WAAIM Grade 4 Performance Tasks 2017-2018 Web viewItem is correct if student read word independently. ... Use as many or as few words as you like as long as you make a ... WAAIM Grade

Washington Access to Instruction and

Measurement (WA-AIM)

Grade 4 Performance Tasks2017–2018

1WA-AIM Performance Tasks Grade 4

AdaptationsAll examples and items presented in the following Performance Tasks are allowed to be adapted to meet each individual student’s learning style and preferred mode of receptive and expressive communication. Teachers are encouraged to present the Performance Task components in styles that most closely resemble how daily instructional materials are presented to the student. Below are typical adaptations and ideas for presenting the Performance Tasks. This is not an all-inclusive or exhaustive list.

Use graphics and/or physical models Enlarge text/graphics Simplify text/directions Use tactile graphics Use pictorial/word/object representations for numbers and graph parts Written material may be read aloud (unless the PT specifically requires the student to

read) Reenactments or computer simulations may be used to represent scenarios For items that require the student to do physical tasks, teacher may do the physical

tasks if directed by the student (ie-MS PS3-3) Replace provided graphics with graphics commonly used by student Teacher can use real-life objects when asking questions Text and vocabulary can be tailored to the student’s vocabulary in cases where the

vocabulary is not a key element of the concept Use graphics student is most familiar with


ENGLISH LANGUAGE ARTS Grade 4

Strand: Reading: LiteratureSubstrand: Integration of Knowledge and Ideas

ACCESS POINTS Built on Three Levels of Complexity

More Complex>>>>>>>>Intermediate>>>>>>>>>>>> Less Complex

Student will compare and contrast two representations of a story.

Student will identify difference between two representations of a story.

Student will identify similarity between two representations of the same text.


RL.4.7 Reading Literature-Integration of Knowledge and Ideas

Grade 4

ACCESS POINT (More Complex) RL.4.7.M. Student will compare and contrast two representations of a story.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include at least:

o one item that compares o one item that contrasts

Source material must be a story or a drama. Story or drama must be presented in two different ways (textual, visual, oral, or tactual). In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The essence of this task is for student to find similarities and differences in what they have read to what they

visualized and heard. The task requires the use of the same story. Formats which could be used are: video, audio, play,

picture story. Comparisons could include format or story elements.

Example ItemsTeacher Directions: You are going to listen to a story about two children who find a baby seal and then you are going to see a play of the same story. Think about one way they are alike and one way they are different. Follow along as I read. (Read “A Day at Seal Cove” to the student.)

Representation 1:A Day at Seal Cove

Jerry and Claire were climbing the rocks overlooking Seal Cove. Jerry pointed to a baby seal on a nearby rock down close to the water.

“The seal looks like it’s stuck between the rocks there!” Jerry shouted. Claire saw the baby seal. It did look stuck.

“What are we going to do?” asked Jerry.“Let’s go home and get Dad.” Claire suggested. “He’ll know what to do.” “Great idea! Let’s hurry; the tide’s coming in.”Later, Jerry and Claire returned with their dad. The little seal was swimming in the water.“The tide must have floated it free,” said Dad. Everyone smiled.

Representation 2: Teacher Directions: Now I am going to read the play. I’ll wear a different mask as each character speaks; I’ll wear this one for Jerry’s lines, this one for Claire’s, and this one for the dad’s. (Show the appropriate mask to the student as you mention each character. Read the play “Seal Cove” to the student without showing the text.)


(Setting: rocks overlooking Seal Cover)Jerry: Clair look, that seal looks like it stuck between the rocks there! What are we going to do?Claire: Let’s run home and get dad.Jerry: Great idea! Let’s hurry; the tide’s coming in

(Claire, Jerry and their Dad return to Seal Cove)Jerry: The seal was right down there dad.Claire: I don’t see the seal anymore.Dad: The tide must have floated the seal free.

Item 1:What is the same about how the story is presented visually (play) and in writing?

Item 2:What is different about how the story is presented visually (play) and in writing?

Answer Key (for teacher use only):Item 1: Possible answers include characters, setting, conflict, solution, descriptions, etc.Item 2: Possible answers include differences in narrations, specific descriptions and/or language used, etc.



Grade 4

ACCESS POINT (Intermediate Complex) RL.4.7.I. Student will identify difference between two representations of a story.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one set of two representations of the text. Source material must be a story or a drama.

o Story or drama must be presented in two different ways (textual, visual, oral, or tactual).

In a multiple-choice item, a minimum of three answer choices must be provided.Restrictions: None

Note to Teacher: This task differs from the More Complex task in that the student only needs to identify differences between

the representations .

Example ItemsTeacher Directions: You are going to listen to a story about a tortoise and a hare and then you are going to watch a video of the same story. Think about how the stories are different. Follow along as I read. (Read the first version of “The Tortoise and the Hare” to the student.)

Representation 1The Tortoise and the Hare

A tortoise and a hare decided to race. The hare was fast. The tortoise was slow. The hare was ahead. The hare stopped for lunch, and then the hare took a nap. The tortoise kept going. The hare woke up. The tortoise had passed the hare while it slept. The tortoise beat the hare to the finish. Slow and steady wins the race.1

Teacher Directions: Now we are going to watch a video of “The Tortoise and the Hare.” Remember to think about how the stories are different. (Show a video of “The Tortoise and the Hare.”)

Representation 2Tortoise and the Hare Short Video

Item 1:How is the story different from the video? (Read the answer choices to the student.)

A. The hare lost the race to the tortoise. B. The hare took a nap.C. The hare stopped for lunch.

Answer Key (for teacher use only)

1 Tortoise and the Hare from Tarheel Reader


https://tarheelreader.org/2013/03/05/the-tortoise-and-the-hare

Item 1: C, The hare stopped for lunch



Grade 4

ACCESS POINT (Less Complex) RL.4.7.L. Student will identify similarity between two representations of the same text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one set of two representations of the text. The source material must be a story or a drama.

o The story or drama must be presented in two different depictions (textual, visual, oral, or tactual).

In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: This task differs from the Intermediate task in that the student only needs to identify similarities between the

representations/

Example ItemsTeacher Directions: You are going to listen to one story about three little pigs; then you will watch a puppet show of the same story. Think about one way the stories are same. [Present the first version of “The Three Little Pigs.”; a story with illustrations. Read the first version of “The Three Little Pigs” to the student and point to the illustrations as you read.)

Representation 1The Three Little Pigs

Once there were three little pigs. The big bad wolf came along and tried to catch the three little pigs. The three little pigs tricked the wolf and lived happily ever after.

Representation 2Now you are going to watch a puppet show of “The Three Little Pigs.” Remember to think about how the stories are the same. (Use the text above for the puppet show. Suggestion: Use finger or stick puppets as you read the story.)Item 1:What is the same both stories? (Read the answer choices to the student.)

A. a wolfB. a kitten

Answer Key (for teacher use only)Item 1: A, a wolf



Strand: Reading: Informational TextSubstrand: Key Ideas and Details


More Complex>>>>>>>> Intermediate >>>>>>>>>>>> Less Complex

Student will use details to tell what happened or why something happened in an informational text.

Student will identify a relationship between a detail from an informational text and an individual, event, or idea from the text.

Student will match a detail with an individual, idea, or event in a text.


RI.4.3 Reading Informational Text-Key Ideas and Details Grade 4

ACCESS POINT (More Complex) RI.4.3.M. Student will use details to tell what happened or why something happened in an in f o r m a t i on a l t e x t .

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 an informational text. Task can include items that use details to:

o tell what happened o tell why something o or a combination of both

In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: NoneExample Items

Teacher Directions: Here is an article about a man named Christopher Columbus. Christopher Columbus liked to explore new places. Follow along as I read the article to you. As I read, think about what Columbus was looking for when he went exploring. (Read the article to the student and point to the visuals.)

Christopher ColumbusChristopher Columbus liked to discover new places. A king and a queen gave Christopher Columbus three ships. The ships were named the Niña, the Pinta, and the Santa Maria. Christopher Columbus started one trip from Spain. He sailed for a long time. He was looking for a shorter path to India. While he was looking for a shorter path to India, he found America! Christopher Columbus was very surprised.

Item 1:What was Christopher Columbus looking for when he left Spain? (Read the answer choices to the student.)

A. He was looking for his lost ship, the Pinta. B. He was looking for a shorter way to India.C. He was looking for a better way to America.

.Answer Key (for teacher use only)Item 1: B, He was looking for a shorter way to India.



ACCESS POINT (Intermediate Complex) RI.4.3.I. Student will identify a relationship between a detail from an in f o r m a tion a l t e x t and an individual, event, or idea from the text.

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 an informational text. Task can include five items that identify relationships between:

o details and individuals o details and events o details and ideas o or a combination of all three



Teacher Directions: Here is an article about the first man on the Moon. Follow along as I read the article to you. As I read, think about how the Moon is different from Earth. (Read the article to the student and point to the visuals.)

The First Man on the MoonThe Moon is a big rock. It does not have any people, plants, or animals living on it. The

Moon is very different from Earth. While Earth has people, plants, and animals, the Moon does not have any.

Neil Armstrong is an astronaut. Armstrong was the first man to walk on the moon. He did it on July 20, 1969.

Apollo 11 was the name of the spaceship that took Neil Armstrong to the moon.2

Item 1:How is the Moon different from Earth? (Read the answer choices to the student.)

A. The Moon has plants living on it.B. The Moon has no animals living on it. C. The Moon has its own solar system.

Teacher Directions: Follow along as I read the article to you again. As I read, think about why Neil Armstrong was important. (Read the article to the student and point to the visuals.)

Item 2:Why was Neil Armstrong important? (Read the answer choices to the student.)

A. He was the first man to walk on the moon.B. He brought back plants from the moon.C. He found people on the Moon.

2 The First Man on the Moon


https://tarheelreader.org/2013/07/01/the-first-man-on-the-moo

Answer Key (for teacher use only)Item 1: B, The moon has no animals living on itItem 2: A, He was the first man to walk on the moon



ACCESS POINT (Less Complex) RI.4.3.L. Student will match a detail with an individual, idea, or event in a text.

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. Items can include details about:

o individualso ideaso events o or a combination of all three

Source material must be an informational text. In a multiple-choice item, a minimum of two answer choices must be provided.


Teacher Directions: Here is an article about Martin Luther King Jr. Follow along as I read the article to you. As I read, think about where Martin Luther King Jr. was born. (Read the article to the student and point to the visuals.)

Martin Luther King Jr.Martin Luther King Day became a national holiday in 1986. Martin Luther King Jr. was born in Georgia on January 15th, 1929. Martin Luther King Jr. worked for peace.3

Item 1:Where was Martin Luther King Jr. born? (Read the answer choices to the student.)

A. GeorgiaB. peace

Teacher Directions: Listen as I read the article again. Follow as I read the article to you. As I read, think about what Martin Luther King Jr worked for. (Read the article to the student and point to visuals.)

Item 2:What did Martin Luther King Jr work for?

A. peaceB. January

Answer Key (for teacher use only)Item 1: A, GeorgiaItem 2: B, peace

3 Martin Luther King Jr


https://tarheelreader.org/2010/02/19/martin-luther-king-jr-2/


Strand: Reading: Foundational SkillsSubstrand: Phonics and Word Recognition



Student will use letter-sound knowledge and/or context to read text with single- syllable, high-frequency, and/or unfamiliar words.

Given examples, student will decode words having similar spelling patterns (CVC, CCVC, CVCC, and CCVCC).

Student will use letter-sound knowledge and/or context (which may include accompanying pictures or symbols) to recognize familiar words (name, CVC words, environmental text).


RF.4.3 Reading: Foundational Skills-Phonics and Word Recognition

Grade 4

ACCESS POINT (More Complex) RF.4.3.M. Student will use letter-sound knowledge and/or context to read text with single-syllable, high-frequency, and/or unfamiliar words.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task may include items in which the student reads text with single-syllable, high-

frequency, unfamiliar words using:o letter-sound knowledge o context o or a combination of both



Item 1:Teacher Directions: Listen to this word: beach. (Present three word cards; “bounce”, “bright” and “beach”.) Which word says “beach”? (Point to, but do not read, the answer options.)

A. bounce B. bright C. beach

Item 2:Teacher Directions: Here is a sentence that goes with this picture of a girl with a hat. (Point to the sentence “The girl wears a hat.” and picture.) Read the sentence to me.

The girl wears a hat.Answer Key (for teacher use only)Item 1: Correct if student identifies “beach” independently.Item 2: Correct if student reads “The girls wears a hat” independently.



Grade 4

ACCESS POINT (Intermediate Complex) RF.4.3.I. Given examples, student will decode words having similar spelling patterns (CVC, CCVC, CVCC, and CCVCC).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided.


Item 1:Teacher Directions: Look at this picture. It is a picture of a fox.

Which word sounds like “fox”? (Point to, but do not read, the answer options.)A. bag B. box C. bun

Items 2-5:Teacher Directions: (chose 4 words and write on list for the student.) Here is a list of words. Read aloud as many of the words as you can, beginning at the top. Skip any word that you cannot sound out. (Show the student the word list and point to each word as the student reads it.

Some possible CCVC words to include are blot, brag, clam, crab, drag, drip, flag, glad, grin, plan, skid, slam, slap, slid, slug, smog, snap, snug, spot , step, trap, trot, twig, twin.)

Answer Key (for teacher use only)Item 1: B, boxItems 2–5: Each word presented counts as one item. Item is correct if student read word independently.



Grade 4

ACCESS POINT (Less Complex) RF.4.3.L. Student will use letter-sound knowledge and/or context (which may include accompanying pictures or symbols) to recognize familiar words (name, CVC words, environmental text).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five items that involve the student recognizing familiar words using:

o letter-sound knowledge o context o or a combination of both



Item 1:Teacher Directions: Look at the picture. (Show the picture card of the bug to the student.)

Which word goes with the picture? (Point to, but do not read, the answer choices to the student.)

A. bugB. man

Answer Key (for teacher use only)Item 1: A, bug.



Strand: WritingSubstrand: Production and Distribution Writing



Student will write multiple sentences about more than one idea.

Student will write at least one sentence about one topic.

Student will write about one topic.


W.4.4 Writing-Production and Distribution of Writing Grade 4

ACCESS POINT (More Complex) W.4.4.M. Student will write multiple sentences about more than one idea.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Within the set of five items, the student must write at least two sentences for at least two

ideas. Sentences may vary but they must be complete sentences about more than one idea.

Restrictions: Multiple-choice items must not be used.

Note to Teacher: A minimum of two topics is required for this task. The range for this task could include five topics with two or more sentences each OR two topics (two sentences for topic 1, three sentences for topic 2.) MULTIPLE-CHOICE ITEMS WILL BE MARKED “NOT SCORABLE.” Use of a scribe is appropriate

for this task.

Example ItemsItems 1-3:Teacher Directions: Here are some sentences starters that may be used in a composition about what dog owners need to do. (Read the sentences starters to the student.) Complete the sentences.

Dog owners must____________________. Dogs enjoy___________________. Dogs need____________________.

Items 4–5:Teacher Directions: I will read these phrase cards to you. (Point to the phrase cards.) As I read the cards, listen and think about how they can be put together to make some sentences. Phrases may be used more than one time. All of the sentences should be about one topic. Create two sentences from the phrases provided (Read each phrase to the student. Allow the student to arrange the phrase cards as he/she chooses. Visuals may accompany the phrases or the topic, as needed.)

Sam and Juan the boysthe sand castles away built sand castlesthe waves washed went to the beach


built more sand castles

Answer Key (for teacher use only)Items 1–3: Count each sentence correct if the student completes a thought. Answer may be verbal, written, or completed with the student’s communication system.Items 4–5: Count each sentence correct if the phrases put together complete a thought.



ACCESS POINT (Intermediate Complex) W.4.4.I. Student will write at least one sentence about one topic.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one or multiple topics


Note to Teacher: The use of a scribe may be appropriate for this task.

Example ItemsItem 1:Teacher Directions: Write a sentence about mountains. (Present a visual of a topic familiar to the student. Present additional visuals of the same topic, as needed. Discuss the topic briefly with the student.)

Write your sentence about mountains.

Item 2:Teacher Directions: Here are some word cards about monkeys. (Present appropriate articles, nouns, verbs, and adjectives related to the topic.) You are going to write a sentence about monkeys. Use as many or as few words as you like as long as you make a sentence. Remember, each sentence should have a subject and a verb—a noun and a word of action. Now write your sentence.

Answer Key (for teacher use only)Item 1: Correct if student generates a sentence on mountains.Item 2: Correct if student generate a sentence on monkeys.



ACCESS POINT (Less Complex) W.4.4.L. Student will write about one topicPERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five item can relate to one topic or multiple topics. This task does not require the student to write a full or complete sentence.


Note to Teacher: The use of a scribe is appropriate for this task.

Example ItemsItem 1:Teacher Directions: Here are two pictures of animals and a sentence about each. (Present the student with two images; a sea turtle and a royal penguin. Briefly describe each one.)

Sea turtles swim in the ocean.4

Royal penguins are black, yellow, red, and white.5

Think about an animal you like. Now, write about the animal that you like.

4 Sea Turtles from Tarheel Reader5 Royal Penguins from Tarheel Reader


https://tarheelreader.org/2014/02/25/royal-penguin/7/

https://tarheelreader.org/2014/02/25/sea-turtles-5/5/

Answer Key (for teacher use only)Item 1: Correct if student writes, verbalizes, or uses their communication system to produce an idea related to the animal of their choice.



Strand: Speaking and ListeningSubstrand: Presentation of Knowledge and Ideas



Student will use appropriate formal and informal communication with a variety of communication partners.

Student will match formal and/or informal communication with corresponding communication partners.

Student will communicate appropriately with familiar communication partners (sibling, mother, father, teacher, classmate, principal).


SL.4.6 Speaking and Listening-Presentation of Knowledge and Ideas

Grade 4

ACCESS POINT (More Complex) SL.4.6.M. Student will use appropriate formal and informal communication with a variety of communication partners.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Student must have at least three different communication partners The five items can relate to one topic or to multiple topics. The set of five items must include at least:

o one example of formal communication o one example of informal communication


Restrictions: None

Note to Teacher: In the example below, the first example could only be used for 4 items since it is lacking a third

communication partner. Within that example the student would have an opportunity for formal communication (principal) and

informal communication (friend.)

Example ItemsItems 1-4Teacher Directions: Today during school, I am going to watch how you communicate; what kind of tone and words you use with different people. (Teacher should identify a targeted communication skill. Prepare a tally sheet to track the use of formal and informal language in various situations, as shown below.)

Student’s Name: Situation Appropriate Not appropriateDATE Meeting friend

Language/word choice /slang ##

DATE Meeting principalLanguage/word choice /slang #

#

Answer Key (for teacher use only)Items1-4: Correct if interaction is appropriate to the situation and communication partner (i.e, informal with friends, formal with principal.)



Grade 4

ACCESS POINT (Intermediate Complex) SL.4.6.I. Student will match formal and/or informal communication with corresponding communication partners.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include items where the student matches:

o formal communication with corresponding communication partnerso informal communication with corresponding communication partnerso or a combination of both


Restrictions: None

Example Items

Item 1: Teacher Directions: Look at this picture. (Point to picture.)

Which question is an example of formal language? (Read the answer choices to the student.)A. “Can we go to the store after dinner?”B. “Ms. Jones, may I please sharpen my pencil?” C. “Wanna go to the park after school?”

Item 2:Teacher Directions: I am going to repeat some sentences a student said. As you hear them, think about who the student was most likely talking to. Listen to what the student said. (Read the sentences below aloud in an exaggerated, casual tone.)

“Hey dude, check it out. This book has cool pictures!”

Who was the student most likely talking to? (Read the answer choices to the student.)A. a friendB. a parentC. the principal


Answer Key (for teacher use only)Item 1: B, “Ms. Jones, may I please sharpen my pencil?”Item 2: A, a friend



Grade 4

ACCESS POINT (Less Complex) SL.4.6.L. Student will communicate appropriately with familiar communication partners (sibling, mother, father, teacher, classmate, principal).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one aspect of communication (i.e., greeting, eye contact,

answering/asking questions, staying on topic, appropriate body language, communication turns, etc.) or to multiple aspects of communication.


Restrictions: None

Example Items

Multiple Items 1:Teacher Directions: Today at lunch, I am going to watch how you and your friend communicate; whether you look at your friend when you are talking, if you ask questions and if you talk about the same topic. (Observe the student during class, group, and/or two-person discussion about a familiar topic. Record your observations on a tally sheet, as shown below. Use a rubric with three designated aspect(s) of communication.)

Student’s Name: Date:Aspect of Communication Observation of Skill (use hash marks)Eye contactAsks relevant questionStays on topic

Multiple Items 2:Teacher Directions: These pictures show you some of people you may talk with sometime. (Present student pictures of people they are familiar with, e.g., family member, friends, and school personnel.) Indicate what kind of communication you should use with each one: formal or informal. If you do not know, skip the picture, and move on to the next one.

Answer Key (for teacher use only)Multiple Items 1: Correct if student communicates appropriately with communication partner.Multiple Items 2: Correct if type of communication matches partner (e.g. formal=principal, teacher, other school personnel; informal= friends, siblings, parents.)


MATHEMATICS Grade 4

Cluster: GeometryCluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.



Student will create parallel lines and intersecting lines.

Student will identify parallel lines and intersecting lines.

Student will differentiate between straight lines and curved lines.


4.G.1 Geometry-Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Grade 4

ACCESS POINT (More Complex) 4.G.1.M. Student will create parallel lines and intersecting lines.

PERFORMANCE TASK


o one item creating parallel lines o one item creating intersecting lines


Restrictions: None

Example ItemsItem 1 (parallel item):Teacher Directions: Here are two craft sticks. (Place the craft sticks in front of the student.]) Use the two craft sticks to show parallel lines.

Item 2 (intersecting item):Teacher Directions: Draw two lines that intersect.

Item 3 (multiple-choice):Teacher Directions: Look at the below. (Point to and trace the line.) You are going to create a new line parallel to that line by connecting the dots. Starting with the dot on the left, which of three dots to the right would you use to create this line?

Answer Key (for teacher use only)Item 1: Correct if lines are parallel lines.Item 2: Correct if lines are intersecting.Item 3: C


4.G.1 Geometry- Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Grade 4

ACCESS POINT (Intermediate Complex) 4.G.1.I. Student will identify parallel lines and interesting lines.

PERFORMANCE TASK


o One item identifying parallel lineso One item identifying intersecting line


Restrictions: None

Example ItemsItem 1 (parallel item):Teacher Directions: This is a map. (Point to the map.)

Which two streets are parallel? Item 2 (intersecting item):Teacher Direction: Which pair of lines intersect? (Point to the answer choices.)

A.

B.

C.


Item 3 (intersecting item):Teacher Directions: (Place two craft sticks on the work surface so that they form an “X.”) What kind of lines are shown with these craft sticks?

Answer Key (for teacher use only)Item 1: Maple and Pine streetsItem 2: CItem 3: Intersecting


4.G.1 Geometry- Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Grade 4

ACCESS POINT (Less Complex) 4.G.1.L. Student will differentiate between straight lines and curved lines.

PERFORMANCE TASK


o One item identifying a straight lineo One item identifying a curved line


Restrictions: None

Example ItemsItem 1 (straight line item):Teacher Directions: Which shows a straight line? (Point to the answer choices.)

A.

B.

Item 2(curved line item):Teacher Directions: Which figure has a curved line? (Point to the answer choices.)

A.

B. .

Answer Key (for teacher use only)Item 1: AItem 2: B


MATHEMATICS Grade 4

Domain: Measurement and DataCluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.



Student will calculate the perimeter of a rectangle with unit markings (each dimension ≤5).

Student will differentiate between area and perimeter.

Student will trace the perimeter of a shape.


4.MD.3 Measurement and Data- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

Grade 4

ACCESS POINT (More Complex) 4.MD.3.M. Student will calculate the perimeter of a rectangle with unit markings (each dimension ≤5).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most two items can have the same dimensions.

o The items with the same dimensions should be oriented differently. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: Here is a rectangle. (Point to the rectangle.)

What is the perimeter of the rectangle? (Read the answer choices to the student)A. 7 unitsB. 10 unitsC. 14 units

Item 2:Teacher Directions: A rectangle is shown on a grid.

What is the perimeter of the rectangle?

Answer Key (for teacher use only)Item 1: C, 14 unitsItem 2: 12 units


4.MD.3 Measurement and Data- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Grade 4

ACCESS POINT (Intermediate Complex) 4.MD.3.I. Student will differentiate between area and perimeter.

PERFORMANCE TASK


o one area itemo one perimeter item

All shapes must be two-dimensional figures (square, rectangle, triangle, trapezoid, etc.). In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example ItemsItem 1 (area item):Teacher Directions: Which rectangle shows the area shaded? (Point to the answer choices.)

A.

B.

Item 2 (perimeter item):Teacher Directions: Jenny needs to buy fence for her garden. Does she need to calculate the perimeter or the area of the garden? (Read the answer choices to the student.)

A. perimeterB. area

Answer Key (for teacher use only)Item 1: AItem 2: A, perimeter


4.MD.3 Measurement and Data- Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

Grade 4

ACCESS POINT (Less Complex) 4.MD.3.L. Student will trace the perimeter of a shape.PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. All shapes must be two-dimensional figures (square, rectangle, triangle, trapezoid,

hexagon, etc.).


Example ItemsItem 1:Teacher Directions: Here is a rectangle. (Point to the rectangle.)

Trace the perimeter of, or the distance around, the rectangle. Answer Key (for teacher use only)Item 1: Item correct if student traces perimeter of the shape.


MATHEMATICS Grade 4

Domain: Number and Operations in Base TenCluster: Generalize place value understanding for multi-digit whole numbers



Student will compare whole numbers to 10 using symbols (<, >, =).

Student will identify models that represent less than, greater than, and equal.

Student will identify the model that shows more.


4.NBT.2 Number and Operations in Base Ten- Generalize place value understanding for multi-digit whole numbers

Grade 4

ACCESS POINT (More Complex) 4.NBT.2.M. Student will compare whole numbers to 10 using symbols (<, >, =).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each item must have a different number to compare. The set of five items must include at least:

o one “less than” item o one “greater than” item o one “equal to” item


Restrictions: None

Example ItemsItem 1 (less than item):Teacher Directions: Here are six stars. (Point to the stars.)

Here are two stars. (Point to the stars.)

Which statement is true? A. 2 = 6B. 2 < 6C. 2 > 6

Item 2 (greater than item):Teacher Directions: Here are two numbers to compare. (Point to and read the numbers to the student. “Eight is _____ than one”.)

8 1Which symbol correctly compares the numbers?

A. <B. > C. =


Item 3(equal item):Teacher Directions: Here are two numbers to compare. (Point to and read the numbers to the student. “Five is _____ five”.)

5 5Which symbol correctly compares the numbers?

A. <B. > C. =

Answer Key (for teacher use only)Item 1: B, Two is less than sixItem 2: B, >Item 3: C, =



Grade 4

ACCESS POINT (Intermediate Complex) 4.NBT.2.I. Student will identify models that represent less than, greater than, and equal.

PERFORMANCE TASK


o one “less than” model o one “greater than” model o one “equal to” model


Restrictions: None

Example ItemsItem 1 (greater than item):Teacher Directions: Here are five stars.

Which shows greater than five stars? (Point to, but do not quantify, the answer choices.)

A.

B.

C.

Item 2 (less than item):Teacher Directions: Here are two pencils. (Place 2 pencils on the work surface.) Here are five pencils. (Place 5 pencils in a cup on the work surface.) Here is one pencil. (Place 1 pencil in a cup on the work surface.)

Which cup has less than two pencils?

Item 3 (equal item):Teacher Directions: I have five crayons (Hold five crayons.) How many crayons do you need so we have equal amounts?

Answer Key (for teacher use only)


Item 1: C, seven starsItem 2: Cup with one pencilItem 3: Five



Grade 4

ACCESS POINT (Less Complex) 4.NBT.2.L. Student will identify the model that shows more.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. All five items must use different numbers. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: Here are seven stars. (Point to the stars.)

Here are two stars. (Point to the stars.)

Which shows more stars?

Item 2:Teacher Directions: Here are two pencils. (Place two pencils in a cup on the work surface.) Here are five pencils. (Place 5 pencils in a cup on the work surface.) Which cup has more pencils?

Answer Key (for teacher use only)Item 1: Seven starsItem 2: Cup with five pencils.


MATHEMATICS Grade 4

Domain: Number and Operations-FractionsCluster: Extend understanding of fraction equivalence and ordering



Student will identify or create models that are equivalent to one-half (2

4 ,

36 , 4

8 , 510).

Student will identify models of one-half and one-fourth.

Student will identify real- world objects that represent one-half or one whole.


4.NF.1 Number and Operations-Fractions: Extend understanding of fraction equivalence and ordering

Grade 4

ACCESS POINT (More Complex) 4.NF.1.M. Student will identify or create models that are

equivalent to one-half (24 3

6 48 5

10).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most, two items may use the same fraction. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: This fraction bar is one-half shaded.

Which fraction bar is also one-half shaded? (Point to the answer choices.)

A.

B.

C.

Item 2:Teacher Directions: This circle is one-half shaded. (Point to the shaded fraction circle.)


Here is a circle divided into four equal parts. (Point to the circle.)

Color the circle so that it is one-half shaded.

Item 3:Teacher Directions: This number line shows one-half. (Point to one-half on the number line.)

Here is another number line that is divided into six parts. (Point to the number line.)

Point to the fraction that is equivalent to one-half.

Answer Key (for teacher use only)Item 1: CItem 2: Correct if student colors two of the four parts.Item 3: Correct if student identifies 3/6.



Grade 4

ACCESS POINT (Intermediate Complex) 4.NF.1.I. Student will identify models of one-half and one-fourth.

PERFORMANCE TASK


o one item that models one-half o one item that models one-fourth


Restrictions: None

Example ItemsItem 1 (one-half item):Teacher Directions: Which rectangle is one-half shaded? (Point to the answer choices.)

A.

B.

C.

Items 2 and 3 (one-fourth item):Teacher Directions: Circle all of the models that show one-fourth. (Point to each model.)

Answer Key (for teacher use only)Items 1: BItem 2: Student identifies the first and last shapes



Grade 4

ACCESS POINT (Less Complex) 4.NF.1.L. Student will identify real-world objects that represent one-half or one whole.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The set of five items must include using:

o one-half o one wholeo or a combination of both

The five items must include five different objects. Teacher must define the whole for each item. In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1 (one-half item):Teacher Directions: This is a whole pizza.

Which shows one-half of a pizza? (Point to the answer choices.)

A.

B.

Items 2–4 (one whole items):Teacher Directions: Here are pictures of whole scissors, a whole clock, a whole notebook, and a whole ruler.

Teacher direction: Circle the whole objects. [Point to the objects.]

Item 5 (one-half item):Teacher Directions: (Collect four paper plates. Tear one paper plate in half and tear one paper plate so that it is about one- fourth of a paper plate. Place a whole paper plate on the


work surface.) Here is a whole paper plate. (Place the two torn paper plates and one whole paper plate on the work surface.) Which of these paper plates has been torn in half? Answer Key (for teacher use only)Item 1: B,Items 2–4: Student identifies scissors, clock and notebookItem 5: Student identifies paper plate torn in half.


MATHEMATICS Grade 4

Domain: Operations and Algebraic ThinkingCluster: Use the four operations with whole numbers to solve problems



Student will skip count by2s, 5s, or 10s.

Student will identify models that represent the sum of two of the same number.

Student will identify equal groups.


4.OA.1 Operations and Algebraic Thinking-Use the four operations with whole numbers to solve problems

Grade 4

ACCESS POINT (More Complex) 4.OA.1.M. Student will skip count by 2s, 5s, or 10s.PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. All five items may be the same number to count by, but the starting number must

change (for example: skip count by 2s starting at four and skip count by 2s starting at ten).

Student must skip count a minimum of three numbers for the item to be considered correct.


Restrictions: None

Example ItemsItem 1:Teacher Directions: Skip count by 2s starting at 6.Point to the 6 on the number line.) You may use this number line. (Point to the number line.)

Teacher Directions: Here is a one hundreds chart. (Place a one hundreds chart in front of the student.) Item 2:Skip count by 5s starting at 30. You may use the one hundreds chart.

Item 3:Skip count by 10s starting at 20. You may use the one hundreds chart. Item 4: Teacher Directions: (Place seven nickels on the work surface.) Use these coins to count by 5s to 35.

Answer Key (for teacher use only)Item 1: Correct if student counts at least 8, 10, 12Item 2: Correct if student counts at least 35, 40, 45Item 3: Correct if student counts at least 30, 40, 50Item 4: Correct if student counts at least 5, 10, 15


4.OA.1 Operations and Algebraic Thinking- Use the four operations with whole numbers to solve problems

Grade 4

ACCESS POINT (Intermediate Complex) 4.OA.1.I. Student will identify models that represent the sum of two of the same number.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most two items may include the same sum. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The intent at this level is to build conceptual understanding of doubling to eventually lead to skip counting,

then to multiplication. ITEMS ADDING TWO DIFFERENT NUMBERS WILL BE MARKED “NOT SCORABLE.”

Example ItemsItem 1:Teacher Directions: Which shows 3 + 3? (Point to the answer choices.)

A.

B.

C.

Item 2:Teacher Directions: Which shows 6 + 6? (Point to answer choices.)


A.

B.

C.

Answer Key (for teacher use only)Item 1: AItem 2: C


4.OA.1 Operations and Algebraic Thinking- Use the four operations with whole numbers to solve problems

Grade 4

ACCESS POINT (Less Complex) 4.OA.1.L. Student will identify equal groupsPERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most, two items may use the same number. In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1:Teacher Directions: Which shows equal groups of pennies? [Point to the answer choices.]

A.

B.

Answer Key (for teacher use only)Item 1: A


Glossary of TermsDrama: Dramas include staged dialogue and brief familiar scenes.

Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often further organized with headings, graphics and captions.

Examples: biographies and autobiographies; books about history, social studies, science and the arts; technical text, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on arrange of topics.

Story: Stories include children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth.


Documents

WAAIM Grade 4 Performance Tasks 2017-2018 Web viewItem is correct if student read word independently. ... Use as many or as few words as you like as long as you make a ... WAAIM Grade