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ELLs®Listening,Reading,Writing,andSpeakingSampleItems2008Grades1–12WORLD-CLASSINSTRUCTIONALDESIGNANDASSESSMENTCopyrightNoticeWIDA®ACCESSforELLs®SampleItems-©2008BoardofRegentsoftheUniversityofWisconsinSystem,onbehalfoftheWIDAConsortium.TheWIDA®ACCESSforELLs®SampleItemsareforpersonal,non-commercialuseonlyandshallnotbecopied,modifiedorredistributedwithoutpriorwrittenauthorizationfromWIDA.FairuseoftheWIDA®ACCESSforELLs®SampleItemsincludesreproductionforclassroompurposes(includingcopiesforparentdistribution).SubmitauthorizationrequestsorquestionsaboutthisnoticetotheWIDAConsortiumintellectualpropertyJimatjwlyne@or(608)265-2262.WIDAandACCESSforELLsareregisteredtrademarksoftheBoardofRegentsoftheUniversityofWisconsinSystem.Foreword:WIDAACCESSforELLs®SampleItemsTheWIDAConsortiumispleasedtoprovidethiscollectionofsampleACCESSforELLs®testitemsforeducatorsinterestedinabetterunderstandingofthisEnglishlanguageproficiencyassessment.WhilethesecurityoftestitemsinactualuseinWIDAassessmentsisatopitisalsoextremelyimportantthateducatorshavegood,freelyavailablesampleitemsthatprovideastrongsenseforthem,theirstudents,parents,andthegeneralpublicofwhattakingtheACCESSforELLs®Englishlanguageproficiencyassessmententails.Inaddition,educatorsinuniversitypreparationprogramscanbenefitfromlearningmoreaboutACCESSforELLs®priortotheirworkwithinschoolsettings.Whilefamiliaritywiththe“lookandfeel”ofthetestisanimportantconsideration,teacherscanalsogreatlybenefitfromseeingconnectionsbetweenACCESSforELLs®testitemsandtheWIDAEnglishLanguageProficiencyStandardsuponwhichtheitemsaredirectlybased.wanttoencourageteachersto“teachtothestandards,nottothetest.”Morewewanttopromotetheuseofstandardstoguidestudents’languagelearningratherthanfocusinginstructiononpreparingthemforpossibletestitems.Inseeingthecloserelationshipbetweenthestandardsandthetest,webelievethatteacherscanfeelconfidentthatbyincorporatingthestandardsintoclassroominstructionandassessment,theywillbetterpreparetheirstudentsforlinguisticproficiencyandinturn,provideaccesstoacademicsuccess.Suchpreparationwill,overtime,helpboosttheacademicachievementofEnglishLanguageLearners,whichshouldbereflectedinfuturetestscores.Boals,Ph.D.ExecutiveDirectorWIDAConsortiumACCESSforELLs®SampleItemsofContentsIntroductionI.PurposeofthisDocument�����������������������������������������������������������5®II.ACCESSforELLsOverview�������������������������������������������������������5a.AlignmenttoStandards�����������������������������������������������������������5b.FromStandardstoACCESSforELLs®��������������������������������������������7c.Structure�������������������������������������������������������������������7III.OrganizationofthisDocument������������������������������������������������������8a.EnglishLanguageProficiencyStandards�������������������������������������������8b.ThemeFolders�������������������������������������������������������������������9UsesofthisDocument������������������������������������������������������������10a.Students������������������������������������������������������������������������10b.ParentsandFamilies������������������������������������������������������������10c.������������������������������������������������������������������������10d.Administrators�������������������������������������������������������������������e.HigherEducationStudentsandInstructors�����������������������������������������SampleItemsGrades1-2Reading�����������������������������������������������������������14Grades3-5ListeningScript&Listening������������������������������������������22Grades3-5Speaking����������������������������������������������������������28Grades6-8ListeningScript&Listening������������������������������������������40Grades6-8Reading�����������������������������������������������������������52Grades6-8������������������������������������������������������������61Grades6-8Speaking����������������������������������������������������������70Grades9-12ListeningScript&Listening����������������������������������������76Grades9-12Speaking���������������������������������������������������������86I.PurposeofthisDocumentTheprimarypurposeofthisdocumentistoacquaintpeoplewiththefeaturesoftheWIDAConsortium’sACCESSforELLs®test.ACCESSforELLs®isanEnglishlanguageproficiencyassessmentgivenannuallytostudentsinkindergartenthroughgradetwelvewhohavebeenidentifiedasEnglishlanguagelearners(ELLs).TheresultsofthistestareusedtomonitorstudentprogressinacquiringEnglishfortheacademicenvironment,toplansupportforcontinuingEnglishlanguagedevelopment,andtosatisfylegalrequirementsforassessmentandActualtestitemsarereproducedinthisbooklettoprovideeducatorswithconcreteexamplesofthetestingmaterialfoundwithinACCESSforELLs®.Itemsareprovidedfromthegradeclusters1–2,3–5,6–8,and9–12inthedomainsoflistening,speaking,reading,andwriting.Althoughnotalldomainswithinallgradelevelclustersarerepresentedhere,thereisawideenoughrepresentationtoobtainagoodunderstandingoftheitemtypes,format,linktotheWIDAELPStandards,andgenerallookandfeelofthetest.Thisdocumentcanbeusefulforavarietyofstakeholders,includingasatoolforprofessionaldevelopmentwitheducatorsandforstudentssothattheymaybecomefamiliarwiththeitemtypesandformatpriortotesting.Administrationoftheitemsinthisdocumentinatestingsituation,inwholeorinpart,willnotprovidestudentresultsthatareinanywaymeaningfulastheseitemsdonotadheretotherequirementsofatestformandneverexistedtogetherinanyoneformofthetest.Thisbookletisnottobeusedinitsentiretyasasample,practice,orplacementtest.Studentsshouldnotbegradedfortheirperformanceonthesesampleitems.WIDAdoesnotadvocateextensivetestpreparationfortheACCESSforELLs®test,onlyacquaintingstudentswiththebasicformatofthetestitemsandthewaysinwhichtheyassessEnglishlanguageII.ACCESSforELLs®Overviewa.AlignmenttoStandardsACCESSforELLs®standsforAssessingComprehensionandCommunicationinEnglishState-to-StateforEnglishLanguageLearners.Itisalarge-scaletestthatprovidesasnapshotofhowwellstudentsareusingtheEnglishlanguagewithintheschoolcontext.ACCESSforELLs®isjustonecomponentofcomprehensiveapproachtopromotingeducationalequityandacademicachievementthroughEnglishlanguagedevelopmentforEnglishlanguagelearners(ELLs).AtthecoreofthissystemlietheWIDAEnglishLanguageProficiency(ELP)StandardsforEnglishLanguageLearnersinPreKindergartenthroughGrade12,availableatThesestandardsexpressreasonableexpectationsforstudentperformanceateachlevelofthelanguagedevelopmentcontinuum,andtheyIntroduction©2008BoardofRegentsoftheUniversityofWisconsinSystem.5informboththeinstructioninAcademicEnglishLanguageandthedevelopmentofassessmentsdesignedtomeasurestudentproficiencyinErminstruction,educatorscanusethestandardstopurposefullyfocusonteachingthelanguagestudentsneedtomovethemtowardhigherlevelsofEnglishlanguageInthedevelopmentoftheassessments,testspecificationsarederivedfromthesedescriptionsoflanguageTherefore,thestandardsprovidealinkbetweenwhathappensintheclassroomandassessment.ThelanguageassociatedwithfivecontentareasisaddressedinthefiveWIDAELPStandards.ThefirststandardiscalledSocialandInstructionallanguage(SIL),whichincorporatesproficienciesneededtoparticipateinthegenerallanguageoftheclassroomandtheschool.TheotherstandardsincludethelanguageofEnglishlanguagearts(LoLA),thelanguageofmathematics(LoMA),thelanguageofscience(LoSC),andthelanguageofsocialstudies(LoSS).EachELPstandardincorporatesasetofmodelperformanceindicators(MPIs)thatdescribetheexpectationsoftheacademicEnglishlanguagecomponentthatELLstudentsshouldexhibitinfiveacademiccontentareas.ThestandardsarefurtherdividedintogradelevelclustersthatincludePreK–K,1–2,3–5,6–8,and9–12.ForeachclusterthestandardsspecifyoneormorestrandsofMPIsforeachcontentareawithineachofthefourlanguagedomains:Listening,Speaking,Reading,andTheWIDAframeworkrecognizesthecontinuumoflanguagedevelopmentwithinthefourdomainswithsixELPlevels.6-ꢀꢁ54BRIDGING32DEVELOPING1BEGINNINGENTERING6©2008BoardofRegentsoftheUniversityofWisconsinSystem.IntroductionTheselevelsdescribethespectrumofalearner’sprogressionfromknowinglittletonoEnglishtoacquiringtheEnglishskillsnecessarytobesuccessfulinanEnglish-onlymainstreamclassroomwithoutextrasupport.ThisfinalstageofELLstatusisdesignatedLevel6,Reaching.b.FromStandardstoACCESSforELLs®ThegoalofACCESSforELLs®istoprovidestudentstheopportunitytodemonstratetheirlevelofproficiencythroughitemsdesignedtoassesstheMPIs.Thus,drawnfromtheMPIs,theACCESSforELLs®testincorporatesallfivestandardsandELPlevelsinsectionsthatcorrespondtothefourdomains.therearefartoomanyMPIsaltogethertopresenttoanysingletestAtestwithquestionsassessingeachandeveryMPIwouldbefartoolongtofitinanyreasonabletestingsession.Foranyparticularchild,someofthequestionsonacomprehensivetestmightbedismissivelymakingitboring,whileotherswouldbeexactinglyhard,makingitfrustrating.Itisimportanttoavoidbothpossibilitiestoachieveareliabletest.c.Structuresolutiontomakingthetestappropriateforeachindividualistopresentthetestitemsinthreetiers—A,BandC—foreachgradelevelThefollowingchartshowshowthetiersmaptotheEnglishlanguageproficiencylevels6!ꢅ12345ENTERINGBEGINNINGDEVELOPINGBRIDGINGABCIntroduction©2008BoardofRegentsoftheUniversityofWisconsinSystem.7canseefromthistestdesignthatthetiersoverlap,anecessityformakingsureeachtierismeasuringtoacommonproficiencyscale.Inotherwords,youcanthinkofACCESSforELLs®asoneenormoustestdividedintomultipleparts,eachdesignedforstudentswithinaparticulargradelevelclusterandrangeofproficiencylevels.Thisdesignsupportsthedeliveryoftestresultsthatarecomparableacrossgradesandtiers.Eachofcourse,isonlyabletodiscriminateperformanceonitsportionoftheproficiencyscale.makesurethewholeACCESSforELLs®testworksasintended,itisnecessarytoplaceeachstudentintothetierthatbestmatcheshisorheracademicEnglishproficiencylevel.Thedecisionastowheretheaproficiencycurrentlyfallsonthescaleisbestmadebytheteachers,basedontheinformationtheyhaveaboutthelanguageincludingperformanceonotherlanguagetestsorscreeners,suchastheWIDAACCESSPlacementortheWIDAMODEL™.III.OrganizationofthisDocumentThisbookletofsampleitemscontainstestfolders,orsetsofitemsarrangedforeachgradelevelcluster(1–2,3–5,6–8,or9–12).SinceKindergartenstudentsaretestedusingatestingformat,sampleitemsfortheKindergartentestarenotincludedhere.Thesampleitemsinthisbookletareorganizedintotestfoldersbylanguagedomaininthisorder:listening,reading,writing,andspeaking.Withineachdomain,itemsarewrittentoassessstudentproficiencyasdescribedbythemodelperformanceindicatorsoftheWIDAELPStandards.a.StandardsModelperformanceindicators(MPIs)fromtheWIDAELPStandardsarelinkedwithallsampleandoperationalACCESSforELLs®testitems.Asmentionedabove,theWIDAELPStandardsarewrittenandorganizedbygradelevelcontentarealanguage,languagedomain,andproficiencylevel.Eachstrand,orofperformanceindicatorsextendsacrosstheproficiencylevelsforaparticulargradelevelandstandardinorderofincreasinglinguisticThesestrandsofMPIs,intandemwiththeWIDAPerformanceDefinitions,provideamodelorsampleofthedevelopmentalcontinuumoflanguageskillsnecessaryforsuccessfulnegotiationinEnglishofaparticulartopicwithinanacademiccontentarea.ThefollowingexampleshowsapageoftheMPIsfromthesummativeframeworkofthe2007EditionoftheWIDAELPStandardsforGrades3–5,inthelanguageofScience(LoSC),acrossthedomainsofListening,Speaking,Reading,and8©2008BoardofRegentsoftheUniversityofWisconsinSystem.Introduction12345statesstatessupportseriesinstatessupport(e.g.iceIinstatesinstatessupport(e.g.,liquidtotosupportBodylivingbasicpartsvisually(e.g.,armisais)Classifytheirpartssupportimportancetheirpartssupporttheirparts(e.g.,armdailylife?”)partsvisually(e.g.,Earthlabeledtoearthearthcharts,tablesearthcharts,tablesearthtonewtextearthvocabulary(e.g.,“isalabeled(e.g.,lifesolarassociatedsolarsystemlabeled(e.g.,(e.g.,Science,SummativeFrameworkGrades3-5b.ThemeFoldersEachtestitemontheACCESSforELLs®iswrittentoaddressaspecificMPIthat,inturn,addressesaspecificproficiencylevel.itemsontheACCESSforELLs®arearrangedintothematicfolders,whicharecollectionsofapproximately3testitemsatconsecutiveproficiencylevelsorganizedalongacommoncontenttopic.Eachfolderisthenplacedontoatiered(A,B,orC)testformforaparticulargradelevelForexample,athemefolderfortierBwouldtypicallycontainitemswrittentoaddresstheMPIsforlevels2,3,and4.AsontheACCESSforELLs®operationaltest,thesampleitemsinthisbookletarearrangedinfolders,ordistinct,thematically-basedsections.Introduction©2008BoardofRegentsoftheUniversityofWisconsinSystem.9UsesofthisDocumentThetestfoldersofsampleitemsinthisdocumentcanbeusedforinformationalpurposesforallstakeholdersintheeducationofstudentswhoareEnglishlanguagelearners(ELLs),fromthestudentsthemselvestotheparents,teachersandadministratorswhoguidetheireducationalprogress.Belowaresomeconsiderationsfortheuseofthisdocumentwithavarietyofthesestakeholders.a.StudentsFormanyELLsnewtoUSschools,whethertheyarenewbecausetheyintheearlygradesorbecausetheyarenewtothecountryinanygrade,anEnglishlanguageproficiencytestmaybehisorherfirstexperiencewithlargescaletesting.Itcanbedaunting.Notonlymustthestudentnegotiatethelanguage,hemustalsonegotiateanunfamiliarformatandprocess.Forallstudents,butespeciallyforthosenewtotesting,achancetobecomefamiliarwiththeformat,thetypesofitems,themodeoflisteningpassages,theexpectationsforspeakingandwritingtasks,theprocessofmarkinganswers,andotherproceduralaspectsoftest-takingbeforefacingthetestisimportant.Itisgoodpracticeand,moreprovidesnotonlymoreequitableopportunitiesforchildrenbutalsoallowsthemtoconcentrateondemonstratingwhattheycandowiththeEnglishlanguage,ratherthenconfoundingthiswithtesttakingskillsorlackthereof.Thesampleitemsinthisbooklet,whilenotextensive,shouldprovideadequateexamplesforstudentssothattheymaybefamiliarwiththetestpriortotakingtheoperationalform.b.ParentsandFamiliesOftentimesparentsorguardiansofstudentswhoareELLslearnoftheirtestscoreandprogramplacement,buttheyreceivelittleinformationaboutthecriteriauponwhichthesedecisionsweremade.TheACCESSforELLs®sampleitemscanbesharedwithfamiliessothattheyarebetterinformedaboutthetypeoftesttheirchildorchildrenaretaking.withtestscorereportsandCANDODescriptors(availableatparentswhoarecomfortablewithEnglishorhavethebenefitofatranslatorortranslation,canbemoreknowledgeableofandinvolvedwiththeirprogressindevelopingacademicEnglishlanguage.c.Thesamplesprovidedinthisbookletcanbeusedbyteachersinmultipleways.First,teachersandothereducatorswhoadministertheACCESSforELLs®andthecompanionWIDAACCESSPlacementcan,liketheirstudents,alsousethesesamplestohelpthembecomemorefamiliarwiththetestandtopracticeadministeringsomeoftheitemtypes,especiallySpeakingandListening.Inaddition,asmentionedabove,theseitemscanbesharedwithstudentsandtheirfamiliestobetterpreparethemtotakethetestandtoopenadialogonthecriteriafordeterminingEnglishlanguage10©2008BoardofRegentsoftheUniversityofWisconsinSystem.IntroductionFurthermore,becauseACCESSforELLs®isasecuretestusuallyseenbyonlythetestadministratorsandtheirstudents,thesampleitemsareanexcellentwaytoshareinformationaboutthetestitselfandtheresultingscoreswitheducatorswhodonotadministerit.Forexample,itiscommonforaEnglishasasecondlanguage(ESL)teachertoadministerthetest.thetestismeasuringthelanguageoflanguagearts,ofmathematics,ofscienceandofsocialstudies.ItwouldbebeneficialforthestudentsifthecontentareateacherswerefamiliarwiththewaysinwhichACCESSforELLs®operationalizesthislanguageinatestingsituation.Thus,thesampleitemscanserveasanentryintotheWIDAELPStandardsandprofessionaldevelopmentcenteringonacademiclanguageinthecontentareas.Alloftheitemswithinthisbookletincludeanintroductorynotationofthestandardandthemodelperformanceindicatorthattheitemaddresses.Theseexplicitreferencesshouldbeusedasaguidetounderstandingthestandardsandtheirrelationshiptotheassessment.Again,thesecanbeusedasanentrytoorasoneofmultipletoolsforunderstandingthestandards,articulatingwhatacademicEnglishmeans,andasastartingpointforcollaborationamongtheeducatorsofELLs,particularEnglishlanguagespecialistsandtheircontentareaorgeneraleducationcolleagues.d.AdministratorsAsprofessionalswhomustoftenfocusonthe“BigPicture”attheexpenseoffamiliaritywithdetails,schoolanddistrictadministratorsfrequentlylackthetimeandoropportunitytobecomefamiliarwiththemanytoolsandassessmentstheirteachersandstudentsuse.ThesesampleitemsprovideaquickwayforadministratorstobetterunderstandtheassessmentsforELLsandtheirlinktoELPstandardsandcontentareaclassrooms.Furthermore,forthoseadministratorsdirectlyresponsibleforeducationalprogramsforELLs,suchasdistrictESLcoordinators,thesamplesgivethemanentrytotalkingaboutELLissueswithotheradministrators.Theycanalsoprovideideasforprofessionaldevelopmentforalleducators.Forexample,anadministratormightplanforprofessionaldevelopmentfocusingonwritingandonscoringwritingwiththeWIDARubric.LookingatthetypesofwritingtasksfoundonACCESSforELLs®andtherubrics(i.e.,thethreecriteria)bywhichtheyarescoredcouldbethegenesisofapowerfulprofessionaldevelopmentinitiativeinvolvingeducatorsacrossdisciplines.astudyofthespeakingitemsandthecriteriaforscoringthemisnotonlygoodpreparationforadministeringtheSpeakingtest,itisalsoareminderandanexampleofthenecessityofengagingstudentsinacademicdialogintheclassroom.Again,thiscouldbethestartofaninitiativetoelevateconsciouslythequalityandquantityofspeakingintheclassroomsandschools.e.HigherEducationStudentsandInstructorsAspreserviceandin-serviceteacherslearnaboutstandards-basedcurriculum,instructionandassessmentofEnglishlanguagelearnersintheircollegecourses,itwouldbeilluminatingforthemtobeexposedtoactualEnglishlanguageproficiencytestIntroduction©2008BoardofRegentsoftheUniversityofWisconsinSystem.itemssuchasthesesamples.thesamplescanbeusedtoinformplanningforinstructorsofundergraduateandgraduate-leveleducationcourses.ReadingsandassignmentscouldbedevelopedthatwouldchallengestudentstoworkwithELPstandardsandsampletestitemstodeveloptheirownlessonsaddressingcontentandlanguageobjectivesalongwithoriginaltestitems.WIDAhopesthatthesesampleitemswillbeusefulinavarietyofcontextsaboveandbeyondthosesuggestedhere.Itisrecommendedthattheybeusedinconjunctionwithavarietyofotherresources,includingthosebyWIDA,toencouragebestpracticesinstandards-basedinstructionandassessmentofEnglishlanguagelearners.learnmoreaboutanyofthetoolsmentionedinthisdocument,suchastheWIDAELPStandardsorCANDODescriptors,pleasevisitPleaseemailinfo@wida.us,orcalltollfree1-866-276-7735ifyouhaveanycommentsorquestions.12©2008BoardofRegentsoftheUniversityofWisconsinSystem.IntroductionIntroduction©2008BoardofRegentsoftheUniversityofWisconsinSystem.13Grades1-2ReadingTestSampleItemsPleasenote:Thetestfoldersinthisbookletdonotappearexactlyastheydoinoperationaltestbooklets.ItemsareannotatedwiththecorrespondingmodelperformanceindicatorsfromtheWIDAELPStandards.TheformatoftheSpeakingtesthasbeenchangedfromalandscapelayout(asfoundintheSpeakingtestpicturecuebookletoftheoperationalACCESSforELLs®test)toaportraitlayoutforthissamplebooklet.Thischangerequiredsomereductioninthesizeofgraphics.14©2008BoardofRegentsoftheUniversityofWisconsinSystem.ReadingSamplesFolderAFolderTitle:AFieldtotheAquariumReading,Grades1–2,B,Social&InstructionalLanguageItemnumberAnswerProficiencyModelPerformanceIndicatorKeylevelExtractinformationfromenvironmentalprint(suchassigns,bulletinboards,ormenus)123B2Extractinformationfromenvironmentalprint(suchassigns,bulletinboards,ormenus)AC23Restateinformationfoundinvisuallysupportedprint(suchasschoolschedules,fieldtrips,orcelebrations)Summarizeinformationfoundinvisuallysupportedprintonclassroomorschoolactivities4B4ReadingSamples©2008BoardofRegentsoftheUniversityofWisconsinSystem.15FolderA:AFieldtotheAquariumHereisabulletinboardfoundinaclassroom.1Whendidtheclassvisittheaquarium?MarchMayNovember16©2008BoardofRegentsoftheUniversityofWisconsinSystem.ReadingSamples2WhatkindofanimaldidEllensee?AsharkAsealAnoctopus3Whatwaseverybody’sfavoriteanimal?OctopusSharkSeal4Whatkindsofanimalsareintheaquarium?AnimalsthatliveonlandAnimalsthatliveinwaterAnimalsthatliveintheairReadingSamples©2008BoardofRegentsoftheUniversityofWisconsinSystem.17FolderBFolderTitle:ButterfliesReading,Grades1–2,TierC,LanguageofScienceItemnumberAnswerKeyProficiencyModelPerformanceIndicatorlevelCompletegraphsorchartsusingpicturesoriconstoaddressquestionsrelatedtolivingorganisms123CBC345RespondtoquestionsaboutgraphsorchartsrelatedtolivingorganismsbyusingiconsandtextInterpretgraphsorchartsrelatedtolivingorganismsbyusingiconsandexplicit,gradelevelsciencetext18©2008BoardofRegentsoftheUniversityofWisconsinSystem.ReadingSamplesFolderB:ButterfliesMissclassisstartingabutterflygarden.Lookatthechart.Readaboutwhattheydotomakebutterfliescometotheirgarden.HowtoStartaButterflyGarden1.Chooseasunnyspotsothebutterfliescanstaywarm.23.Keepthedirtwetsothebutterfliescangetwater.?.Plantorange,yellow,andredflowerssothebutterfliescanhaveaplacetorest.ReadingSamples©2008BoardofRegentsoftheUniversityofWisconsinSystem.191Lookatthechart.Whichpicturegoeswherethe“?”isinthechart?2Whatimportantthingdothebutterfliesgetfromthewetdirt?Sun3Lookatthechart.Whydobutterfliesneedtobeinthesun?staysafestaydrystaywarm20©2008BoardofRegentsoftheUniversityofWisconsinSystem.ReadingSamplesReadingSamples©2008BoardofRegentsoftheUniversityofWisconsinSystem.21Grades3-5ListeningScript&ListeningTestSampleItemsPleasenote:Thetestfoldersinthisbookletdonotappearexactlyastheydoinoperationaltestbooklets.ItemsareannotatedwiththecorrespondingmodelperformanceindicatorsfromtheWIDAELPStandards.TheformatoftheSpeakingtesthasbeenchangedfromalandscapelayout(asfoundintheSpeakingtestpicturecuebookletoftheoperationalACCESSforELLs®test)toaportraitlayoutforthissamplebooklet.Thischangerequiredsomereductioninthesizeofgraphics.22©2008BoardofRegentsoftheUniversityofWisconsinSystem.ListeningSamplesFolderAFoldertitle:TheDensityofObjectsListening,Grades3–5,C,LanguageofScienceclassislearningaboutthedensityofdifferentobjects.Number1AnswerKeyProficiencyModelPerformanceIndicatorlevelMakepredictionsorhypothesesaboutscienceexperimentsfromoraldescriptionspertainingtophysicalstatesoflivingandnon-livingthings,forcesinnature,orweatherpatternsB3Number1classlearnedthatifsomethingismoredensethanitsinks.Ifsomethingislessdensethanitfloats.ThedensityofwaterisonegrampercubicIfthedensityofcoalismorethanonegrampercubiccentimeterandthedensityofawaxcrayonislessthanonegrampercubicchoosethepicturethatshowswhatwillhappenwhenthetwoobjectsareplacedinabeak