Student will use Internet research tools or print sources to locate information about a subject to answer a question or to solve a problem. Student will locate explicitly stated information from a print or digital source to answer a question. Student will locate explicitly stated information in a print, photograph, illustration, tactile graphic, or digital source. RI.5.7 Reading Informational Text-Integration of Knowledge and Ideas Grade 5 ACCESS POINT (More Complex) RI.5.7.M. Student will use Internet research tools or print sources to locate information about a subject to answer a question or to solve a problem. PERFORMANCE TASK Requirements:
What number comes next in this pattern? Item 3 (subtract 2 rule): Teacher Directions: Here is a number pattern. (Point to and read the pattern.) 20, 18, 16, 14, What number comes next in this pattern? Item 4 (add 1 rule): Teacher Directions: Here is a number pattern. (Point to and read the pattern.) 22, 23, 24, Which number comes next in this pattern? (Read the answer choices to the student.) A. 25 B. 22 C. 21 Answer Key (for teacher use only) Item 1: C, 15 Item 2: 26 Item 3: 12 Item 4: A, 25 5.OA.3 Operations and Algebraic Thinking-Analyze patterns and relationships Grade 5 ACCESS POINT (Intermediate Complex) 5.OA.3.I. Student will extend a modeled numerical pattern that involves an addition rule. PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. The items must include five different number patterns that use different rules and/or different starting numbers. Provide a minimum of three terms for a given pattern. In a multiple-choice item, a minimum of three answer choices must be provided. Restrictions: None Example Items Item 1: Teacher Directions: A number pattern is shown. (Point to and read the number pattern.)
Student will organize given data to graphically represent given data on daily changes in shadows, day and night, or seasonal appearances of some stars; describe patterns in the data, and identify the cause of the patterns as Earth’s rotation on its axis or Earth’s orbit around the sun. Student will organize given data on daily changes in shadows, day and night, or seasonal appearances of some stars and describe patterns in the data. Student identifies a graph that represents given data on daily changes in shadows or day and night and identify patterns in the data. 5-ESS1-2 Earth and Space Sciences: Earth’s Place in the Universe Elementary ACCESS POINT (More): 5-ESS1-2.M. Student will organize given data to graphically represent given data on daily changes in shadows, day and night, or seasonal appearances of some stars; describe patterns in the data, AND identify the cause of the patterns as Earth’s rotation on its axis or Earth’s orbit around the sun. PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. Student must organize data and create at least one graph. Graphs types must be: Bar graphs Pictographs And/or pie charts Patterns may include: Daily changes in the length and direction of shadows observed during the day Daily changes in day and night (Or, Changes in the duration of daylight throughout the year, as determined by sunrise and sunset times) Different positions of the sun, moon and stars visible in the night sky at different times of the day, month, and/or year In a multiple-choice items must have a minimum of three answer options Restrictions: Patterns cannot include the causes of the seasons or the phases of the moon. Note to Teacher: The metric system is used in science. Teachers should not replace metric units with U.S. customary system units. For this Performance Task the student may collect the data OR the data may be
Item 4: What happens to the length of a shadow when we see the sun set? It is shorter. It is longer. It stays the same as all day. Item 5: Teacher Directions: (Give student the Sun/Shadow Cut-outs) Match the time (morning, noon, and afternoon) to the picture that shows the correct sun and shadow. Answer Key (for teacher use only): Item 1: Graph should match collected data. Item 2: Answer should match data from student graph. Item 3: A, The earth rotates on its axis. Item 4: B. It is longer Item 5: Student should match pictures with appropriate time. Sun/Shadow Cut-outs 5-ESS1-2 Earth and Space Sciences: Earth’s Place in the Universe Elementary ACCESS POINT (Intermediate): 5-ESS1-2.I. Student will organize given data on daily changes in the shadows, day and night, or seasonal appearance of stars, AND describe patterns in the data. PERFORMANCE TASK Requirements: Every performance task must have at least five unique items/questions. Student must organize data AND create a graph. Patterns may include: Daily changes in the length and direction of shadows Yearly changes in the hours of daylight (different sunrise and sunset times) Yearly changes in which stars are visible at night Yearly changes in the position of the sun in the sky/in the length and direction of shadows In a multiple-choice item, a minimum of three answer choices must be provided. Restrictions: Patterns cannot include the causes of the seasons or the phases of the moon.