WAAIM Grade 8 Performance Tasks 2017-2018€¦ · Web viewClothes cost a lot of money and students should be able to wear what they pay for. Students like to dress for the weather

Washington Access to Instruction and

Measurement (WA-AIM)

High School ELA and Math Performance Tasks

2019–2020

Administered in Grade 10

1WA-AIM Performance Tasks Grade High School

Change LogDate Performance Task Explanation of Change02/05/2018 LS2-5 More Answer Key to example item #2 changed CO3 to CO2

03/19/2018 PS1-5 Intermediate Answer Key to example item #3 changed to A: Because there was less baking soda in bottle 1.

08/28/2018 ALL Update manual to current year.Separation of ELA + Math and Science to match grade assessments are administered

08/07/2019 ALL Update for 2019–2020


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 Place answer choices on word cards or choice board


ENGLISH LANGUAGE ARTS High SchoolStrand: Reading: Literature

Sub-strand: Key Ideas and DetailsWashington K-12

Learning StandardEssential Element ACCESS POINTS Built on Three Levels of Complexity

More Complex Intermediate Less Complex

RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

EE.RL.9-10.2 Recount events related to the theme or central idea, including details about character and setting.

Student will explain how the events, characters, and setting help to develop a theme or central idea of a text.

Student will recount events related to the theme or central idea, including details about character and setting.

Student will identify the main events of a text that include details about character and setting.


RL.9-10.2 Reading Literature -Key Ideas and Details High SchoolACCESS POINT (More Complex) RL.9-10.2.M. Student will explain how the events, characters, and setting help to develop a theme or central idea of a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or multiple texts. Within the set of five items:

One item must address how an event helps develop theme or central idea One item must address how an event with a detail about the character

help develop theme or central idea One item must address how an event with a detail about setting helps

develop the theme or central idea Source text must be a literary text that has a clear theme or central idea developed

through events, characters, and setting. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The essential learning of this task is for student to explain/describe how events develop the

theme/central idea. Simple identification of an event will cause the item to be marked “Not Scorable.”

Example Items

Teacher Directions: Follow along as I read a story to you. The theme of the story is “Be careful of flattery.” As I read, think about how events develop the theme. (Read the story to the student.)

.The Fox and the Crow1

One bright morning as the Fox was following his sharp nose through the wood in search of a bite to eat, he saw a Crow on the limb of a tree overhead. This was by no means the first Crow the Fox had ever seen. What caught his attention this time and made him stop for a second look, was that the lucky Crow held a bit of cheese in her beak.

"No need to search any farther," thought sly Master Fox. "Here is a dainty bite for my breakfast."

Up he trotted to the foot of the tree in which the Crow was sitting, and looking up admiringly, he cried, "Good-morning, beautiful creature!"

The Crow, her head cocked on one side, watched the Fox suspiciously. But she kept her beak tightly closed on the cheese and did not return his greeting.

1 From Fables of Aesop: A Complete Collection5

WA-AIM Performance Tasks Grade High School

"What a charming creature she is!" said the Fox. "How her feathers shine! What a beautiful form and what splendid wings! Such a wonderful Bird should have a very lovely voice, since everything else about her is so perfect. Could she sing just one song, I know I should hail her Queen of Birds."

Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast. She wanted very much to be called Queen of Birds. So she opened her beak wide to utter her loudest caw, and down fell the cheese straight into the Fox's open mouth.

"Thank you," said Master Fox sweetly, as he walked off. "Though it is cracked, you have a voice sure enough. But where are your wits?"

Item 1 (event develops theme or central idea):Highlight one event from the text that helps develop the theme of “Be careful of flattery.”

Explain how the event you chose helps develop the theme.

Item 2 (event with detail about character):Teacher Directions: In the text the following event occurs:“Listening to these flattering words, the Crow forgot all her suspicion, and also her breakfast.”

Explain how this event with a detail about the crow helps develop the theme, “Be careful of flattery.”

Item 3 (event with a detail about the setting):Teacher Directions: In the text the following event occurs:“Up he trotted to the foot of the tree in which the Crow was sitting, and looking up admiringly, he cried, "Good-morning, beautiful creature!"

Explain how this event with a detail about the setting help develop the theme of “Be careful of flattery.”

Answer Key (for teacher use only):Item 1: Answers will vary. Answer is correct if student chooses and event and explains how that event develops the theme. Example: Event: But she kept her beak tightly closed on the cheese and did not return his greeting.Explanation: The crow knew if she opened her mouth the cheese would fall soItem 2: Answers will vary but item is correct if reasoning illustrates how the event helped develop the theme. Example: The crow liked being complemented so wanted to show the fox how pretty her voice was. This caused her to open her mouth and drop the cheese so the fox could get it.Item 3: Answer will vary but item is correct if reasoning illustrates how the event helped develop the theme: Example: The fox was hungry trick the crow into dropping the cheese.


RL.9-10.2 Reading Literature -Key Ideas and Details High SchoolACCESS POINT (Intermediate Complex) RL.9-10.2.I. Student will recount events related to the theme or central idea, including details about character and setting

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or more texts. Within the recount student must include at least:

One event with a detail about a character One event with a detail about the setting

Source text should be a literary text and have a clear theme or central idea In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Student must describe multiple events, in sequential order for each text used. Items that only identify a

single event will be marked “Not Scorable.”

Example Items

Items 1–5:I am going to read you the story of the Little Red Hen. As I read think about what events help to develop the theme of “If you don’t put in work you don’t get the reward.”

The Little Red Hen2

There were many animals on the farm. They lived there happily. Every day the farm family took care of them.

The little Red Hen was in the farmyard with her chickens when she found some grains of wheat. That is a small seed that can grow into a plant.

"Who will plant this wheat?" she said. “Please plant it. Then we can have more grain when the plant grows.”

"Not I," said the Goose. "Not I," said the Duck.

"I will, then," said the little Red Hen. She was disappointed. The other animals should have helped. But she planted the grains of wheat by herself. She watered it, too. Every day she checked the plants to see how they grew. After a month, the wheat grew into plants.

The wheat plants had many more seeds. Those can be planted or used to make food. When the wheat was ripe she said, "Who will take this wheat to the mill?" The mill is a place where people grind the seeds. It turns into flour. Then you can make bread from the flour.

"Not I," said the Goose. "Not I," said the Duck.

"I will, then," said the little Red Hen, sadly. “I will do it myself.” So then she took the wheat to the mill. 2 The Little Red Hen, Public Domain, adapted by Center for Urban Education


http://teacher.depaul.edu/Documents/TheLittleRedHenFiction3rdGrade.pdf

When she brought the flour home she said, "Who will make some bread with this flour?" "Not I," said the Goose. "Not I," said the Duck. "I will, then," said the little Red Hen. She was disappointed again. When the bread was baked, she said, "Who will eat this bread?" "I will," said the Goose. "I will," said the Duck."No, you won't," said the little Red Hen. "You did not help. I will eat it myself. Cluck!

Cluck!" She ate it with her children, the chickens.

Teacher Directions: Identify the 5 main events of the story that relate to the theme, “If you don’t put in work you don’t get the reward.” (Cut-out or put sentences on strips or student’s communication board/device in random order.)

Sentence StripsLittle Red Hen planted some wheat on the farm.

Little Red Hen had baby chickens.

Goose and Duck did not help the Little Red Hen take care of the wheat.

Wheat can be made into flour.

Little Red Hen made bread with the wheat.

Goose and Duck wanted to eat the bread.

Grains of wheat turn into a plant.

The wheat was ripe.

Little Red Hen did not share the bread with Goose and Duck because they did not help Little Red Hen take care of the wheat.

Teacher Directions: Put the 5 sentences in the order they happened in the story. Event 1: Event 2:Event 3:Event 4:Event 5:

Answer Key (for teacher use only)Items 1–5:


All answer options are text-based. Student must identify the following five events which relate to the theme of the text:

Event 1: Little Red Hen planted some wheat on the farm.Event 2: Goose and Duck did not help the Little Red Hen take care of the wheatEvent 3: Little Red Hen made bread with the wheat.Event 4: Goose and Duck wanted to eat the bread.Event 5: Little Red Hen did not share the bread with Goose and Duck because they did not help Little Red Hen take care of the wheat.

Count 1 item incorrect for each incorrect event selected.Count 1 item incorrect for each event placed in the wrong order.


RL.9-10.2 Reading Literature -Key Ideas and Details High SchoolACCESS POINT (Less Complex) RL.9-10.2.L. Student will identify the main events of a text that include details about character and setting.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or more texts. Student must identify five events. Within the set of five events the student must identify at least: One event with a detail about a character One event with a detail about a setting Source material must be a literary text. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: NoneExample Items

Item 1:Teacher Directions: Follow along as I read the story to you. As I read, think about which event relates to the theme “Hard work pays off.” (Read the story to the student.)

Hard Work Pays OffChan wanted to do well on her science test. At first, she thought she knew all of the answers. Then she noticed her friends were studying. Chan studied hard and asked the teacher questions. Her hard work paid off. Chan got an A on her science test!

The theme of the story is “Hard work pays off.” Which event from this story relates to this theme and includes a detail about the character? (Read the answer choices to the student.)

A. Chan studied hard and asked the teacher questions.B. Her friends studied.

Item 2: Teacher Directions: Follow along as I read the story to you. As I read, think about which event relates to the theme “Being thankful”. (Read the story to the student.)

Thanksgiving DayIt was Thanksgiving Day. Jenna was eating Thanksgiving dinner. Every year, her family had a big turkey. They had a lot of other foods too.

Jenna was thankful. She was thankful for her home. She was thankful for her dog. She was thankful for her friends at school. Most of all, she was thankful for her family.

What is one event from the story that includes details about the character?A. They had lots of other food too.B. Jenna was thankful for her friends.


Item 3:Teacher Directions: Follow along as I read the story to you. As I read, think about which event relates to the theme “Best to be prepared”. (Read the story to the student.)

A Tornado is Coming

Kim heard a man talking on the TV. He said a tornado was coming.

“A tornado is a storm,” said Kim’s dad. “It has BIG winds. Those winds can hurt trees and houses. We will get ready for it,”

The family packed blankets. They packed food and water. They went into the basement. They heard the tornado pass by. It made so much noise! It missed their house. “We are safe,” said Kim.

What is one main event from the story that includes a detail about the setting?A. The family went into the basement.B. The family packed blankets.

Answer Key (for teacher use only)Item 1: A; Chan studied hard and asked the teacher questionsItem 2: B: Jenna was thankful for her friends.Item 3: A; The family went into the basement.


ENGLISH LANGUAGE ARTS High SchoolStrand: Reading: Informational Text

Sub-strand: Key Ideas and DetailsWashington K-12



RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

EE.RI.9-10.1 Determine which citations demonstrate what the text says explicitly as well as inferentially.

Student will identify details to support a given inference from a text.

Student will identify details to support an explicit statement from a text.

Student will identify details from a text.


RI.9-10.2 Reading Informational Text - Key Ideas and Details High SchoolACCESS POINT (More Complex) RI.9-10.1.M. Student will identify details to support a given inference from a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items/questions may relate to one or more texts. Text must be informational text. Inference from text must be provided by the teacher. In a multiple-choice item, a minimum of three answer choices must be provided.


Teacher Directions: Here is an article about two famous men and their inventions. As I read, think about details that support the inference, The Wright Brothers were persistent. (Read the article to the student.)

The Wright BrothersWilbur and Orville Wright were brothers who lived long ago. They first worked as printers of newspapers and other written materials. Later, they opened a shop where they made and repaired bikes. Then they began inventing things.

The Wright brothers wanted to make a flying machine. The Wright brothers did many experiments. They tested their ideas near a small village called Kitty Hawk. First, they tested gliders. Many of the gliders did not work well. They kept trying. Finally, one of their gliders worked. Then the Wright brothers added an engine and propeller. Many of these electric gliders did not work, but the Wright brothers did not give up. Eventually, they successfully invented the first airplane!

Many people did not believe that anyone could make a flying machine. After the Wright brothers made a working airplane, they told everyone. There were stories about airplanes and flying in newspapers. People were very excited about this new invention.3

Items 1 and 2:Teacher Directions: Highlight two details that support the inference: the Wright Brothers were persistent.

Item 3:Teacher Directions: Listen as I read the text again. As I read think about which detail supports the inference: the Wright Brothers were proud of their invention.

Which detail supports the inference “the Wright Brothers were proud of their invention”?A. They told everyone?B. One of their gliders workedC. People were exited.

3 Adapted from The Wright Brothers by Smithsonian National Air and Space Museum13


https://airandspace.si.edu/exhibitions/wright-brothers/online/

Teacher Directions: Here is an article about a Carl Lewis. Follow along as I read the article. As I read think about what details support the inference: Carl Lewis was one of the best track and field athletes.

Carl Lewis4

Carl Lewis was a famous athlete. He competed in four different Olympics in Track and Field. In 1984 he and his sister both competed in the Olympics. He won a total of ten Olympic medals, nine of which were gold. Lewis won a lot of awards after retiring,

Items 4-5: Highlight two details to support the inference: Carl Lewis was one of the best track and field athletes.

Answer Key (for teacher use only)

Item 1: They kept trying, OR the Wright brothers did not give upItem 2: They kept trying, OR the Wright brothers did not give up Item 3: They told everyoneItems 4 and 5: May include two of the following: competed in four Olympics, won nine gold medals, won a total of ten Olympic medals.

Documentation Example: Items 1–2 Student was asked to highlight two details that support the inference: the Wright Brothers were persistent. Item 3 Student was asked to identify a detail to support the inference: the Wright Brothers were proud of their invention. Items 4–5 Student was asked to highlight two details that support the inference: Carl Lewis was one of the best track and field athletes.

4 Adapted from Carl Lewis Olympian of the Century by Smithsonian National Museum of African American History and Culture


https://nmaahc.si.edu/explore/stories/collection/carl-lewis

RI.9-10.2 Reading Informational Text -Key Ideas and Details High SchoolACCESS POINT (Intermediate Complex) RI.9–10.1.I. Student will identify details to support an explicit statement from a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Five items/questions can relate to one or more texts. Text must be informational text Explicit statement from text must be provided by the teacher. In a multiple-choice item, a minimum of three answer choices must be provided.


Teacher Directions: Follow along as I read the article to you. As I read, think details that support the statement, “One of the most important events during his first term as president was the Louisiana Purchase.”

The Louisiana PurchaseThomas Jefferson became the third president of the United States in 1801. When he took office, the territory of the United States ended at the Mississippi River. One of the most important events during his first term as president was the Louisiana Purchase. The United States paid France $15 million for about 827, 000 square miles in 1803. Jefferson later hired Lewis and Clark to explore it. The purchase of the land doubled the size of the United States. It stretched the United States all the way to the Pacific Ocean.5

Item 1:What is one detail that supports the explicit statement, “One of the most important events during his first term as president was the Louisiana Purchase?”

A. Thomas Jefferson became the third president of the United States.B. The United States paid France $15 million for 827,000.C. The purchase of the land doubled the size of the United States.

Item 2:Teacher Directions: Listen as I read the text again. What is another detail that supports the explicit statement, “One of the most important events during his first term as president was the Louisiana Purchase?” Teacher Directions: Follow along as I read the article to you. Think about what detail supports the explicit statement, “Even before Jefferson became president he dreamed of exploring the West”

The Wild WestEven before Jefferson became president, he dreamed of exploring the West, beyond the Mississippi River. He hoped to develop trade with the Native Americans and to find a water

5 Adapted from Jefferson and Lewis and Clark: Origins of the Expedition by Monticello.org15


https://www.monticello.org/site/jefferson/lewis-and-clark-expedition

route to the Pacific. Once president, he requested money from Congress to explore the West. This money was used for the famous Lewis and Clark Expedition.6

Items 3 and 4:Highlight two details that support the explicit statement, “Even before Jefferson became president he dreamed of exploring the West.”

Item 5: Teacher Directions: Follow along as I read the article to you. As I read think about what detail supports the statement, “…he requested money from Congress to explore the West.”

A. He hoped to develop trade with the Native Americans.B. This money was used for the famous Lewis and Clark ExpeditionC. …he dreamed of exploring the West

Answer Key (for teacher use only)Item 1`: C: The purchase of the land double the size of the United States.Item 2: It stretched the United States all the way to the ocean.Item 3: He hoped to develop trade with the Native Americans OR find a water route to the Pacific.Item 4: He hoped to develop trade with the Native Americans OR find a water route to the Pacific.Item 5: B: This money was used for the famous Lewis and Clark Expedition the West.

Documentation tip:Teacher should document the explicit statement the details support.

Documentation Example: Items 1–2: Student was asked to identify details that support the explicit statement of, “One of the most important events during his first term as president was the Louisiana Purchase?” Items 3–5: Student was Student was asked to identify details that support the explicit statement of, “Even before Jefferson became president he dreamed of exploring the West.”

6 Adapted from Jefferson and Lewis and Clark: Origins of the Expedition by Monticello.org16


https://www.monticello.org/site/jefferson/lewis-and-clark-expedition

RI.9-10.2 Reading Informational Text - Key Ideas and Details High SchoolACCESS POINT (Less Complex) RI.9–10.1.L. Student will identify details from a text.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one or more texts. Source material must be an informational text. In a multiple-choice item, a minimum of two answer choices must be provided.


Teacher Directions: Follow along as I read the article to you. As I read, think about details in the article. (Read the passage, with accompanying visuals, to the student and point to the pictures.)

Traffic SignalsThe first traffic signal for walkers was used in London in 1868. The signal consisted of a pole that a policeman raised and lowered to allow walkers onto the street. Today we have crosswalks and electronic crosswalk signals with symbols that tell walkers when it is safe to cross a busy road.7

Item 1:Which is a detail from the article?

A. the first traffic signal was used in LondonB. the first traffic signal was purple

Item 2:Which is another detail from the text?

A. Electronic signals now have symbolsB. Electronic signals don’t have signals

Teacher Directions: Here is a book about Exercise8 (go to online book): Exercise Online Book

Items 3-5:What are three details from the text?

Answer Key (for teacher use only)Item 1: A: The first traffic signal was used in LondonItem 2: A: Electronic signals now have symbolsItems 3-5; Answer may vary; correct answers should be details not main ideas or events.

Documentation Example:

7 Adapted from Pedestrian Crossing by Wikipedia8 Exercise from Tarheel Reader by DLM


https://tarheelreader.org/2014/10/01/exercise-4/

https://tarheelreader.org/2014/10/01/exercise-4/

https://en.wikipedia.org/wiki/Pedestrian_crossing

Student was asked to identify two details related to an informational text on Traffic Signal and three details related to an informational text on Exercise.


ENGLISH LANGUAGE ARTS High SchoolStrand: Writing

Sub-strand: Text Types and PurposesWashington K-12



W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

EE.W.9-10.1 Write claims about topics or texts.

a. Introduce a topic or text and write one claim and one counterclaim about it.b. not applicablec. not applicabled. not applicablee. not applicable

Student will write a claim about a topic including supporting details, and write a counterclaim.

Given a topic or text, student will write one claim and one counterclaim.

Given a topic or a text, student will identify a claim and counterclaim.



Sub-strand: Text Types and PurposesWashington K-12



d. Establish and maintain a formal style and objective tone while attending to the norms of conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the arguments presented.


W.9–10.1.1 Writing-Text Types and Purposes High SchoolACCESS POINT (More Complex) W.9–10.1.M Student will write a claim about a topic including supporting details, and write a counterclaim.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic. The five items must include at least: One claim One supporting detail One counterclaim

Restrictions: Multiple-choice items may not be used.

Note to Teacher: This task does not require to physically hold a writing implement or type. The use of a scribe or assistive

technology may be appropriate for some students.

Example ItemsTeacher Directions: I am going to read an article that discusses bees. Follow along as I read the article. As I read, listen for things this article claims and for counterclaims found in the article. Also consider details to support your thinking. (Read the article to the student.)

BeesWe should stop poisoning bees. Bees produce honey. Beeswax is used in many healthy

products. Bees also pollinate plants which allow them to produce fruit. We eat the fruit. Some people are afraid of bees. Some people are allergic to bees and get very ill when they get stung. Most people agree that bees are very important to our world.

Item 1:Write a claim from the article.

Items 2-4:Write three details to support the claim.

Item 5:Write a counterclaim to this claim.

Answer Key (for teacher use only):Item 1: Correct if student makes a claim related to the textItems 2–4: Correct if student writes three details support claim from Item 1.Item 5: Correct if student writes a counterclaim to the claim from Item 1.


Documentation Example:Student was presented a text on bees and asked to write one claim, three supporting details, and one counterclaim.


W.9–10.1. Writing-Text Types and Purposes High SchoolACCESS POINT (Intermediate Complex) W.9–10.1.I. Given a topic or text, student will write one claim and one counterclaim.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics or texts Each item requires one claim AND one counterclaim.

Restrictions: Multiple-choice items may not be used.

Note to Teacher: This task does not require to physically hold a writing implement or type. The use of a scribe or assistive

technology may be appropriate for some students. This task is distinguished from Less in that the student must generate the

claim and counterclaim. Items where the student is just identifying a claim and counterclaim will be marked

“unscorable” at this level.

Example Items

Item 1: Teacher Directions: I am going to read an article that discusses bees. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

BeesWe should stop poisoning bees. Bees produce honey. Beeswax is used in many healthy products. Bees also pollinate plants which allow them to produce fruit. We eat the fruit. Some people are afraid of bees. Some people are allergic to bees and get very ill when they get stung. Most people agree that bees are very important to our world.

Write a claim from the article.Write the counterclaim for this claim.

Item 2:Teacher Directions: I am going to read an article that discusses football. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

FootballIt is dangerous for kids to play football. Students can get head injuries that lead to permanent brain and body damage. Studies show that the long term effects of head injuries lead to depression. Current equipment and technology doesn’t protect the players. Some people think that football is safe if you play it properly. They also think the long term studies


don’t look at how the player’s life can also cause the injuries or depression. Most people agree that playing football can cause permanent damage to a player.

Write the claim from the article. Write the counterclaim for this claim.

Item 3:Teacher Directions: I am going to read an article that discusses using cell phones at school. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

Cell phone use at schoolThere are strong feelings about whether or not students should be allowed to use cell phones at school. There are good reasons for students to use them and good reasons they should not. Advantages to having a cell phone are so students can contact their parents in case of an emergency, or to contact emergency services. Parents can also contact their students if there is an emergency, to tell them of a change of plans, or to send an encouraging message. Phones can be silenced during class and have helpful tools such as cameras, calculators and calendars. Disadvantages include students being distracted from their school work by sending text messages during class. Or students forget to turn the ringers and beeps off which interrupt class. Students may listen to music from their phones rather than talking to other students and making friends. In an emergency, using too many cell phones can overload communication systems and wrong information can be passed along. Students sometimes use phones to hurt others through cyberbullying or to cheat on tests.

Write one claim you found in this article.Write one counterclaim for your claim.

Item 4:Teacher Directions: I am going to read an article that discusses school dress codes. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

School Dress CodesStudents and administrators have different ideas about how students should dress at school. Students may like to wear what they think is comfortable. But sometimes what is comfortable is distracting to learning. Clothing may have pictures of things that violate the school rules, such as weapons. Clothes cost a lot of money and students should be able to wear what they pay for. Students like to dress for the weather. Some clothing advertises products that companies sell which are not school appropriate such as beer. Clothing can be used to show gang relationships. Some school require uniforms so that students only wear school approved clothing.

Write one claim you found in this article.Write one counterclaim for your claim.


Item 5:Teacher Directions: I am going to read an article that discusses chewing gum at school. Follow along as I read the article. As I read, listen for things this article claims. Also listen for counterclaims found in the article. (Read the article to the student.)

Chewing Gum at School

Whether or not students should chew gum at school is an area of disagreement. Gum can help keep your breath fresh. But sometimes students leave it on chairs, or under tables. Gum can get caught in your hair or stuck on furniture. High school students are old enough to be responsible with chewing gum. Some students are more focused on their work when they are chewing gum. If students buy gum, they should be able to chew it.

Write one claim you found in this article.Write one counterclaim you found in this article.

Item 6:Teacher Directions: We have been reading about recycling. Write one claim related to recycling. Write one counterclaim for your claim.

Answer Key (for teacher use only):Item 1: Correct if student write a claim AND a counterclaim based on the article.Item 2: Correct if student write a claim AND a counterclaim based on the article.Item 3: Correct if student write a claim AND a counterclaim based on the article.Item 4: Correct if student write a claim AND a counterclaim based on the article.Item 5: Correct if student write a claim AND a counterclaim based on the article.Item 6: Correct if student write a claim AND a counterclaim based on the article.

Documentation Example:Student was asked to write a claim and counterclaim for each of the following topics: Bees, Football, cell phone use at school, school dress codes, and chewing gum at school.


W.9–10.1. Writing-Text Types and Purposes High SchoolACCESS POINT (Less Complex) W.9–10.1.L. Given a topic or a text, student will identify a claim and counterclaim .

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Items may relate to one topic or more topics or texts. The five items must include at least:

o One item identifying a claimo One item identifying a counterclaim

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


Teacher Directions: Listen as I read the following. As I read, think about which sentence makes a claim. (Read the sentences to the student.)

Central Park needs more trees. Trees can be tall. Some people think trees make a mess in the fall.Item 1:Which sentence makes a claim? (Read the answer choices to the student.)

A. Central Park needs more trees.B. What is your favorite tree?

Item 2:Which sentence makes a counterclaim to Central Park needs more trees?

A. Trees can be tall.B. Some people think trees make a mess in the fall.

Teacher Directions: Listen as I read the following. As I read, think about which sentence makes a claim. (Read the passage to the student.)

Watching some television can be good for teens. Some programs present stories and lessons related to healthy eating. Others present lessons about the importance of active play, keeping clean, and getting enough sleep.

Item 3:What is the claim from the passage?

A. Television is bad for teens.B. Some television can be good for teens.

What is the counterclaim from the passage?A. Television is bad for teens.B. Television can be good for teens.


Item 4:Which picture makes the claim that cats make good pets?

.

Item 5:Which shows the counterclaim that cats make good pets?

Answer Key (for teacher use only):Item 1: A; Central Park needs more treesItem 2: B; Some people think trees make a mess in the fall.Item 3: B; Some television can be good for teens AND Television is bad for teens.Item 4: Image of cat sleeping OR my cat is so warm on my lap.Item 5: Image of cat with mouth open OR He will bite.

Documentation Example:Student was provided three different topics and asked to identify 4 claims and 3 counterclaims.



Sub-strand: Research to Build and Present KnowledgeWashington K-12



W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

EE.W.9-10.7 Conduct research projects to answer questions posed by self and others using multiple sources of information.

Student will conduct research on a self-selected topic and develop a report that answers multiple questions and uses multiple sources.

Student will identify two resources from a variety of materials to use to answer relevant research questions on a given topic.

Student will identify relevant research questions for a familiar topic.


W.9–10.7 Writing-Research to Build and Present Knowledge High SchoolACCESS POINT (More Complex) W.9–10.7.M. Student will conduct research on a self-selected topic and develop a report that answers multiple questions and uses multiple sources.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items may relate to one topic. Students must conduct research projects directed by their own questions or those of

others.

Restrictions: NONE

Note to Teacher: The essence of this task is for the student to produce writing from research. The student does not have to do

the physically writing. The teacher may act as a scribe.

Example Items

Teacher Directions: You are going to use this KWL template to research a topic you are interested in. (Provide a larger KWL chart or other organizer the student is familiar with.)

Topic: What you Know What you Want to know

What you have Learned

1. —2. —3. —4. —5. —

1. —2. —3. —4. —5. —

1. —2. —3. —4. —5. —

Item 1:Teacher Directions: First you need to choose a topic. (Help student brainstorm topics or provide a list of topics for the student to choose.)

Write your topic in the space that says, “Topic.” (Point to where the topic should go on the provided organizer.)

Item 2:What do you know about your topic? Write what you know in the space that says “What you Know”. (Point to the appropriate place on the provided organizer.) Item 3:Teacher Directions: What do you want to know about your topic? List questions you can research to answer. Write your questions in the space that says, “What you Want to Know.” (Point to the appropriate space on the provided organizer.)


Item 4:Teacher Directions: (Before presenting this item, gather resources on the student’s selected topic. Ensure the resources can be used to answer the student’s questions.) Use these resources to answer the questions you asked about your topic. Write the answers in the space that says, “What you have Learned.” (Point to the appropriate space on the provided organizer.)

Item 5:Teacher Directions: (Before presenting this item, gather materials necessary for student to create a draft of their research.) Now you are going to create a draft of your research.

Answer Key (for teacher use only)Item 1: Correct if student self-selects or generate a topic.Item 2: Correct if student generates at least one idea about what they already know about that topic.Item 3: Correct if the student lists multiple questions about their topic that can be answered through research.Item 4: Correct if student uses multiple sources to answer the questions from Item 3.Item 5: Correct if student generates a draft containing the information from the KWL chart.

Documentation Example:Student was asked to 1) select a topic for research 2) generate one idea they already know about the topic, 3) generate multiple questions about what they want to know about the topic 4) use multiple sources to find the answers to their questions, and 5) write a draft of the information from their KWL.


W.9–10.7 Writing-Research to Build and Present Knowledge High SchoolACCESS POINT (Intermediate Complex) W.9–10.7.I. Student will identify two resources from a variety of materials to use to answer relevant research questions on a given topic.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to five different topics. After reviewing a variety of provided research materials, students will identify two

specific resources that they expect will provide answers to specific questions on a given topic.

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

Restrictions: None

Note to Teacher: Each item requires the student to select two sources. Each item is required to be on a different topic.

Example ItemsItem 1:Teacher Directions: You are doing a research report on Thomas Edison, the famous inventor. The report will focus on Edison’s inventions and his laboratory in Menlo Park. Look at these materials. (Show the research materials to the student. Assorted research materials, include a dictionary, a biography of Thomas Edison, and a book about famous inventions and a web address that has the words “Edison” and “Menlo Park.”) Which two resources would you use to learn most about Thomas Edison’s inventions and laboratory in Menlo Park? (Present the answer choices to the student.)

A. [a dictionary]B. [a biography of Thomas Edison] C. [a book of famous inventions]D. [http://www.menloparkmuseum.org/thomas-edison-and-menlo-park] Answer Key (for teacher use only)Item 1: B, [a biography of Thomas Edison] AND D, http://www.menloparkmuseum.org/thomas-edison-and-menlo-park]

Documentation Example:The teacher generated five different questions related to five different topics. Student was presented multiple sources of information for each of the topics and asked to select two sources per topic/question that could be used to answer the five different questions.


W.9–10.7 Writing-Research to Build and Present Knowledge High SchoolACCESS POINT (Less Complex) W.9–10.7.L. Student will identify relevant research questions for a familiar topic.

PERFORMANCE TASK

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

Restrictions: None

Example ItemsItem 1:Teacher Directions: You are doing a report about the first American flag. Before you begin your report, you must think of some questions to help guide your research. Which question would help you most to learn about the first American flag? (Read answer choices to the student.)

A. Who made the first American flag?B. Which state has the most American flags?C. How many American flags are made each year?

Answer Key (for teacher use only)Item 1: A, Who made the first American Flag

Documentation Example:Student was given five topics and asked to identify one relevant research question for each topic.


ENGLISH LANGUAGE ARTS High School

Strand: Speaking and Listening

Sub-strand: Presentation of Knowledge and IdeasWashington K-12



SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

EE.SL.9-10.4 Present an argument on a topic with logically organized claims, reasons, and evidence.

Student will present on a topic using logically organized claims supported with reasons and evidence.

Student will present on a topic using logically organized claims and reasons.

Student will identify the logical order to present claims, reasons, and evidence that follows a line of reasoning.


SL.9–10.4 Speaking and Listening-Presentation of Knowledge and Ideas High SchoolACCESS POINT (More Complex) SL.9–10.4.M Student will present on a topic using logically organized claims supported with reasons and evidence .

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic. The presentation must include at least:

One claim One reason One piece of supporting evidence Logical organization (as determined by teacher)

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

Restrictions: None

Note to Teacher: This task is closely related to both writing tasks and may be administered in conjunction as appropriate.

This access point requires the student give a presentation.

Example Items

Teacher Directions: Your school district is thinking about making the school day longer by adding an hour to the school day for high school students. They are considering this so students can take one more elective. You have been selected to speak to the school board to make an argument against longer school days. Think about what you would say. Do you think that the school day should be longer? Do you think that the school day should remain the same, be longer, or shorter?

Item 1:Teacher Directions: First you need to develop your argument. What is your claim? (Teacher may provide student an organizer or template for recording their information.)

Item 2:Teacher Directions: What are some reasons to support your claim? (Record information.)

Item 3: Teacher Directions: What is some evidence to support your claim or your reason(s)?

Item 4:Teacher Directions: Now we are going to put your presentation together. What the logical order of your presentation? What information are you going to include? (Continue to provide student with graphic organizer or template for recording their information.)


Item 5:Teacher Directions: (Before administering this item arrange for the student to have an audience.) Now you are going to give your presentation. (Format could include poster, oral, powerpoint, etc.)


Item 1: Correct if student generates a claim.Item 2: Correct if student generates a reason(s) to support claim.Item 3: Correct if student generates evidence to support claim and/or reasons.Item 4: Correct if student logically organizes claim, reasons(s) and evidenceItem 5: Correct if student presents in a logical order as determined by teacher

Documentation Example: Student was asked to develop and present on the topic of adding an additional hour to the school day. The presentation included a claim, one reason, and supporting evidence. The student used an organizer to logically order their presentation. The student gave an oral presentation to a small group of peers.


SL.9–10.4 Speaking and Listening-Presentation of Knowledge and Ideas High SchoolACCESS POINT (Intermediate Complex) SL.9–10.4.I. Student will present on a topic using logically organized claims and reasons

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. One or more topics can be used. Presentation must be logically organized and include:

One claim with multiple reasons; OR Multiple claims with supporting reason(s)


Restrictions: None

Example Items

Example Item Set 1 (One claim with multiple reasons):Teacher Directions: The principal of your school is thinking about removing the snack vending machine. The vending machine only has candy and chips. The principal doesn’t think it provides healthy choices for students. You plan to present your argument for or against at a future student council meeting that the principal will attend. Tell the student- “do you think students should have access to vending machines at school or not have access to vending machines at school?

Item 1 (claim item):Pick your claim:

Snack vending machines should not be removed Snack vending machines should be removed Items in snack vending machine should be replaced with healthy options

Item 2—3 (reason items): What are 2 supporting reasons for your claim?

Item 4 (logical organization item): Teacher Directions: (Put student’s claim and two reasons on separate strips of paper.) Here is your claim and your 2 reasons put them in a logical order for presenting.

(If student does not order Claim followed by Reasons, correct order before moving to Item 5)

Item 5 (present item): Present your argument.

Example Item Set 2 (One claim with multiple reasons):Item 1 (reason items):Choose four reasons to support the snack machine being available to students at the school to present to the principal? (Read the choices to the student.)


Many students become hungry when the cafeteria is not open. Cafeteria food is expensive. Students who cannot afford the cafeteria could get food here. Snacks in the machine could be limited to healthy snacks. Students would only use the machine when the cafeteria is not open. You could eat junk food anytime you wanted to during the school day. Children of parents who forget to give them enough money for lunch could use the

machine. Since you can leave the school to buy snacks anytime you want, you probably wouldn’t

need to use the machine. Candy and cookies should be allowed during the school day.

Item 2 (logical organization item): (Teacher may model the three organizations using a different topic or different reasons from the students) Here are three ways you could organize your information for your presentation. Which one shows a logical order?

A. 3 reasons, claim, reasonB. Claim, 4 reasonsC. 4 reasons, claim

Teacher Directions: (State the correct order if student gets Item 2 incorrect. Claim followed by reasons.)

Item 3 (logical organization item): Teacher Directions: Now that you have your claim and reasons, what order will you put them in to best support your argument?

Teacher Directions: (If student does not organize with claims followed by reasons, teacher should facilitate correct order before presentation to an audience.)

Item 4 (presentation item):Teacher Directions: Have student present their argument to the appropriate audience.

Item 5 (presentation item):Teacher Directions: (Evaluate if the student’s presentation stayed on topic and followed organization.)

Example Item Set 3 (multiple claims with supporting reasons):Teacher Directions: The school board is considering requiring school uniform. You plan to present your argument to our class.Tell the student- “do you think students should have to wear uniforms?

Item 1 (claim + reason item):Pick your claim:


Students should be allowed to wear what they want to school. Students should be required to wear school uniforms.

Teacher Directions: Write student’s claim on a strip of paper.

What is one reason that supports your claim?

Teacher Directions: Write student’s reason on a strip of paper.

Item 2 (claim + reason item):If student is in favor of school uniforms:

Choose another claim to support your argument: School uniforms allow students to focus on academics. School uniforms are more affordable for families.

If student is against school uniforms: Many students use clothing to express their individuality. School uniforms are boring.

Teacher Directions: Write student’s second claim on a strip of paper

What is one reason that supports your second claim?

Teacher Directions: Write student’s reason on a strip of paper.

Item 3 (logical order item): Teacher Directions: Here are your claims and reasons put them in a logical order for presenting.

(If student does not order Claim 1 followed by Reason 1, Claim 2 followed by Reason 2, correct order before moving to Items 4 and 5)

Item 4 (presentation item):Teacher Directions: Have student present their argument to the appropriate audience.

Item 5 (presentation item):Teacher Directions: (Evaluate if the student’s presentation stayed on topic and followed organization.)

Answer Key (for teacher use only)Example Item Set 1:Item 1: correct if student chooses one of the claimsItem 2: correct if reason supports the claimItem 3: correct if reason supports the claimItem 4: Correct if order is Claim followed by reasons. Item 5: Correct if student presents claim and reasons to an audience following initial or teacher corrected order from Item 4.


Example Item Set 2Item 1: correct if student selects 4 reasonsItem 2: BItem 3: Correct if student organizes presentation as claims, and then reasonsItem 4: Correct if student presents argumentItem 5: Correct if student presents argument in a logical order from Item 3

Example Item Set 3:Item 1: Correct if student generate a reason to support their claimItem 2: Correct if student generates a reason to support their second claimItem 3: Correct if student organizes as Claim followed by supporting reason, Claim followed by supporting reason.Item 4: Correct if student presentsItem 5: Correct if presentation stays on topic and follows logical organization from Item 3

Documentation Example (Example Set 1):Student was asked to select a claim related to the removal of the school vending machine and support the claim with two reasons. Student was asked to put their claim and reasons in a logical order. Student was asked to present the information to a small group of peers and was evaluated on their ability to stick to the determined order during their presentation to peers.


SL.9–10.4 Speaking and Listening-Presentation of Knowledge and Ideas High SchoolACCESS POINT (Less Complex) SL.9–10.4.L. Student will identify the logical order to present claims, reasons, and evidence that follows a line of reasoning.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. One or more topics may be used. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: Order cannot be identified by ordinal transition words.

Note to Teacher: This is not a sequencing activity. The intent is for students to recognize logical organization by claims, evidence, and

reasons to support the building of an argument.

Example ItemsItem 1:Teacher Directions: Follow along as I read 2 presentations. Which one logically orders claims, evidence, and reasoning?

A. I like recycling. Some places don’t allow glass to be recycled. Recycling is good for the planet.

B. All students should recycle at lunch. Our landfills have 30% of materials that could have been recycled. Recycling helps protect our planet by less in the landfills.

Item 2:Teacher Directions: Follow along as I read three sentence strips about winter weather to you. As I read the sentences, think about the best way to organize them to develop the claim “People must have information to make good decisions during winter weather.” (Read the sentences to the student.) Put the sentence strips in the logical order to develop a claim about making good decisions during winter weather.

A. In cold weather people can suffer from frostbite if not properly dressed.B. People need to know what to wear when it is very cold and snowy. C. This danger can be especially bad if the wind is blowing too.

Item 3: Teacher directions: Follow along as I read 2 presentations. Which one logically orders claims, evidence, and reasoning?

A. All students should wear school uniforms. They prevent dress code violations. Fewer students are sent to the office for dress code violations with uniforms in place.

B. School uniforms are pretty. My mom wore them when she was in school. They keep me warm.


Item 4:Teacher directions; Follow along as I read 2 presentations. Which one logically orders claims, reasons, and evidence?

A. All students should practice good hygiene. Doctors recommend daily hygiene routines. Good hygiene keeps our body healthy.

B. I like brushing my teeth. I like bubblegum flavor toothpaste. I like to go to the dentist.

Answer Key (for teacher use only)Item 1: BItem 2: B, A, CItem 3: BItem 4: A

Documentation Example:Student was given five different topics and asked to either put the claims, reasons, and evidence in a logical order or choose, between two examples, the one that logically ordered claims, reasons, and evidence.


Mathematics High SchoolDomain: Algebra-Creating EquationsCluster: Create equations that describe numbers or relationships

Washington K–12 Learning Standard

Essential Element ACCESS POINTS Built on Three Levels of Complexity


HS.A-CED.1. Create equations and inequalities involving one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

EE.A-CED.1. Create an equation involving one operation with one variable, and use it to solve a real-world problem.

Student will write and solve a one-step algebraic equation representing a real-world situation.

Student will solve a one-step algebraic equation involving addition and subtraction representing a real-world situation.

Student will identify an algebraic equation involving addition and subtraction (up to 20) that represents a modeled real-world situation.


HS.A-CED.1 Algebra-Creating Equations: Create equations that High Schooldescribe numbers or relationshipsACCESS POINT (More Complex) HS.A-CED.1.M. Student will write and solve a one-step algebraic equation representing a real-world situation.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Each item must include both writing an equation and solving the equation.

Restrictions: Multiple-choice items are not allowed.

Note to Teacher: Each item requires the student to generate the appropriate equation THEN use that equation to solve.

Example ItemsItem 1:Teacher Directions: Jason had five pennies. Then Jason found some more pennies. Now he has twelve pennies. Write an equation that can be used to find the number of pennies, p, Jason found.

Use your equation to find how many pennies, p, Jason found.

Item 2:Teacher Directions: Adam has eight boxes of pencils. He has a total of eighty pencils. Each box has the same number of pencils. Here are some numbers and symbols. (Place cards on the work surface in front of the student.) Use the numbers and some of the symbols to write an equation that can be used to find the number of pencils, p, which are in each box.

Use your equation to find how many pencils, p, are in each box.

Item 3: Mary had some cookies. She ate 2 cookies. She now has 10 cookies. How many cookies did Mary start with?

Write an equation and solve to determine how many cookies Mary started with.

Answer Key (for teacher use only)Item 1: 5 + p= 12 OR 12-5 = p OR 12-p=5; p=7Item 2: 80 ÷ 8=p OR 8 x p = 80 OR 80 ÷p = 8; p=10Item 3: p-2=10 OR 10 + 2=p OR p -10=2; p=12


HS.A-CED.1 Algebra-Creating Equations: Create equations that High Schooldescribe numbers or relationshipsACCESS POINT (Intermediate Complex) HS.A-CED.1.I. Student will solve a one-step algebraic equation involving addition and subtraction representing a real-world situation.

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 addition equation itemo one subtraction equation item



Item 1 (addition item):Teacher Directions: Jason had five pennies. Then Jason found some more pennies. Now he has twelve pennies. This equation can be used to find the number of pennies Jason found. In the equation, p means pennies. (Point to and read the equation to the student.)

5 + p = 12How many pennies, p, did Jason find? (Read the answer choices to the student.)

A. 7B. 12C. 17

Item 2 (subtraction item):Teacher Directions: Shelby had nine flowers in the garden. Shelby took some flowers out of the garden. Now there are four flowers left in the garden. This equation can be used to find the number of flowers that Shelby took out of the garden. In the equation, f means flowers. (Point to and read the equation to the student.)

9 –f = 4How many flowers, f, did Shelby take out of the garden?

Item 3:Sharon had some stickers. Then Sharon found 8 more stickers. Now she has 17stickers. This equation can be used to find the number of stickers Sharon had before finding more. In the equation, s means pennies. (Point to and read the equation to the student.)

s + 8 = 17


How many stickers, s, did Sharon have before she found more? (Read the answer choices to the student.)

A. 7B. 8C. 9

Item 4: There were 18 students waiting in line at lunch. Some of them got out of line. 14 were left in line. In the equation, s means students.

18 - s = 14How many students left the line?

Item 5: The pet store had some fish. 10 fish were blue. 9 fish were green. In the equation, f means total fish.

10 + 9 = fHow many total fish did the pet store have?Answer Key (for teacher use only)Item 1: A, 7Item 2: 5Item 3: C, 9Item 4: 4 studentsItem 5: 9 fish

Documentation Example:Student was asked to solve five one-step algebraic equations representing real-world situations. Items 1, 3, and 5 were addition equations, items 2 and 4 were subtraction equations.


HS.A-CED.1 Algebra-Creating Equations: Create equations that High Schooldescribe numbers or relationshipsACCESS POINT (Less Complex) HS.A-CED.1.L. Student will identify an algebraic equation involving addition and subtraction (up to 20) that represents a modeled real-world situation.

PERFORMANCE TASK


o one addition equation itemo one subtraction equation item



Item 1 (addition item):Teacher Directions: Jason had five pennies. (Point to the pennies.)

Then Jason found some more pennies. Now he has twelve pennies. (Point to the pennies.)

Which equation can be used to find the number of pennies Jason found? (Point to and read the answer choices to the student.)

A. 5 + 12 = pB. 5 + p =12

Item 2 (subtraction item):Teacher Directions: Shelby had nine flowers in the garden. (Point to the flowers.)

Shelby took some flowers out of the garden. Now there are four flowers left in the garden. (Point to the flowers.)


Which equation can be used to find the number of flowers that Shelby took out of the garden? In the equations, f means flowers. (Point to and read the answer choices to the student.)

A. 9 + 4 = fB. 9 – f = 4

Answer Key (for teacher use only)Item 1: B, 5 + p =12Item 2: B, 9 – f = 4


Mathematics High SchoolDomain: Algebra-Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically




HS.A.REI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

EE.A-REI.10–12. Interpret the meaning of a point on the graph of a line. For example, on a graph of pizza purchases, trace the graph to a point and tell the number of pizzas purchased and the total cost of the pizzas.

Student will interpret the meaning of a point on a line graphed in the first quadrant.

Student will identify the ordered pair of a point plotted in the first quadrant using whole numbers (up to 10).

Student will identify the horizontal quantity and the vertical quantity represented in a graph.


HS.A-REI.10 Algebra-Reasoning with Equations and Inequalities: High SchoolRepresent and solve equations and inequalities graphicallyACCESS POINT (More Complex) HS.A-REI.10.M. Student will interpret the meaning of a point on a line graphed in the first quadrant

PERFORMANCE TASK

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

Restrictions: None

Note to Teacher: Item should refer to data displayed on a line graph only. This task is distinguished from Intermediate in that the student must interpret meaning of a point. Items in which the student simply

identifies a point will be marked “Not Scorable.”

Example ItemsItem 1:Teacher Directions: This graph shows the amount of money Carol earned babysitting, (Point to and read the table to the student.)

What does the point (2, 10) represent? (Point to (2, 10) and read the answer choices to the student.)

A. Carol earned $15 in two hoursB. Carol earned $0 in two hoursC. Carol earned $10 in two hours

Item 2:What does the point (5, 25) represent?


Answer Key (for teacher use only)Item 1: C, Carol earned $10 in two hoursItem 2: Carol earned $25 in five hours

Documentation Example:Student was provided 3 different line graphs and asked to determine what 1–2 different points on represent.


HS.A-REI.10 Algebra-Reasoning with Equations and Inequalities: High SchoolRepresent and solve equations and inequalities graphicallyACCESS POINT (Intermediate Complex) HS.A-REI.10.I. Student will identify the ordered pair of a point plotted in the first quadrant using whole numbers (up to 10).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most one item may have the x value equal to the y value. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The same coordinate grid can be used for all five items as long as five different points are plotted.

Example ItemsItem 1:Teacher Directions: Point A is shown on the coordinate grid. (Point to point A on the coordinate grid.)

What is the ordered pair of point A? (Point to and read the answer choices to the student.)A. (2, 4)B. (4, 2) C. (2, 6)

Item 2:Teacher Directions: Point B is shown on the coordinate grid. (Point to point B on the coordinate grid.)


What is the ordered pair of point B?

Answer Key (for teacher use only)Item 1: A, (2, 4)Item 2: (1, 5)

Documentation Example:Student was provide one coordinate grid with the following labeled points and locations A (2, 4), B (1, 5), C (4, 4), D (9, 7), E (6, 9). Student was asked to identify the ordered pair of each labeled point.


HS.A-REI.10 Algebra-Reasoning with Equations and Inequalities: High SchoolRepresent and solve equations and inequalities graphicallyACCESS POINT (Less Complex) HS.A-REI.10.L. Student will identify the horizontal quantity and the vertical quantity represented in a graph.

PERFORMANCE TASK


o one item identifying the horizontal quantityo one item identifying the vertical quantity

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

Restrictions: None

Note to Teacher: Graphs used for this Performance Task must have a horizontal quantity (number).

Example ItemsItem 1 (horizontal quantity item):Teacher Directions: This graph shows the cost of baseballs. (Point to and read the graph to the student.)

If someone paid $6, how many baseballs did they buy? (Teacher should locate $6 on graph and trace over to point that intersects with the line.)

A. 4 baseballsB. 2 baseballs

Item 2 (vertical quantity):Teacher Directions: This graph shows how much money Carol makes babysitting.


How much money will Carol earn if she babysits for 3 hours? (Teacher should locate 3 hours on graph and trace up to the point that intersects with the line.)

A. $15B. $30

Answer Key (for teacher use only)Item 1: B, 2 baseballsItem 2: A, $15

Documentation Example:Student was provided five different line graphs and asked to determine either the vertical or horizontal quantity. Items 1, 4, 5 the student was asked to identify horizontal quantity. Items 2 and 3 the student was asked to identify vertical quantity.


Mathematics High SchoolDomain: Geometry-CongruenceCluster: Understand congruence in terms of rigid motions




HS.G-CO.7. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

EE.G-CO.6–8. Identify corresponding congruent and similar parts of shapes.

Student will identify corresponding congruent angles in two similar triangles.

Student will identify corresponding sides in similar rectangles.

Student will identify regular figures that are similar.


HS.G-CO.7 Geometry-Congruence: Understand congruence in terms High Schoolof rigid motionsACCESS POINT (More Complex) HS.G-CO.7.M. Student will identify corresponding congruent angles in two similar triangles

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.

Restrictions: Items may not include equilateral triangles.

Example ItemsItem 1:Teacher Directions: Triangle ABC is similar to triangle JKL. (Point to each triangle.)

Which angle of triangle JKL is congruent to angle A? (Read the answer choices to the student.)

A. angle J B. angle K C. angle L

Item 2:Teacher Directions: Triangle ABC is similar to triangle JKL. (Point to each triangle.)

Point to the angle of triangle JKL that is congruent to angle C.


Point to the angle of triangle ABC that is congruent to angle K.


Point to the angle of triangle ABC that is congruent to angle L.


Point to the angle of triangle JKL that is congruent to angle B.



Item 1: A, angle JItem 2: angle LItem 3: angle BItem 4: angle CItem 5: angle K

Documentation Example:Student was provided two similar right triangles with labeled angles and asked to identify five different congruent angles.


HS.G-CO.7 Geometry-Congruence: Understand congruence in terms High Schoolof rigid motionsACCESS POINT (Intermediate Complex) HS.G-CO.7.I. Student will identify c o r r e spo n ding sid e s in simil a r rectangles.

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.

Restrictions: Item must not include squares

Example Items

Teacher Directions: Rectangle ABCD is similar to rectangle JKLM. (Point to each rectangle.)

Item 1:Which side of rectangle JKLM corresponds to side AB? (Point to and read the answer choices to the student.)

A. side JK B. side JL C. side JM

Item 2:Which side of rectangle JKLM corresponds to side AD? (Point to and read the answer choices to the student.)

A. side JK B. side JL C. side JM

Item 3:Which side of rectangle ABCD corresponds to side KL? (Point to and read the answer choices to the student.)

A. side AB B. side BC C. side DC

Item 4:Which side of rectangle ABCD corresponds to side JM? (Point to and read the answer choices to the student.)

A. side BCB. side AB C. side AD


Item 5:Which side of rectangle ABCD corresponds to side LM? (Point to and read the answer choices to the student.)

A. side CDB. side CBC. side DA

Answer Key (for teacher use only)Item 1: A, side JKItem 2: C, side JMItem 3: B, side BCItem 4: C, side ADItem 5: A, side CD

Documentation Example:Student was provided two similar rectangles with labeled sides and asked to identify five different corresponding sides.


HS.G-CO.7 Geometry-Congruence: Understand congruence in terms High Schoolof rigid motionsACCESS POINT (Less Complex) HS.G-CO.7.L. Student will identify regular figures that are simil ar

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Figures in answer choices must have the same number of sides as the given figure. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: Answer options MUST include shapes with the same number of side (e.g. square, rectangle, rhombus, or trapezoid.) Teacher should document that all answer options had the same number of sides.

Example ItemsItem 1:Teacher Directions: This picture shows a hexagon. (Point to the hexagon.)

Which shape is similar to this hexagon? (Point to stimulus hexagon and then the answer choices.)

A.

B.

Items 2–3:Teacher Directions: This picture shows a square. (Point to the square.)

Circle all the shapes that are similar to this square. (Point to the stimulus square and then the answer choices.)


Item 4:

Teacher Directions: Circle the two shapes that are similar to each other.

Answer Key (for teacher use only)Item 1: BItems 2–3: Correct if student selects the first and last squaresItem 4: Correct if student selects the first and third triangles

Documentation Example:1) identify similar hexagon; 2-3) identify similar square, 4) identify similar triangle; 5) identify similar rhombus. Answer options all contained the same number of sides as the target shape.


Mathematics High SchoolDomain: Number and Quantity-The Real Number SystemCluster: Extend the properties of exponents to rational exponents




HS.N-RN.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

EE.N-RN.1. Determine the value of a quantity that is squared or cubed.

Student will determine the value of a quantity that is squared (with a base >5) or cubed (with a base ≤3).

Student will determine the value of a quantity that is squared (with a base ≤5) using a model.

Student will identify the model with the greater or lesser value when given two models of squared numbers.


HS.N-RN.1 Number and Quantity-The Real Number System: High SchoolExtend the properties of exponents to rational numbersACCESS POINT (More Complex) HS.N-RN.1.M. Student will determine the value of a quantity that is squared (with a base > 5) or cubed (with a base ≤ 3).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five items involving:

o squares o cubes o or a combination of both


Restrictions: None

Note to Teacher: The more task is distinguished from the intermediate in two ways 1) The use of squared bases greater than 5, and 2) the student

not being given a model. At this complexity student are expected to understand square/cube notation and have a process for solving for the value. A student may create a model for use in solving but the teacher

cannot be provider of the model.

Example ItemsItem 1:Teacher Directions: What is the value of 23? (Read the answer choices to the student.)

A. 6B. 8C. 12

Item 2:Teacher Directions: What is the value of 62?







Item 8:Teacher Directions: What is the value of 102? Answer Key (for teacher use only)Item 1: B, 8Item 2: 36Item 3: 64Item 4: 24Item 5: 49Item 6: 1Item 7: 81Item 8: 100

Documentation Example:What is the value of: 1) 2 cubed, 2) 6 squared, 3) 8 squared, 4) 3 cubed 5) 7 squared


HS.N-RN.1 Number and Quantity-The Real Number System: High SchoolExtend the properties of exponents to rational numbersACCESS POINT (Intermediate Complex) HS.N-RN.1.I. Student will determine the value of a quantity that is squared (with a base ≤ 5) using a model.

PERFORMANCE TASK

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


Item 1:Teacher Directions: This model shows 32. (Point to the model.)

What is the value of 32? (Read the answer choices to the student.)A. 6B. 9C. 12

Item 2:Teacher Directions: This model shows 22. (Point to and read the model to the student.)

22= 2 × 2What is the value of 22?

Item 3: This model shows 52. (Point to the model.)

What is the value of 52?

Item 4:Teacher Directions: This model shows 12. (Point to and read the model to the student.)

12= 1 ×1What is the value of 12?

A. 3B. 2


C. 1Item 5: This model shows 42. (Point to the model.)

What is the value of 42?

Answer Key (for teacher use only)Item 1: B, 9Item 2: 4Item 3: 25Item 4: 1Item 5: 16

Documentation Example:Student was given a model of the squares of the following numbers and asked to determine the value: 3, 2, 5, 1, 4.


HS.N-RN.1 Number and Quantity-The Real Number System: High SchoolExtend the properties of exponents to rational numbersACCESS POINT (Less Complex) HS.N-RN.1.L. Student will identify the model with the greater or lesser value when given two models of squared numbers.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include five items identifying:

o models with the greater value o models with the lesser valueo or a combination of both



Item 1 (greater item): Teacher Directions: This model shows 22. (Point to the model.)

This model show 32. (Point to the model.)

Which is greater? (Point to the model.)

Item 2 (lesser item):Teacher Directions: This model shows 42. (Point to and read the model to the student.)

42= 4 × 4This model shows 52. (Point to and read the model to the student.)

52= 5 × 5Which is less? (Point to and read the answer choices to the student.)

A. 42

B. 52

Answer Key (for teacher use only)Item 1: 32

Item 2: 42


Mathematics High SchoolDomain: Statistics and Probability-Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement variable




HS.S-ID.4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.

EE.S-ID.4. Calculate the mean of a given data set (limit the number of data points to fewer than five).

Student will determine the median or the mean from data shown in a frequency table or line plot.

Student will identify the size of a population from data shown in a bar graph, line plot, or picture graph.

Student will determine the mode from data shown in a bar graph, line plot, or picture graph.


HS.S-ID.4 Statistics and Probability-Interpreting Categorical and High SchoolQuantitative Data: Summarize, represent, and interpret data on asingle count or measurement variableACCESS POINT (More Complex) HS.S-ID.4.M. Student will determine the m e di a n or the m ea n from data shown in a frequency table or line plot.

PERFORMANCE TASK

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

o identifying median o identifying mean o or a combination of both

USING FIVE DIFFERENT:o frequency tableso line plotso or a combination of both

A minimum of three categories is required for each graph.

Restrictions: None

Note to Teacher: Each item must use a different frequency table or line plot.

Example ItemsItem 1 (mean item):Teacher Directions: This frequency table shows the number of free throws made by 15 basketball players.

What is the mean number of free throws made? (Read the answer choices to the student.)A. 3B. 4C. 5


Item 2 (median item):Teacher Directions: This line plot shows the ages of children who visited the library. (Point to and read the line plot to the student.)

What is the median age of the children who visit the library?

Item 3 (median item):Teacher Directions: This line plot shows the number of pinecones collected by each of 13 students.

What is the median number of pinecones collected?

Item 4 (mean item):Teacher Directions: This frequency table shows the number of stamps collected by each of 10 students.

Number of Stamps Collected Number of students2 23 24 05 6

What is the mean number of stamps?

Item 5 (mean item):Teacher Directions: This frequency table show the total amount of total daily rainfall for 14 days.


What is the mean amount of rain?

Answer Key (for teacher use only)Item 1: B, 4Item 2: 5Item 3: 3Item 4: 4Item 5: 1 inch

Documentation Example:Student was give 3 different frequency tables and 2 different line plots each containing at least 3 categories. Items 1, 4, and 5 asked the student to find the mean. Items 2 and 3 asked the student to find the median.


HS.S-ID.4 Statistics and Probability-Interpreting Categorical and High SchoolQuantitative Data: Summarize, represent, and interpret data on asingle count or measurement variableACCESS POINT (Intermediate Complex) HS.S-ID.4.I. Student will identify the size of a popu l a t i on from data shown in a bar graph, line plot, or picture graph.

PERFORMANCE TASK

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

o bar graphs o line plots o picture graphso or a combination of all three graph types

A minimum of three categories is required for each graph. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Each item must use a different graph. Items for this task MUST focus on identifying the size of the population, not just of a

category. Items asking for a categorical amount will be marked “Not Scorable.”

Example ItemsItem 1:Teacher Directions: Angelo surveyed students about the number of books they each read over the summer. This line plot shows the results. (Point to and read the line plot to the student.)

How many total students (population) did Angelo survey? (Read the answer choices to the student.)

A. 5 studentsB. 10 studentsC. 15 students


Item 2:Teacher Directions: Brian surveyed students about their favorite class. The results are shown in this picture graph. (Point to and read the picture graph to the student.)

How many total students (population) did Brian survey?

Item 3: Teacher Directions: This line plot shows the ages of children who visited the library. (Point to and read the line plot to the student.)

How many total students (population) visited the library?

Item 4:Teacher Directions: This frequency table show the total amount of total daily rainfall some days.


How many total days (population) were recorded?

Item 5:Teacher Directions: This line plot shows the number of pinecones collected by some students on a field trip.

What is the total number (population) of students who collected pinecones?

Answer Key (for teacher use only)Item 1: B, 10 studentsItem 2: 12Item 3: 11Item 4: 14Item 5: 13

Documentation Example:Student was provided 3 different line plots, 1 picture graph, and 1 bar graph. Student was asked to determine the population size of each graph.


HS.S-ID.4 Statistics and Probability-Interpreting Categorical and High SchoolQuantitative Data: Summarize, represent, and interpret data on asingle count or measurement variableACCESS POINT (Less Complex) HS.S-ID.4.L. Student will determine the m ode from data shown in a bar graph, line plot, or picture graph.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. Task must include data shown in five:

o bar graphs o line plots o graphs o or a combination of all three

A minimum of three categories is required for each graph. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: Brian surveyed students about their favorite class. The results are shown in this picture graph. (Point to and read the picture graph to the student.)

In a set of data, the mode is the value that appears the most often. Which class is the mode of the survey? (Read the answer choices to the student.)

A. MathB. English


Item 2:Teacher Directions: Angelo surveyed students about the number of books they each read over the summer. This line plot shows the results. (Point to and read the line plot to the student.)

In a set of data, the mode is the value that appears the most often. What is the mode of the number of books read?

Item 3: Teacher Directions: This line plot shows the number of pinecones collected by some students on a field trip.

In a set of data, the mode is the value that appears the most often. What is the mode of the number of pinecones collected?

Item 4:Teacher Directions: This frequency table show the total amount of total daily rainfall some days.


In a set of data, the mode is the value that appears the most often. What is the mode of the total daily rainfall?

Item 5:This line plot shows the ages of children who visited the library. (Point to and read the line plot to the student.)

In a set of data, the mode is the value that appears the most often. What is the mode of the ages of children who visited the library?

Answer Key (for teacher use only)Item 1: A, MathItem 2: 2Item 3: 4Item 4: 0Item 5: 5


Glossary of Terms

Claim: A statement that asserts something to be true. It can be factual or a judgement.

Composite figure: A figure created using two or more figures.

Congruent figures: Figures with the same size and shape.

Congruent angles: Angles with the exact same measure.

Connotative meaning: A meaning that is implied by a word apart from the thing which it describes explicitly.

Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone loud-mouthed and irritating.)

Corresponding sides: In similar figures, sides of each figure in the same relative position.

Counterclaim: A statement of opposition to a claim.

Distractor: An incorrect answer in a multiple-choice question.

Explicit: Information that is clearly stated leaving no room for confusion or doubt.

Evidence: Factual information that is used to persuade an audience in favor of a claim.

Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or heighten effect often by comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener.

Inference: A deduction, conclusion, or information derived by reasoning from evidence that is not explicitly stated.

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: exposition, argument and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical or economic accounts (including digital sources) Literary Text: Literary Text includes stories, dramas and poetry.

Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics.

Mean: A measure of center in a set of numerical data, computed by adding the values in a list and then dividing by the number of values in the list.


Median: A measure of center in a set of numerical data. The median in list of values is the value appearing at the center of a sorted version of the list-or the mean of the two central values if the list contains an even number of values.

Mode: In a set of data, the value or object that appears the most often.

Population: The entire group of objects or individuals considered for a survey.

Reason: A statement of support that tells the audience why the writer/presenter thinks what they think.

Recount: Describing in sequential order the events from something read.

Similar figures: Figures that have the same shape, equal angles, and proportionate corresponding sides.

Theme: A broad idea, message, or moral of a literary text.

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