ACCESS Grades3-5 Sample Test Items

Grades 3-5
ACCESS
for English Language Learners
Listening, Reading, Writing, and Speaking
Sample Items
Copyright 2006 State of Wisconsin. All rights reserved.

The ACCESS for ELLs test is a product of a collaborative effort of states known as the WIDA Consortium.
Copyright State of Wisconsin. All rights reserved.
3-5 Introduction
Table of Contents
Introduction ...........................................3
Listening Scripts .........................................11
Listening Samples ........................................ 17
Reading Samples ........................................ 25
Writing Samples ........................................ 35
Speaking Samples ........................................ 43
Answer Keys ........................................ 50
Index ........................................ 51
Please note: The test folders as you see them in this sample
booklet do not appear exactly as they would in operational test
booklets. We have annotated test items with the corresponding
model performance indicators and have changed the format of
the speaking test from a landscape layout (as found in the actual
speaking test picture cue booklet) to a portrait layout for this
sample booklet. These changes required some reductions in the
size of graphics.
3-5 Introduction
3-5 Introduction
A. How to interpret folder titles

The folder title identifies all essential identifiers of the specification and follows the format: Domain,
Grade Level Cluster, Tier, Standard. In addition, each folder title will have a word or short phrase
indicating its content topic.
1st position:
Domain
2nd & 3rd positions:

Grade Level Cluster
4th position:
Tier
5th & 6th positions:

Standard
Listening: L
Speaking: S
Reading: R
Writing: W
Kindergarten: K
1 to 2: 12
3 to 5: 35
6 to 8: 68
9 to 12: 91
Proficiency levels
1 to 3: Tier A
2 to 4: Tier B
3 to 5: Tier C
Social & Instructional: SI

Language Arts: LA
Math: MA
Science: SC
Social Studies: SS
SI
Example: L12A_SI
12
Full title example: L12A_SI_PrincipalsOffice
3-5 Introduction
B. How Performance Indicators (PIs) are manifested in items

Organization of PIs Within Standards
The WIDA standards are written and organized by content area, language domain, grade level
cluster, and proficiency level. Each strand of performance indicators, that is, a set of PIs that
extend across the proficiency levels for a particular grade level, describe the same content topic in
terms of increasingly difficult language tasks. The following examples shows the Science standard
exemplified by PIs in the Reading domain.
English Language Proficiency Standard 4:

English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of SCIENCE.
Language Domain: READING process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
3-5 Introduction
Each test item on the ACCESS for ELLs is written to address a specific performance indicator,
which, in turn, addresses a specific proficiency level. The illustration below highlights one PI for
Grade Level K-2 at Proficiency Level 2. This PI becomes the starting point for developing a test item.
Classify living
organisms
(such as birds
and mammals)
using pictures or
icons
3-5 Introduction
Items in the ACCESS for ELLs test are arranged into theme folders, which are collections of test
items organized along some content topic. For example, a theme folder for grades 9-12, Reading,
Science may consist of 3-6 items related to the water cycle. Each theme folder addresses three
proficiency levels, or three performance indicators, and the items always increase in difficulty
throughout the folder.
English Language Proficiency Standard 4:

English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of SCIENCE.
Language Domain: READING process, interpret, and evaluate written language,
symbols, and text with understanding and fluency
Match sources
of data depicted
in tables, charts,
or graphs from
scientific studies
with research
questions
Extract
information on
the use of data
presented in text
and tables
Interpret data
presented in text
and tables in
scientific studies
3-5 Introduction
Theme folders consist of a theme graphic followed by items that correspond to the three proficiency
levels/performance indicators being assessed. The items may also have additional graphic stimuli,
and the response choices will be either graphic or text depending on the grade levels and tier being
tested. Below is a sample theme folder for Science, Listening, for Grades 1-2, Tier A. Since this is a
Tier A folder, the proficiency levels covered are 1, 2, and 3.
Theme Graphic
3-5 Introduction
10
3-5 Introduction
3-5
Listening
Scripts
3-5 Samples Listening Scripts
11
L35A_LA_Breakfast Time
Part B Breakfast Time
Look at the big picture. It shows Mario having breakfast
with his mother and father.
Pause 3 seconds.
I will now read you a story about breakfast time at
Marios home. I will read you the story one part at a
time. Listen carefully.
Number 1
Mario likes to cook breakfast for his family in their
kitchen.
Pause.
Find the picture that shows something in the

kitchen.
Go to the top of the

next page.
Number 2
Every Saturday morning, Mario prepares breakfast.
Pause.
Find the picture that shows on what day he makes

breakfast.
Number 3
First, he cuts up apples and oranges, and puts
them on a plate.
Pause.
Find the picture that shows what kind of fruit he

cuts up.
Number 4
Then he makes pancakes, which he covers with
honey.
Pause.
What does he make?
12
L35B_LA_USPresidents
Number 5
His family enjoys eating the breakfast that Mario
makes. But now there are so many dirty dishes!
Pause.
Turn the page.
What will Mario probably do after breakfast?
Part B Former United States Presidents

The United States has had many presidents. Here
is a timeline that shows the first five presidents
and when they served in office.
Pause 3 seconds.
Number 6
What years did the fourth president serve?

next page.
Number 7.
Take a moment now
to read the answer
choices.
Pause 5 seconds.
Number 7
Which presidents are in the correct order from
earliest to latest?
Pause.
Pause.
Now listen to
Number 8
Which president on the timeline served the
shortest term?
Pause.
Turn the page.
13
L35C_SC_Density
Part C Density
Ramons class is learning about the density of
different objects.
Number 9
The density of water is 1. Ramons class learned
that if something is more dense than water, it
sinks. If something is less dense than water, it
floats.
Pause.
If the density of coal is more than 1 and the density

of a wax crayon is less than 1, choose the picture
that shows what will happen when the two objects
are placed in a beaker of water.

next page.
Number 10.
Take a moment now
to read the answer
choices.
Pause 5 seconds.
Now listen to...
Number 10
Pause.
The density of steel is about 8. When Ramon puts
a steel ball in water it sinks. However, when he
carefully lays a steel paperclip on the water, he can
make it float. He wants to know why. His teacher
explains that the surface tension of the water can
hold up a paper clip because it is light, but it could
not a hold up a heavy steel ball.
Ramon learns from this experiment that in addition
to density, another characteristic affects whether
an object will float on water.
What characteristic is this?
Number 11.
Take a moment now
to read the answer
choices.
Pause 5 seconds.
Now listen to...
Number 11
Pause.
The teacher tells Ramon to carefully add a soapy
This is the end of the
solution to the water and then put in a steel
Listening Test.
ball and a paper clip, just as he did before. She
explains that water has surface tension. That
means, water molecules on the surface stick tightly
together. Soap, however, will prevent the water
molecules on the surface from sticking together
tightly. Ramon adds soap to the water and then
puts in the steel ball and the paper clip.
What will prove what the teacher says?
14
End of Listening Scripts
15
16
35
Listening
Test
3-5 Samples Listening
17
L35A_LA_Breakfast Time
Part A: Breakfast Time
LA P1 identify elements of stories from oral directions supported by illustrations (such

as characters or settings)
18
LA P1 identify elements of stories from oral directions supported by illustrations (such as characters or settings)
LA P2 select literal meanings from oral descriptions (such as from oral reading
of realistic fiction) and match to illustrations
LA P2 select literal meanings from oral descriptions (such as from oral reading
of realistic fiction) and match to illustrations
LA P3 identify the main idea(s) or make predictions from oral discourse (such as
from oral reading of realistic or science fiction) and select from illustrations
19
L35B_SS_US Presidents
Part B: Former United States Presidents
6
1797-1801
1801-1809
1809-1817
SS P2 arrange information on timelines, graphs, charts, maps, or other visual aids according to oral directions
20
Adams, Madison, Washington
Madison, Jefferson, Adams
Jefferson, Washington, Adams
Washington, Jefferson, Monroe
SS P3 order or sequence information on timelines, graphs, charts, maps, or other visual

aids from oral directions
8
Adams
Jefferson
Madison
Monroe
SS P4 interpret information on timelines, graphs, charts, maps, or other visual aids from
oral directions
Copyright State of Wisconsin. All rights reserved. 21
L35C_SC_Density
Part C: The Density of Objects
SC P3 make predictions or hypotheses about science experiments from oral descriptions pertaining to physical states of matter, living and non-living things, forces
in nature, or weather patterns
22
10
o
The objects shape
The objects color
The objects weight
The objects size
SC P4 compare/contrast relationships that verify or contradict hypotheses as described

orally in science experiments pertaining to physical states of matter, living and
non-living things, forces in nature, or weather patterns
11
o
The steel ball will float.
The paper clip will float.
The steel ball will sink.
The paper clip will sink.
SC P5 show proof or disproof of hypotheses based on results from science experiments

read orally pertaining to physical states of matter, living and non-living things,
forces in nature, or weather patterns
End of Test
24
35
Reading
Test
3-5 Samples Reading
R35A_LA_Angela Pepper
Part A: Angela and Pepper

This is a story about a girl named Angela and her dog, Pepper.
Angela had a dog. His name was Pepper.

Angela loved Pepper. Angela thought he
was perfect. She took Pepper to the park.
But one day when Angela wasnt looking,
Pepper ran off.
Angela went home very sad. Her dad said,

Dont worry. I believe well find Pepper soon.
Then one day Angela saw a sign on a tree. It
said, Found: Small Dog. There was an address
on the sign.
Angela went to the house with her father.

The woman at the house asked, How do I
know he is your dog? Angela said, Well, I
know he has white spots.
The woman took Angela and her dad to the

backyard. Pepper was there. When he saw
Angela, he ran to her. Then the woman knew
that Pepper was Angelas dog. Angela said, I
think he is the best dog in the world.
I believe youre right about that dog, the
woman said. He is a very good dog. I am happy
that you have found him again.
26
3-5 Samples Reading
1
Which one is Pepper?
LA P1 match labels or identify facts from pictures and phrases (e.g., I see, there is)
2
I know he has white spots.
Which key words in this sentence tell you it is a fact?
I know
he has
white spots
LA P2 identify language associated with stating facts found in short fiction or nonfiction text supported by pictures or graphics (e.g., I know that, it is true
that)
3
Which sentence tells you a fact, not a persons opinion?
Angela thought he was perfect.
Angela saw a sign on a tree.
I am happy that you have found him.
that)
3-5 Samples Reading
4
I think he is the best dog in the world.
Which key words tell you that this sentence is an opinion?
best and dog
dog and world
world and he is
I think and best
LA P3 identify language associated with stating opinions found in fiction or non-fiction

text (e.g., I think that...; We believe that; It could be...)
5
Which states an opinion?
She took him to the park.
The sign said, Found: Small Dog.
How do I know this is your dog?
I believe youre right about that dog.

28
3-5 Samples Reading
This page has no questions. Turn to the next page.
3-5 Samples Reading
R35B_LA_Mystery
Part B: Solving a Mystery
Lana forgot her sweater in science class,

so she and Babu went to get it during
recess. When they entered the science
classroom, they saw that the class
goldfish, Romeo and Juliet, were not in
their fishbowl. The fishbowl was broken
and there was water on the floor.
What happened? asked Lana. I think

someone threw a baseball through the window
and it broke the fishbowl, said Babu. I know
that Javier and Ali were playing baseball earlier.
Maybe they accidentally broke the window.
There is no baseball in here, said Lana,

but the window is wide open. I think a cat
came in and got the fish. Babu replied, It
is true that the window is open, but I dont
think a cat broke the fishbowl.
Then Mr. Ortiz walked into the room carrying

a large aquarium filled with water, and Romeo
and Juliet were inside the aquarium. You were
probably wondering what happened, said Mr.
Ortiz. I broke the fishbowl when I was feeding
Romeo and Juliet, so I had to put them in this
aquarium. Lana and Babu smiled. That solves
the mystery! they said.
30
3-5 Samples Reading
6
I know that Babu and Ali were playing baseball earlier.
Which key word in this sentence tells you it is a fact, not a persons opinion?
know
playing
earlier
that)
7
I think someone threw a baseball through the window.
Which word in this sentence tells you it is a persons opinion?
think
someone
baseball

Which sentence contains a persons opinion?
The window is wide open.
There is no baseball in here.
I dont think a cat broke the window.
I broke the fishbowl earlier today.
LA P4 differentiate between statements of fact and opinion found in various reading

selections
3-5 Samples Reading
31
R35C_SI_ScienceFieldTrip
Part C: Science Field Trip

Here is a handout Sams teacher passed out at school.
Lets visit a new science

museum!
Were going on an exciting field trip to a new
science museum downtown. Here is the
information you need to know:
WHEN?
Friday, May 20th, leaving school at 9 AM together
as a class
WHERE?
To a new city science museum downtown that
opened this month
WHAT TO BRING?
Paper and a pencil for taking notes on the Space
Shuttle exhibit, and your student ID card
9
What subject is this activity for?
SI P3
32
PE
Art
History
Science
identify main ideas from visually supported, explicit text (such as from school
permission slips, notes about school events)
3-5 Samples Reading
10
Why did Sams teacher make this handout and give it to the class?
To inform students about an upcoming event
To encourage students to work together as a team
To announce that a new science class is available
To remind students that keeping their student ID cards is important
SI P4
identify main ideas and major details (such as from school announcements, and
dress or discipline codes)
11
What do you think Sam will need to do after May 20th?
Take a trip downtown
Replace his student ID card
Go to the opening of a museum
Write a report about space travel
SI P5
make inferences about main ideas and use details as supporting evidence (such
as from comic books)
3-5 Samples Reading
33
End of Test
34
3-5 Samples Reading
35
Writing
Test
3-5 Samples Writing
35
W35C_IT_GrasshopperAnts
Part A: The Grasshopper and the Ants

Read the story.
This is an ancient story written by a man called Aesop. Read the story. As you read, think about
how the grasshopper and the ants remind you of yourself.
During the summer, a grasshopper jumped around a field. Every day he

saw ants carrying food. The grasshopper would say, Come play with me
and have some fun. Every day the ants said, We cant stop now because
there is work to be done. The grasshopper played all summer and the ants
kept working.
The grasshopper said,

Come play with me.
One day the grasshopper asked the ants why they were working
so hard. They said that they were storing food for the winter. They
told the grasshopper that he should be working, too.
The ants said, You

should be working too.
The grasshopper just laughed. He said that there was plenty of time before
winter and hopped off to play.
The grasshopper
laughed at the ants.
When the winter came, the ants ate the food they had stored during
the summer. But the grasshopper was hungry because he had played
all summer instead of working.
Winter came and the

grasshopper had no food.
36
3-5 Samples Writing
Now its your turn to write!

Prepare to write a composition about how you are like the grasshopper or the ants.
Think about the grasshopper and the ants, then think about yourself.
Are you more like the grasshopper OR the ants?
Prepare Your Ideas
Think carefully about these questions to get ideas for your writing.
Are you more like the grasshopper or the ants?
What is the first example of how you are like this character from the story?
What is the second example of how you are like this character from the story?
What is the third example of how you are like this character from the story?
Turn to the next page to write your plan.
DO NOT WRITE HERE.
Model Performance Indicators

LA P3 compare/contrast personal information or experiences with those of others using descriptive language
LA P4 compose personal narratives or autobiographical sketches
LA P5 produce pieces that make personal connections or integrate personal experiences with literature (such as assume characters role or relate to events)
SI P3 compose using expanded sentences with some complexity
SI P4 compose using a variety of sentence lengths and levels of complexity
SI P5 compose using a variety of sentence lengths and levels of complexity with clear
meaning
3-5 Samples Writing
37
Plan Your Writing
Use this page to organize your ideas. You can make notes, an outline, a web, or any other kind of
organizer. Add details. Make sure your plan includes:
Introduction
First Example
Second Example
Third Example
Conclusion
38
3-5 Samples Writing
Write Your Composition
Now write your composition about how you are like the grasshopper or the ants. When you have
finished, be sure to check your writing.
3-5 Samples Writing
39
40
3-5 Samples Writing
Now check your writing. Ask yourself:

Did I write an introduction?
Did I give three examples of how I am like the grasshopper or the ants?
Did I write a conclusion?
Does my writing make sense?
Did I write in complete sentences?
Did I use correct punctuation and spelling?
Did I write my best?
3-5 Samples Writing
41
End of Test
42
3-5 Samples Writing
35
Speaking
Test
3-5 Samples Speaking
43
Folder A
T1
Now we are going to talk about science and math.

Each of us has a heart. Our hearts are always beating.
Were going to talk about heart rates -- how fast your heart beats.
Look at this picture. Im going to read whats in the box next to the
picture. You can follow along while I read it aloud.
The average childs heart rate is about 90 beats per minute.
There are 60 minutes in an hour.
How many times does a childs heart beat in one hour? (Well, to figure
that out we take)
90 beats per minute x 60 minutes per hour = 5,400 beats per hour
Thats a lot!
Now I am going to ask you some questions about this picture.
Q1: (Point to HEART) What is this?
Q2: (Point to ARM) What body part is this?
Q3: (Point to 90) What number is this?
Q4: (Point to x) What does this (math symbol) mean?
Q5: (Point to =) What does this (math symbol) mean?
Q6: (Point to 5,400) Can you say this number?
The average childs heart rate is about 90 beats

per minute.
There are 60 minutes in an hour.
How many times does a childs heart beat in one
hour?
90 beats per minute x 60 minutes per hour =
5,400 beats per hour

SC P1 name organisms or parts of systems depicted visually (such as food webs or
biomes)
MA P1 tell place values of large whole numbers (such as using manipulatives for numbers of 3 to 7 digits)
44
Folder A (continued)
T2
Look at these pictures.

Q1: (Point to BABY) What is this?
Q2: (Point to CHILD) What is this?
Q3: (Point to ADULT) What is this?
Q4: (Sweep across pictures) How are these three pictures similar
(OR) alike (OR) the same?
Q5: (Sweep across pictures) How are they different in age?

SC P2 classify or give examples of organisms or types of systems depicted visually
MA P2 describe large whole numbers from pictures of everyday objects
45
T3
Now were going to talk about how heart rates change.

Remember we said that a childs heart rate is about 90 beats per minute.
This is shown in this graph here (Point to 90). Heres the child (Point to
CHILD) and the graph shows us 90 (Point to BAR LABELED 90) beats per
minute (Point to Beats Per Minute on VERTICAL AXIS). Now let me ask you
some questions about this graph.
Q1: (Point to BABY AND 130 on bar graph)
What does this part of the graph show us?
Q2: (Point to ADULT AND 70)
What does this part of the graph show us?
Q3: (Point to or encircle ENTIRE GRAPH)
When you look at the whole graph, what do you learn about how
heart rates change as we grow? (OR) What do we learn from the
entire graph? (OR) What does this whole graph show us?
Q4: (If necessary) What is the difference between a babys heart rate and
a childs heart rate?
Q5: (If necessary) How did you figure that out? (OR) How do you know
that?

SC P3 describe how organisms or systems work from short text with visual support
MA P3 give examples of large whole numbers from real life experiences
46
T4
Now were going to talk some more about how heart rates change.
We saw how a persons heart rate changes as they grow from a baby
to a child to an adult. Now we are going to see how a childs heart rate
changes as she does different activities.
This is another graph. It shows the heart rate of a girl named Alicia as
she does different activities, like sleeping, running, and reading. (Point to
ALICIA DOING ACTIVITIES at bottom of page.)
This graph shows Alicias heart rate as she does these things. (Point to
GRAPH.)
Q1: Look at this graph and tell me what happens to Alicias heart rate
when she does these different activities.
Q2: (As 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?

SC P4 explain or discuss how the functions of organisms or systems impact everyday
life
MA P4 explain use/reasons for large whole numbers presented orally from math texts
47
T5
(Note: Picture is repeated for student.)

Q1: Why do you think Alicias heart rate changes when she is doing
these different activities? (OR) In general, what do you think is the
relationship between Alicias heart rate and her activities? (OR) Can
you see any relationship between Alicias heart rate being lower and
higher and what she does? (Pause.) Explain that to me.
Q2: Now imagine that Alicia wants to ride her bike. (About) what number
do you think her heart rate will be?
Q3: Explain to me why you say that. (OR) Why do you say that?
Q4. (As necessary) Can you elaborate? (OR) Can you give me more
details? (OR) Can you be more specific? (OR) Can you give me an
example?

SC P5 hypothesize or describe the causes or effects of changes in organisms or
systems
MA P5 create word problems involving large whole numbers presented orally from grade
level math texts
48
End of Test
49
Answer Keys
Listening
50
Reading
Part A: Breakfast Time

1-A
2-B
3-A
4-C
5-C
Part A: Angela and Pepper

1-C
2-A
3-B
4-D
5-D
Part B: US Presidents
6-C
7-D
8-A
Part B: Solving a Mystery

6-A
7-A
8-C
Part C: Density of Objects

9-B
10 - C
11 - D
Part C: Science Field Trip

9-D
10 - A
11 - D
3-5 Appendix
Index of Items by Content Area

SI ........................................................ 32-33, 36-41
LA .............................................18-19, 26-28, 36-41
MA ................................................................... 44-48
SC ........................................................22-23, 44-48
SS ................................................................... 20-21
3-5 Appendix
51

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Grades 3-5

for English Language Learners

Listening, Reading, Writing, and Speaking

Copyright 2006 State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved. 

Copyright State of Wisconsin. All rights reserved.

A. How to interpret folder titles

2nd & 3rd positions:

5th & 6th positions:

Social & Instructional: SI

Full title example: L12A_SI_PrincipalsOffice

Copyright State of Wisconsin. All rights reserved. 

B. How Performance Indicators (PIs) are manifested in items

English Language Proficiency Standard 4:

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved. 

English Language Proficiency Standard 4:

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved. 

Copyright State of Wisconsin. All rights reserved.

3-5 Samples Listening Scripts

Copyright State of Wisconsin. All rights reserved.

Find the picture that shows something in the

Go to the top of the

Find the picture that shows on what day he makes

Find the picture that shows what kind of fruit he

What does he make?

Copyright State of Wisconsin. All rights reserved.

3-5 Samples Listening Scripts

What will Mario probably do after breakfast?

Part B Former United States Presidents

Go to the top of the

3-5 Samples Listening Scripts

Copyright State of Wisconsin. All rights reserved.

If the density of coal is more than 1 and the density

Go to the top of the

Copyright State of Wisconsin. All rights reserved.

3-5 Samples Listening Scripts

End of Listening Scripts

3-5 Samples Listening Scripts

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved.

3-5 Samples Listening Scripts

3-5 Samples Listening

Copyright State of Wisconsin. All rights reserved.

Part A: Breakfast Time

LA P1 identify elements of stories from oral directions supported by illustrations (such

Copyright State of Wisconsin. All rights reserved.

3-5 Samples Listening

Copyright State of Wisconsin. All rights reserved.

Part B: Former United States Presidents

Copyright State of Wisconsin. All rights reserved.

3-5 Samples Listening

Adams, Madison, Washington

Madison, Jefferson, Adams

Jefferson, Washington, Adams

Washington, Jefferson, Monroe

SS P3 order or sequence information on timelines, graphs, charts, maps, or other visual

3-5 Samples Listening

Copyright State of Wisconsin. All rights reserved. 21

Part C: The Density of Objects

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3-5 Samples Listening

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved.

Copyright State of Wisconsin. All rights reserved.