Test Administrator s Script

Transcription

1 Grades 3 5 Intended for students in 2 nd semester Grade 3 through 1 st semester Grade 6 Test Administrator s Script WIDA-ACCESS Placement Test (W-APT) Version 3, October 2013 Speaking, Listening, Reading, and Writing

2 2007 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. All rights reserved Board of Regents of the University of Wisconsin System 2

3 W-APT TM Grades 3 5 Speaking Test Intended for students in 2 nd semester Grade 3 through 1 st semester Grade Board of Regents of the University of Wisconsin System 3

4 Warm Up Good morning/afternoon (student s name). We re going to talk about some pictures in English. When I ask you a question, just answer the best you can. Are you ready? PAUSE. Part A Speaking (Use image on Page 2 of 3 5 Test Booklet.) T1 First let s talk about some things you do in school. This is a picture of some students who are in a school play. Now I am going to ask you some questions about this picture. Q1: (POINT TO TREE) What is this? Q2: (POINT TO TABLE) What is this? Q3: (POINT TO LARGE CHAIR) What is this? Q4: (POINT TO KING) Who is this? Q5: (IF NECESSARY) What other things do you see in this picture? (OR) What else do you see in this picture? T2 Now listen carefully. I have just asked you some questions about this picture. Now, when I point at something I want you to ask me some questions about it. (OR) Pretend you are the teacher and want to ask me some questions about it. For example, you could ask me Where are the children? OK? Q1: (POINT TO PRINCESS) What do you want to know about her? (OR) Now ask me a question about her. (OR) Can you ask me a question about her? (ANSWER STUDENT S QUESTION.) Q2: (POINT TO CASTLE) What do you want to know about this? (OR) Now ask me a question about this. (OR) Can you ask me a question about this? (ANSWER STUDENT S QUESTION.) Q3: What other things do you want to know about this picture? (OR) What s another question you can ask me about (anything in) this picture? (ANSWER STUDENT S QUESTION.) 2007 Board of Regents of the University of Wisconsin System 4

5 Part A Speaking (Use image on Page 3 of 3 5 Test Booklet.) T3 (NOTE: PICTURE IS REPEATED FOR STUDENT.) Now let me tell you something about this boy. (POINT TO KING) His name is Peter. He likes to act in school plays. Q1: Do you like to act? Q2: (IF YES ) What else do you like to do at school? Q3: (IF NO ) What do you like to do at school? Q4: What do you like about? (OR) What did you like about (it)? (OR) Tell me something about (that). Q5: (IF NECESSARY) Tell me more. Part B Speaking (Use image on Page 4 of 3 5 Test Booklet.) T1 Now we are going to talk about leaders. A leader is someone who sees that something needs to be done, and does it. I will show you some pictures that tell a story about a young girl who shows she is a leader. Here s the first picture in the story. Q1: (POINT TO BALL) What is this? Q2: (POINT TO BENCH) What is this? Q3: (POINT TO GIRL WEARING BLACK SHORTS) Who is this? Q4: (POINT TO BOY ON SIDELINES) Who is this? Q5: (IF NECESSARY) What other things do you see in this picture? (OR) What else do you see in the picture? 2007 Board of Regents of the University of Wisconsin System 5

6 Part B Speaking (Use images on Page 5 of 3 5 Test Booklet.) T2 These pictures show the whole story. I want you to look at the pictures in the story and study them for a moment. Make sure you understand the whole story. PAUSE. Do you understand the pictures? Now I m going to ask you some questions about these pictures. Q1: (POINT TO PICTURE 1) What s happening here (in picture 1)? Q2: (POINT TO PICTURE 2) What s happening here (in picture 2)? Q3: (POINT TO PICTURE 3) What s happening here (in picture 3)? Q4: (POINT TO PICTURE 4) What s happening here (in picture 4)? T3 (POINT TO BOY ON THE BENCH IN PICTURE 2.) Q1: (IF NECESSARY) Look again at picture 2. How do you think the boy feels here? Q2: (You said the boy feels.) Why do you think he feels? (OR) Why do you think the boy feels? Tell me more. Q3: The girl s name is Mia. (POINT TO GIRL IN PICTURE 3 WITH DARK HAIR IN BRAIDS).Think about the story. What does Mia do in the story? 2007 Board of Regents of the University of Wisconsin System 6

7 Part B Speaking (Use images on Page 6 of 3 5 Test Booklet.) T4 (NOTE: PICTURE IS REPEATED FOR STUDENT.) Q1: Why do you think Mia (helps the boy (OR) invites the boy to play soccer with them (OR) offers him the ball)? Q2: What would have happened if she had not (helped him)? T5 Q1: Now tell me, do you think Mia is a leader? PAUSE. Why do you say that? Q2: Now I want you to think about someone you know who is a leader. (OR) Can you think of someone you know who is a leader? (IF NECESSARY) Can you think of someone you know who is a hero? PAUSE. What is that person s name? (OR) Who is that person? Q3: What did (that person) do that makes him/her a leader (or a hero)? Q4: How is (that person) like Mia or different from Mia in this story? Q5: (IF NECESSARY) Tell me more. (OR) Can you tell me anything else? (OR) Can you elaborate? (OR) Can you give me more details? (OR) Can you be more specific? (OR) Can you give me an example? Wind Down Okay, we re finished with the Speaking part of the test. Now we re going to take a Listening test. SHOW STUDENT PAGE 9 OF THE MAIN TEST BOOKLET, W-APT GRADES 3 5 LISTENING TEST, AND TURN TO PAGE 10 IN THIS SCRIPT Board of Regents of the University of Wisconsin System 7

8 This page is intentionally left blank Board of Regents of the University of Wisconsin System 8

9 W-APT TM Grades 3 5 Listening Test Intended for students in 2 nd semester Grade 3 through 1 st semester Grade Board of Regents of the University of Wisconsin System 9

10 Now we are going to do a Listening Test. I ll ask you a question and you will point to the correct answer on the page. TURN OVER PAGES 10 AND 11 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Practice (Pages 10-11) This says, "Practice." (POINT TO WORD PRACTICE AT TOP OF PAGE 10.) Look at the big picture. It will help you understand what I say. The big picture shows people enjoying a day in the park. PAUSE. Now, when I say, "Letter A," find Letter A in the test booklet. Letter A. PAUSE. Can you point to Letter A? ASSIST STUDENT AS NECESSARY. We will do this one together. First, look at the three smaller pictures next to Letter A. Now listen. Letter A. Find the ball. PAUSE. Can you point to the ball next to Letter A? MAKE SURE THAT THE STUDENT IDENTIFIES THE BALL IN THE SMALLER PICTURE OPTIONS (IT IS THE THIRD OPTION) AND NOT IN THE LARGE PICTURE OF THE PARK. When I ask you a question, you will point to the correct answer. Do you have any questions for me? ANSWER ANY QUESTIONS. Practice Listening (Page 11) Look at the top of Page 11. Now we will practice again. Point to Letter B. PAUSE. Now look at the smaller pictures next to Letter B. PAUSE. Letter B. Find the tallest tree. PAUSE. Good! THE CORRECT ANSWER IS THE SECOND OPTION. POINT TO THE ANSWER IF NECESSARY. This is our last practice. Find Letter C and look at the smaller pictures next to it. IF NECESSARY, SHOW STUDENT LETTER C ON PAGE 11. Letter C. After the boy and girl play catch, they ride their bikes. PAUSE. Point to the pictures that show this in the right order. This may be repeated up to two times if the student hesitates or asks for repetition because this is a practice item, but in the items that follow, repetition is not permitted. The correct answer is the second option Board of Regents of the University of Wisconsin System 10

11 Now we will begin the test. You will do the same thing that we just did in the practice. I will say something, and then you will point to the picture of what I say. Listen carefully because I will say each thing only one time. EMPHASIZE THIS LAST POINT. Do you have any questions before we begin? ANSWER ANY REMAINING QUESTIONS. REMOVE THE CURRENT PAGES. TURN OVER PAGES 12 AND 13 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Part A The Foolish Beetle (Pages 12-13) Now I am going to read you a poem called The Foolish Beetle. I will read the whole poem one time first, then read it again, one part at a time, and ask you questions about it. Listen carefully. PAUSE. The Foolish Beetle A foolish little beetle All summer long Would sit by her sewing And sing a happy song. She never did work; She'd just sing and dance To music on the radio And think of romance. But soon came the winter And she became thinner For she had no food To eat for her dinner. To the ants she went In the wind and the rain. She asked them for bread, Or at least for some grain. But the ants said "No, For you know it's true. All summer we worked hard, And you should have, too." "But you only sang and you danced at night. You wouldn't work 2007 Board of Regents of the University of Wisconsin System 11

12 And that isn't right." Number 1. The Foolish Beetle A foolish little beetle All summer long Would sit by her sewing And sing a happy song. She never did work; She'd just sing and dance To music on the radio And think of romance. PAUSE. What did the beetle do all summer? If student hesitates or cannot point to the answer, say: Is it A, B, or C? Look at the top of the next page. Number 2. But soon came the winter And she became thinner For she had no food To eat for her dinner. To the ants she went In the wind and the rain. She asked them for bread, Or at least for some grain. PAUSE. What did the beetle want from the ants? Number 3. Take a moment now to read the answer choices. PAUSE. Now listen to Number 3. But the ants said "No, For you know it's true. All summer we worked hard, And you should have, too." "But you only sang 2007 Board of Regents of the University of Wisconsin System 12

13 and you danced at night. You wouldn't work And that isn't right." PAUSE. Why did the ants refuse to help the beetle? REMOVE THE CURRENT PAGES. TURN OVER PAGES AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. PAGES 16 AND 17 SHOULD BE UNDERNEATH PAGE 15 IN ONE STACK. Part B Following Instructions in Music Class (Pages 14-17) Look at the big picture. It shows a music class. PAUSE. Now I will tell you some instructions that the teacher gives during a music class. Number 4. Please take out your instruments and practice the warm-up exercises on page three with your partner. When you finish that, go ahead and take your seat in the band. Which pictures show this in the right order? Look at the top of the next page. Number 5. Now I'd like you to quietly pass your music books to the end of the row. Then, please take out your notebooks and copy the song from the board. Which pictures show this in the right order? WHEN THE STUDENT COMPLETES QUESTION 5, SLIDE PAGE 15 UNDER PAGE 14 TO SHOW PAGES 14 AND 16. Look at the top of the next page. Number 6. Now class, we're going to practice for our spring concert. When we perform the concert we will be on stage, but today we're just going to practice here in the classroom. We ll practice the song we all know by heart. So put your sheet music on your music stand, get your instrument, and come together at the front of the room. We ll practice standing together here. Which pictures show this in the right order? WHEN THE STUDENT COMPLETES QUESTION 6, SLIDE PAGE 16 UNDER PAGE 14 TO SHOW PAGES 14 AND Board of Regents of the University of Wisconsin System 13

14 Look at the top of the next page. Number 7. You all look ready to play, but we don't have a lot of time left, so we'll only play one song today. We'll play On the Horizon. When we're done, put your instruments on the shelves and get in line. By then it will be time to go to your next class. Which pictures show this in the right order? WHEN THE STUDENT COMPLETES QUESTION 7, REMOVE THE CURRENT PAGES. Part C Place Value (Pages 18-19) TURN OVER PAGES 18 AND 19 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Look at the big picture. It shows a place value flip chart. PAUSE. Meng is learning about place value in her classroom. This is important for understanding numbers that have decimal places. Number 8. Take a moment now to read the answer choices. PAUSE. Now listen to Number 8. A decimal point looks like a period. Meng's teacher tells the students that if there is a zero or no numbers to the left of the decimal point, the number is less than one. Which number is less than one? Number 9. Take a moment now to read the answer choices. PAUSE. Now listen to Number 9. Meng's teacher says that the more numbers there are to the left of the decimal point, the bigger the number is. Which number is the greatest? Look at the top of the next page. Number 10. Take a moment now to read the answer choices. PAUSE AND HAND NOTE PAPER AND A PENCIL TO STUDENT. Listen carefully. This is long. You may take notes. Now listen to Number 10. Meng has learned how to change place value. If a number is multiplied by 10, she moves the decimal to the right one place. Meng's teacher writes the number "3.25" on the board. If the number is multiplied by 10, the answer is Board of Regents of the University of Wisconsin System 14

15 If 4.32 is multiplied by ten, what is the answer? REMOVE THE CURRENT PAGES, AND COLLECT THE STUDENT S NOTE PAPER AND PENCIL. TURN OVER PAGES 20 AND 21 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Part D Ocean Life (Pages 20-21) Look at the big picture. It shows a graph of the tuna fish population in one part of the Atlantic Ocean over five years. Look at the key. A picture of one tuna fish on the graph represents one hundred tuna fish. PAUSE. I'm going to tell you about a scientific study on tuna fish. The study shows how the numbers of tuna fish in one part of the Atlantic Ocean changed over 5 years. Number 11. Take a moment now to read the answer choices. PAUSE. Now listen to Number 11. In year one, there were one thousand, five hundred tuna fish. In year two, there were one thousand, one hundred tuna fish. Then, in year three, there were 800 tuna fish. In year four, there were 400 tuna fish, and in year five, there were only 300 tuna fish. How many tuna fish do you think will be on the graph for year six? Look at the top of the next page. Number 12. Take a moment now to read the answer choices. PAUSE. Now listen to Number 12. There is a large factory on the beach near the part of the ocean where the tuna fish live. Scientists know that pollution from the factory harmed the small fish that tuna eat. How does the factory pollution probably affect the tuna population? Number 13. Take a moment now to read the answer choices. PAUSE. Now listen to Number 13. One scientist thought that during the years of the study, sharks had been eating more tuna fish in this area of the ocean. He thought that was why the 2007 Board of Regents of the University of Wisconsin System 15

16 numbers of tuna fish were going down. Which evidence might disprove his idea? REMOVE THE CURRENT PAGES. TURN OVER PAGES AND POSITION THEM SIDE BY SIDE FACING THE STUDENT Part E The Story of the Statue of Liberty (Pages 22-23) Look at the big picture. It shows a time line about the Statue of Liberty in New York. PAUSE. I am going to tell you something about different years on the time line. Number 14. Take a moment now to read the answer choices. PAUSE. Now listen to Number 14. In 1865, French sculptor Frederic-Auguste Bartholdi was chosen to design the Statue of Liberty. Just before he began, he traveled to New York and chose Bedloe s Island as the site for the statue. What happened right before Bartholdi drew up plans for the statue in 1872? Look at the top of the next page. Number 15. Take a moment now to read the answer choices. PAUSE. Now listen to Number 15. Work on building the statue began in 1873, the year after Bartholdi finished his plans. Although it would not be assembled in America until 1885, the construction of "Lady Liberty" was completed in France in During what years was the statue being built in France? Number 16. Take a moment now to read the answer choices. PAUSE. Now listen to Number 16. Let's go back to the reason France built the statue for America in the first place. Look at the time line. It shows that France helped America win its independence from England in What conclusion can you draw about the relationship of France and America in the late 1700s and throughout the 1800s? 2007 Board of Regents of the University of Wisconsin System 16

17 OK, that s the end of the Listening Test. REMOVE THE CURRENT PAGES Board of Regents of the University of Wisconsin System 17

18 W-APT TM Grades 3 5 Reading Test Intended for students in 2 nd semester Grade 3 through 1 st semester Grade Board of Regents of the University of Wisconsin System 18

19 Now you are going to take a Reading Test. Some questions might be easy for you and others might be hard. It is important that you do the best you can. TURN OVER PAGES 26 AND 27 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Practice (Pages 26-27) We will do some practice questions together first. This page says Practice. Read along with me silently while I read aloud. Make sure student can read on the test page while you read the script. Look at the big picture of a park. This will help you to understand the questions. There are many things in the park. There are also many people in the park. PAUSE. Now find Letter A. IF NECESSARY, SHOW STUDENT LETTER A ON PAGE 26. Look at the sentence. What does it say? ALLOW TIME FOR STUDENT RESPONSE, OR SAY: It says, Where is the boy? Now look at the three small pictures. Point to the picture that answers the question. IF NECESSARY, SHOW THE STUDENT THAT THE FIRST OPTION IS THE CORRECT ANSWER. Good. Look at the top of the next page. Find Letter B and look at the picture. The picture shows a bag. Now read the question. What does it say? Allow time for student response, or say: The question says, What rhymes with bag? Now look at the three small pictures. The first letter will help you know the word. The first picture is a bike. The second is a tree. The third is a flag. Point to the picture that answers the question, "What rhymes with bag?" Flag rhymes with bag, so point to the picture of the flag. PAUSE. Good. Find Letter C. Look at the question. What does it say? Allow time for student response, or say: It says, How many people are in the park? Look at the picture of the park. Count the people. PAUSE. So, how many people are in the park? Allow time for student response, or say: There are six people in the park. Now point to the number that answers the question. PAUSE. Good. REMOVE THE CURRENT PAGES Board of Regents of the University of Wisconsin System 19

20 TURN OVER PAGES 28 AND 29 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. General Instructions For the Reading Test I will not read the questions to you out loud; you will read them silently on your own. You will look at the big picture, read what it says, and then read each question. When you know the answer, point to it and look at me, so I know you are ready. I will write down your answer and then you can go on to the next question. Part A Penny Drive (Pages 28-29) TURN OVER PAGES 28 AND 29 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Now do all of the next questions by yourself. I won t read anything out loud. If student waits longer than ten seconds between answers, guide him/her through by saying only the number of the question. DO NOT READ THE TEXT IN THE PICTURES, THE QUESTIONS, OR THE RESPONSE OPTIONS TO THE STUDENT. WHEN THE STUDENT COMPLETES QUESTION 3, REMOVE THE CURRENT PAGES. Part B Using Math at the Circus (Pages 30-31) TURN OVER PAGES 30 AND 31 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Now do all of the next questions by yourself. I won t read anything out loud. If student waits longer than ten seconds between answers, guide him/her through by saying only the number of the question. DO NOT READ THE TEXT IN THE PICTURES, THE QUESTIONS, OR THE RESPONSE OPTIONS TO THE STUDENT. WHEN THE STUDENT COMPLETES QUESTION 6, REMOVE THE CURRENT PAGES Board of Regents of the University of Wisconsin System 20

21 Part C Types of Animals (Pages 32-34) TURN OVER PAGES AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. (PAGE 34 SHOULD BE UNDERNEATH PAGE 33.) Now do all of the next questions by yourself. I won t read anything out loud. If student waits longer than ten seconds between answers, guide him/her through by saying only the number of the question. DO NOT READ THE TEXT IN THE PICTURES, THE QUESTIONS, OR THE RESPONSE OPTIONS TO THE STUDENT. WHEN THE STUDENT COMPLETES QUESTION 9, SLIDE PAGE 33 UNDER PAGE 32 TO SHOW PAGES 32 AND 34. WHEN THE STUDENT COMPLETES QUESTION 10, REMOVE THE CURRENT PAGES. Part D Kangaroos (Pages 35-36) TURN OVER PAGES 35 AND 36 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Now do all of the next questions by yourself. I won t read anything out loud. If student waits longer than ten seconds between answers, guide him/her through by saying only the number of the question. DO NOT READ THE TEXT IN THE PICTURES, THE QUESTIONS, OR THE RESPONSE OPTIONS TO THE STUDENT. WHEN THE STUDENT COMPLETES QUESTION 13, REMOVE THE CURRENT PAGES. Part E Athlete Biography (Pages 37-38) TURN OVER PAGES 37 AND 38 AND POSITION THEM SIDE BY SIDE FACING THE STUDENT. Now do all of the next questions by yourself. I won t read anything out loud. If student waits longer than ten seconds between answers, guide him/her through by saying only the number of the question. DO NOT READ THE TEXT IN THE PICTURES, THE QUESTIONS, OR THE RESPONSE OPTIONS TO THE STUDENT. WHEN THE STUDENT COMPLETES QUESTION 17, REMOVE THE CURRENT PAGES. After Part E, or the highest folder the student passes, say, OK, that s the end of this Reading Test. Now we can do the last part the Writing Test Board of Regents of the University of Wisconsin System 21

22 W-APT TM Grades 3 5 Writing Test Intended for students in 2 nd semester Grade 3 through 1 st semester Grade Board of Regents of the University of Wisconsin System 22

23 Now you are going to take a writing test. It is important that you do the best you can. HAND OUT A CONSUMABLE WRITING BOOKLET AND A PENCIL. Part A booklet) Important School Rules (Pages 4-5 of student s Writing TURN TO PAGE 4 OF THE STUDENT S CONSUMABLE BOOKLET. On this page (POINT TO MODEL PAGE ON LEFT) you will read about school rules that Alicia made a poster of. On this page (POINT TO WRITING EXERCISE PAGE ON RIGHT) you will write about the school rules yourself. There is a picture of a hallway in Alicia s school. Look at the directions in the black box in the middle of this page (POINTING TO THE LEFT PAGE). They say, Alicia made a poster of important rules at her school. Read Alicia s poster. Read her poster. (POINTING TO THE BOX BELOW THE LIST. IF NECESSARY, READ THE POSTER WITH THE STUDENT.) PAUSE. Now look at this page (POINT TO THE RIGHT PAGE). There are two parts you need to write. The first is completing the three sentences and writing three more rules (POINTING TO NUMBER 1), and the second is writing an answer to the question You are late to school. What do you do? (POINTING TO NUMBER 2) Answer this question with 3 to 5 sentences. You can use the writing on the other page (point to model page) as an example. Do you have any questions? ANSWER ANY QUESTIONS. When student finishes or 10 minutes have passed (whichever comes first) and if the student is NOT to take Part B, say: OK, that s the end of the Writing part and we are finished with the whole test. Good job! If student WILL take Part B, turn to pages 6 and 7 of the student s booklet and say: OK, you have one more writing task and then the test will be finished Board of Regents of the University of Wisconsin System 23

24 Part B Fish Tanks (Pages 6-7) If student did NOT take Part A, turn to pages 6 and 7 of the student s booklet and say: OK, you have one writing task and then the test will be finished. SHOW PAGES 6-7 SIDE BY SIDE IN THE STUDENT S CONSUMABLE BOOKLET. On this page (POINT TO MODEL PAGE ON LEFT) you will read about a project Martha is doing. On this page (POINT TO WRITING EXERCISE PAGE ON RIGHT) you will write about the math she used to do this project. Look at the directions in the black box at the top of this page (POINTING TO THE LEFT PAGE). They say, Read about Martha s new fish tank. Martha wants to buy a new fish tank. She went to the store and found three different types of tanks. She wants to buy the largest one but she can t tell which is the largest because they all have different dimensions. Which fish tank is the largest? Below are pictures showing what Martha did to solve this problem. Now look at this page (POINT TO THE RIGHT PAGE). It says, Now it s your turn to write! Study the pictures. They show the steps Martha used to figure out that Tank 1 was the largest fish tank. Now write a paragraph of at least 6 sentences describing how Martha solved her problem. Do you have any questions? ANSWER ANY QUESTIONS. When student finishes or 20 minutes have passed (whichever comes first), say: OK, that s the end of the Writing part and we are finished with the whole test. Good job! 2007 Board of Regents of the University of Wisconsin System 24

25 End of Script 2007 Board of Regents of the University of Wisconsin System 25