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Washington Access to Instruction and

Measurement (WA-AIM)

Grade 7 Performance Tasks2019–2020

1WA-AIM Performance Tasks Grade 7

Change LogDate Performance Task Explanation of Change8/06/2019 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 Grade 7Strand: Reading Literature

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

Learning StandardEssential Element ACCESS POINTS Built on Three Levels of Complexity

More Complex Intermediate Less Complex

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

EE.RL.7.7 Compare a text version of a story, drama, or poem with an audio, video, or live version of the same text.

Student will compare and contrast two versions of a story.

Student will identify how two versions of the same story are different.

Student will identify one detail common to a version of a story and a different version of the same story.


RL.7.7 Reading Literature-Integration of Knowledge and Ideas

Grade 7

ACCESS POINT (More Complex) RL.7.7.M. Student will compare and contrast two versions of a story.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one pair of texts or multiple pairs of texts. Source material must be a literary text. The set of five items must include at least:

o two items that compareo two items that contrast

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

Restrictions: NoneExample Items

Teacher Directions: I am going to read and show two versions of the same fable to you. Follow along as I read the first fable. (Read Fable 1 to the student.)

Version 1:The Boy Who Cried Wolf

Once there was a boy who lived in a small town. It was his job to watch his family’s sheep as they ate grass on a hill. The boy liked to play tricks, too. One day as the sheep ate grass, the boy yelled, “Help! Help! There’s a wolf by the sheep.” The people in the town came running to help the boy.

When they arrived, they found the boy laughing. “Where is the wolf?” the townspeople asked.

“There is no wolf,” the boy replied. “I played a trick on you!” The townspeople went away angry.

The boy played the trick again and again. Soon, when the boy yelled “Wolf!” nobody came.

One day a wolf really did appear. The boy yelled, “Help! Help! Wolf! Wolf!” But nobody came to help. The boy had to chase the wolf away by himself.

Now I am going to show you a different version of the same fable. Think about how the two fables are the same and how they are different. (View Fable 2 with the student.)

Version 2:The Boy Who Cried Wolf: http://www.youtube.com/watch?v=heasnJY8HMM

Item 1 (contrast item):Which is one way the two fables contrast, or provide information that is different? (Read the answer choices to the student.)

A. The boy calls “Wolf!” in only one fable.


http://www.youtube.com/watch?v=heasnJY8HMM

B. The boy loses the sheep at night in only one fable. C. The boy makes the people angry in only one fable.

Item 2 (compare item):Teacher Directions: Now listen as I read and show the fables again. This time think about how the two fables are the same. (Read and show the fables to the student again.)

Which is one comparison, or information that is the same, in both fables? (Read the answer choices to the student.)

A. Both take place near a mountain.B. Both show that the wolf is eating the sheep.C. Both tell about a boy who does not tell the truth.

Answer Key (for teacher use only):Item 1: B, The boy loses the sheep at night in only one fable.Item 2: C. Both tell about a boy who does not tell the truth.



Grade 7

ACCESS POINT (Intermediate Complex) RL.7.7.I. Student will identify how two versions of the same story are different.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items can relate to one pair of texts or to multiple pairs of texts. Source material must be a literary text. In a multiple-choice item, a minimum of three answer choices must be provided.


Item 1:Teacher Directions: Follow along as I read two stories to you. As I read, think about how the two stories are different. (Read the story, with accompanying visuals as necessary, to the student.)

It is winter and Grandpa wants to go ice fishing. Best of all, he wants me to go with him. I love to fish and there are many lakes and ponds with thick ice. We pack our gear, dress warm, and even take a thermos of hot soup for lunch. We’re ready to catch some fish!1

Teacher Directions Now listen as I read another version of the same story. Remember to think about how the stories are different. (Read the story, with accompanying visuals as necessary, to the student.)

Summer has come and Grandpa wants to catch some crabs. Best of all, he wants me to go with him. I love to go crabbing, and we live in a great place to catch them. We pack our gear, dress in swim trunks for a swim to cool off, and even take a cooler with ice to keep our lunch cool. We’re ready to catch some crabs!

What is one way the two stories are different? (Read the answer choices to the student.)A. They go crabbing in one passage.B. They take lunch in one passage.C. Grandpa takes his grandchild in one passage.

Answer Key (for teacher use only)Item 1: A, They go crabbing in one passage.

11 http://wdfw.wa.gov/fishing/salmon/whenwhere/area.html. 4 29 147

WA-AIM Performance Tasks Grade 7


Grade 7

ACCESS POINT (Less Complex) RL.7.7.L. Student will identify one detail common to a version of a story and a different version of the same story.

PERFORMANCE TASK

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


Item 1:Teacher Directions: Follow along as I read two stories to you. As I read, think about how the two stories are the same. (Read the story, with accompanying visuals, to the student.)

Money for the Special OlympicsPeter and Mary wanted to raise money to help the Special Olympics. They decided to offer to rake lawns in the fall to remove the fallen leaves. They made signs offering to rake lawns. Their neighbors knew they would do a good job and hired them.

Now I am going to read another version of the same story. Remember to think about how the stories are the same. (Read the story, with accompanying visuals, to the student.)

Money for the Special OlympicsPeter and Mary wanted to raise money to help the Special Olympics. They decided to bake cupcakes for birthday parties and to sell them. They made signs offering to make cupcakes. Their neighbors knew they would do a good job and hired them.

What is one detail that is the same in both passages? (Read the answer choices to the student.)A. Peter and Mary wanted to make cupcakes to raise money.B. Peter and Mary wanted to raise money for the Special Olympics.

Answer Key (for teacher use only)Item 1: B, Peter and Mary wanted to raise money for the Special Olympics.


ENGLISH LANGUAGE ARTS Grade 7Strand: Reading Informational Text

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



RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

EE.RI.7.9 Compare and contrast how different texts on the same topic present the details.

Student will compare and contrast how different texts by different authors on the same topic present similar details.

Student will contrast two texts on the same and familiar topic.

Student will identify one detail common to two texts presented on the same and familiar topic.


RI.7.9 Reading Informational Text-Integration of Knowledge and Ideas

Grade 7

ACCESS POINT (More Complex) RI.7.9.M. Student will compare and contrast how different texts by different authors on the same topic present similar details.

PERFORMANCE TASK

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

o two items that compare o two items that contrast

The five items must relate to multiple pairs of texts by different authors.o Pairs of texts must include at least one similarity and one difference. o Texts must contain comparable levels of detail.

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


Teacher Directions: Follow along as I read two articles about dogs. As I read, think about which detail is the same in the two articles. (Read the articles to the student.)

Article 1:

Labs, Labs, LABS!!Labrador retrievers (called labs) come in many different colors, shapes, and sizes. There are three different types of labs: They are the chocolate lab, the white or yellow lab, and the black lab. Labs, like other dogs, will eat anything. Labs love to play in the water. What they love the most is retrieving things in the water! Labs are excellent companions for people who love to walk. Labs are the top dog in America and are recommended for families with young children.2

Article 2:

The Labrador retriever is the number one dog in America for many reasons. Labs are very active and good with children. Labs love chasing balls, swimming, walking, jogging, and playing. They are smart dogs too. They can help police officers do their job.3

Item 1 (compare item):Which detail about labs is the same in both articles? (Read the answer choices to the student.)

A. Both tell that Labradors love to play.B. Both tell that Labradors come in different colors.C. Both tell that Labradors will eat just about anything.

2 Labs, Labs, Labs!! From Tarheel Reader3 Quirky Facts about Labrador Retrievers from Just Labradors


http://www.justlabradors.com/labrador-retriever-facts/quirky-facts-about-labrador-retrievers

https://tarheelreader.org/2013/05/01/labs-labs-labs/

Item 2 (contrast item):Teacher Directions: Now I will read the articles to you again. This time think about how the articles are different. (Read the passages to the student again.)

Which detail about labs is different in the two articles? (Read the answer choices to the student.)

A. Only one tells that Labradors help police officers.B. Only one tells that Labradors like to go in the water.C. Only one tells that Labradors are the most popular dog breed.

Answer Key (for teacher use only)Item 1: A, Both tell Labs love to play.Item 2: A, Only one tells that Labradors help police officers.



Grade 7

ACCESS POINT (Intermediate Complex) RI.7.9.I. Student will contrast two texts on the same and familiar topic.

PERFORMANCE TASK

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

Restrictions: None

Example Items

Item 1:Teacher Directions: Follow along as I read two articles about apples. As I read, think about which detail is different in the two articles. (Read the articles, with accompanying visuals as necessary, to the student.)

Article 1-Washington Apples Article 2-Apple VarietiesMany varieties of apples are grown in Washington state including Red Delicious, Golden Delicious, Fuji, Gala, Granny Smith, Braeburn, Jonagold, Pink Lady, and Cameo. About 100 packing houses store, sort, box and ship Washington Apples nearly all 12 months of the year. The majority of apple production occurs east of the Cascade Mountains in the central areas of the state. During 1997-2001 Washington's apple production averaged about 123 million bushels per year.4

While there are about 2,500 known varieties of apples grown in the United States, and more than 7,500 grown around the world, there are eight primary varieties of apples grown in Washington, each with its own appeal. With flavors ranging from mild to super-sweet, and textures ranging from light and crisp to firm and crunchy, there’s a Washington Apple to suit every taste and any recipe! Harvest of Washington apples begins each year in August and continues until early November. Washington’s annual harvest yields more than 100 million boxes of apples, each weighing about 40 pounds. There are five main growing regions, east of the Cascades.5

Which detail is only in article 2? (Read the answer choices to the student.)A. Many varieties of apples are grown in Washington State.B. There are 2,500 known varieties of apples grown in the United States. C. Most apples are produced and grown east of the Cascade Mountains.

Answer Key (for teacher use only)

4 Washington Apples from State Symbols USA5 Apple Varieties from the Washington Apple Commission


http://bestapples.com/washington-orchards/crop-facts/

https://statesymbolsusa.org/symbol/washington/state-food-or-agricultural-symbol/apple

Item 1: B, There are 2,500 known varieties of apples grown in the United States.



Grade 7

ACCESS POINT (Less Complex) RI.7.9.L. Student will identify one detail common to two texts presented on the same and familiar topic.

PERFORMANCE TASK

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


Item 1:Teacher Directions: Follow along as I read two articles about George Washington to you. As I read, think about which detail is the same in the two articles. (Read the articles, with accompanying visuals, to the student.)

Article 1: George Washington6 Article 2: President Washington7

George Washington was the first president of the United States.

He was elected president two times.

George Washington never lived in Washington, DC.

George Washington was born in Virginia.

He served in the army.

George Washington was the first president of the United States.

Highlight the same detail in both articles. (Provide a highlighter to the student.)

Answer Key (for teacher use only)Item 1: George Washington was the first president of the United States.

6 Adapted from Ten Facts About Washington’s Presidency from George Washington’s Mount Vernon7 Adapted from Biography: President George Washington from Ducksters


http://www.ducksters.com/biography/uspresidents/georgewashington.php

http://www.mountvernon.org/george-washington/the-first-president/ten-facts-about-washingtons-presidency/

ENGLISH LANGUAGE ARTS Grade 7Strand: Writing

Sub-strand: Production and Distribution of WritingWashington K-12



W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

EE.W.7.5 With guidance and support from adults and peers, plan before writing and revise own writing.

Student will plan before writing and revise own writing with a focus on purpose.

Student will use a graphic organizer to plan before writing and to write a draft.

Student will use a graphic organizer to prepare for writing.


W.7.5 Writing-Production and Distribution of Writing Grade 7

ACCESS POINT (More Complex) W.7.5.M. Student will plan before writing and revise own writing with a focus on purpose.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic. Drafts should be a minimum of three sentences.

Restrictions: None

Note to Teacher: The topic may be given or self-selected by the student. The More task is distinguished from the Intermediate task in

that the student must make a revision to their draft.

Example ItemsTeacher Directions: You are going to write a letter to the principal asking for permission for your class to have a dance. The money from the dance will be used for a class field trip. First, think of some reasons why the principal should give permission for the dance.

Item 1:Use an organizer to write your ideas. (Present a persuasive letter organizer or other organizer the student is familiar with, with a writing process familiar to the student. Prepare a word bank if one is not available with word cards appropriate for the task as well as words that are not appropriate.)

Item 2:Check to make sure all sections of your organizer are complete.

Item 3:Now you are ready to write your draft letter. (Provide the student with appropriate tools with which to write the letter.)

Item 4:Does your draft include at least one reason or argument?

Item 5:Next you are going to revise your letter. You are going to make sure you are staying on topic. (Use the familiar classroom process for revising.)


Answer Key (for teacher use only)Item 1: Correct if student uses an organizerItem 2: Correct if student completes organizerItem 3: Correct if student completes a draftItem 4: Correct if draft contains at least one reason or argument Item 5: Correct if student makes one revision to focus on purpose



ACCESS POINT (Intermediate Complex) W.7.5.I. Student will use a graphic organizer to plan before writing and to write a draft.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic. The topic must have five “ideas.” Only one graphic organizer is required for this task.

Restrictions: None

Example Items

Teacher Directions: You are going to write a report about baseball. Before you begin writing you need to plan what you are going to write. (Present a simple Venn diagram or other graphic organizer familiar to the student. Use text(s) (or topics) that the student is familiar with. Prepare a word bank with word cards appropriate for the type of graphic organizer and the draft. There should be more word/pictures in the bank to fill in the sentences and the graphic organizer than are needed so the student makes decisions.)

Here are some ideas to get started:

Item 1:Teacher Directions: Think about baseball equipment. Make a list using the organizer.

Item 2Teacher Directions: Now think about how baseball is played. Make a simple list using the organizer.

Item 3:Teacher Directions: Think about how a baseball game is won or lost. Make a simple list using the organizer.

Item 4:Teacher Directions: Let’s read what is on your organizer. (Read organizer back to the student.) You are going to create a draft about baseball. Choose at least five ideas from your organizer to include. (Have student highlight or select a minimum of five ideas from organizer.)

Item 5:Teacher Directions: Write your draft.



Item 1: Correct if student makes a list about baseball equipment on organizer.Item 2: Correct if student makes a list about baseball how baseball is played on organizer.Item 3: Correct if student makes a list about baseball is won or lost on organizer.Item 4: Correct if student chooses at least five ideas from organizerItem 5: Correct if student creates a draft using five ideas selected from the organizer.

Resources for Graphic Organizers:Graphic Organizers from Teacher Vision


https://www.teachervision.com/graphic-organizer/persuasive-letter-graphic-organizer?downloadpdf=print


ACCESS POINT (Less Complex) W.7.5.L. Student will use a graphic organizer to prepare for writing.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must relate to one topic. Only one graphic organizer is required for this task.

Restrictions: None

Example Items

Teacher Directions: You are going to write about your school. First you need to organize your ideas about your school. Use this organizer. (Present a graphic organizer suitable for the task and familiar to the student with a place for five different ideas. Include leading questions in the organizer.)

Items 1–5:Teacher Directions: Here are some sentences (Teacher should pre-generate 8 sentences with at least five that relate to your school. The remaining sentences should be unrelated.) Select the pieces of information that are about your school. (Read sentences to the student.)

Answer Key (for teacher use only)Item 1–5: Each item is correct if the selected sentence is appropriate to the topic and the student includes on the organizer.


ENGLISH LANGUAGE ARTS Grade 7Strand: Speaking and Listening

Sub-strand: Comprehension and CollaborationWashington K-12



SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

EE.SL.7.3 Determine whether the claims made by a speaker are fact or opinion.

Student will determine whether the evidence provided by a presenter is based on fact or opinion.

Student will distinguish between facts and opinions by a presenter.

Student will select a claim made by a presenter.


SL.7.3 Speaking and Listening-Comprehension and Collaboration

Grade 7

ACCESS POINT (More Complex) SL.7.3.M. Student will determine whether the evidence provided by a presenter is based on fact or opinion.

PERFORMANCE TASK

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

Restrictions: Do not show the text to the student.

Note to Teacher: This task requires the student to evaluate the evidence provided by the presenter. The teacher should clearly

state the evidence for the student.

Example Items

Item 1:Teacher Directions: I am going to read a speech about school uniforms. As I read, think about whether the evidence from the speech is based on fact or opinion. (Read the speech to the student.)

There are schools that require their students to wear uniforms. A newspaper article said that almost one in five public schools in the United Stat e s required school unifor m s in 20 1 0 . Our school should have students wear uniforms too.8

In the speech I just read, the evidence provided says, “A newspaper article said that almost one in five public school in the United State required school uniforms in 2010.” Is the evidence in the speech based on fact or opinion?

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

8 Adapted from What to wear? Schools increasingly making that decision from USA Today22

WA-AIM Performance Tasks Grade 7

https://www.usatoday.com/story/news/nation/2013/08/18/more-school-uniforms/2662387/


Grade 7

ACCESS POINT (Intermediate Complex) W.7.3.I. Student will distinguish between facts and opinions by a presenter.

PERFORMANCE TASK

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


Example ItemsItem 1:Teacher Directions: I am going to read a speech that makes a claim. As I read, listen for an opinion. (Read the speech, with accompanying visual as necessary, to the student.)

Soda pop should not be sold in schools. Soda pop is not good for people. Drinking soda pop can cause health problems.

What is an opinion from the speech I just read?

Item 2:Teacher Directions: I am going to read a speech. As I read, listen for a fact. (Read the speech to the student.)

Washington State is the best state in the United States. The people in Washington State are very friendly. There are over 140 parks in Washington State.

Which sentence from the speech is a fact? (Read the answer choices to the student.)A. Washington State is the best state in the United States.B. The people in Washington State are very friendly.C. There are over 140 parks in Washington State.

Answer Key (for teacher use only)Item 1: Soda pop should not be sold in schools OR Soda pop is not good for people.Item 2: There are over 140 parks in Washington State.



Grade 7

ACCESS POINT (Less Complex) SL.7.3.L. Student will select a claim made by a presenter.PERFORMANCE TASK

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


Example ItemsItem 1:Teacher Directions: I am going to read some sentences that make a claim. As I read, think about what claim I am making. (Read the speech, with accompanying visuals, to the student.)

Often students complain that school lunches need to be improved. Students want more variety in the lunch menu. They also want the food to be tasty and good for them.

What is a claim from the sentences I just read? (Read the answer choices to the student.)A. School lunches need to be improved.B. The food should to be tasty.

Answer Key (for teacher use only)Item 1: A, School lunches need to be improved.


ENGLISH LANGUAGE ARTS Grade 7Strand: Language

Sub-strand: Vocabulary Acquisition and UseWashington K-12



L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

EE.L.7.5 Demonstrate understanding of word relationships and use.

a. Identify the literal and nonliteral meanings of words in context.

b. Demonstrate understanding of synonyms and antonyms.

c. Not applicable

Student will demonstrate understanding of common figures of speech or words with connotative meanings in context.

Student will identify the correct word (from commonly confused words) to use in context.

Student will identify common synonym and antonym pairs.


L.7.5 Language-Vocabulary Acquisition and Use Grade 7

ACCESS POINT (More Complex) L.7.5.M. Student will demonstrate understanding of common f i gures of speech or words with c o nnota t ive meanings in context.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must be different:

o figures of speech in contexto connotative meanings in context o or a combination of both


Restrictions: None

Note to Teacher: A common scoring violation is to have items which ask the student for denotative (literal) meaning, instead

of the connotative (implied) meaning.

Example Items

Item 1 (figure of speech item):Teacher Directions: Here is a story about a girl. (Read the story to the student.)

Liz studies hard for a math test. She knows she will do well. On the day of the test, Liz says, “This test will be easy as pie!”

What does Liz mean when she says, “This test will be easy as pie”? (Read the answer choices to the student.)

A. Math class is fun.B. The test will be simple. C. She studies hard.

Item 2 (connotative meaning):Teacher Directions: I will read two sentences to you. The sentences will be different but have a word that is the same but means different things. (Read the sentences to the student.)

Sentence 1: Jane was the star of the show. Sentence 2: Bob saw a star in the sky.

Which sentence uses the word “star” to imply the best, or leader?



Item 1: B, The test will be simple.Item 2: Sentence 1- Jane was the star of the show.


L.7.5 Language-Vocabulary Acquisition and Use Grade 7

ACCESS POINT (Intermediate Complex) L.7.5.I. Student will identify the correct word (from commonly confused words) to use in context.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must include five commonly confused word pairs in a context. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example Items

Item 1: Teacher Directions: I will read some sentences. As I read, think about which word is missing. (Present a sentence strip that contains the sentences “School was over. It was time to go home. The teacher told the students to get _______ backpacks.)

School was over. It was time to go home. The teacher told the students to get _______ backpacks.

Which commonly confused word completes the sentence? (Point to and read the answer choices to the student.)

A. theirB. thereC. them

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


L.7.5 Language-Conventions of Standard English Grade 7

ACCESS POINT (Less Complex) L.7.5.L. Student will identify common synonym AND antonym pairs.

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 synonym pairo one antonym pair

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

Restrictions: None

Example Items

Item 1 (antonym item):Teacher Directions: I will read a word to you. Look at the word as I read it aloud. Think about the meaning of the word. (Point to the word or put on a word card.)

bigWhich word is the antonym, or has the opposite meaning, of big?

A. largeB. small

Item 2 (synonym item):Teacher Directions: Look at the picture. It is a picture of a jacket. (Point to the picture of the jacket.)

Which picture shows a synonym, or word that has a similar meaning, for jacket? (Point to the answer choices,)


Answer Key (for teacher use only)Item 1: B, smallItem 2: Image of coat


Mathematics Grade 7Domain: GeometryCluster: Solve real-life problems and mathematical problems involving angles, measure, surface area, and volumeWashington K–12 Learning Standard

Essential Element ACCESS POINTS Built on Three Levels of Complexity


7. G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

EE.7.G.6. Determine the area of a rectangle using the formula for length × width, and confirm the result using tiling or partitioning into unit squares.

Student will use counting to find the volume of a rectangular prism made up of unit cubes with one dimension equal to 1.

Student will determine the area of a rectangle or a composite figure made up of rectangles drawn on a grid.

Student will use unit squares to determine the area of a rectangle.


7.G.6 Geometry- Solve real-life and mathematical problems involving angle measure, area, surface area, and volume

Grade 7

ACCESS POINT (More Complex) 7.G.6.M. Student will use counting to find the volume of a rectangular prism made up of unit cubes with one dimension equal to 1.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. At most, two items can have the same dimensions but must be oriented differently (e.g.,

one item that is 2 x 3 x 1 and one item that is 1 x 3 x 2). Only one dimension of a prism can be equal to 1. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The objects used for this task must have at least two or more dimensions with values greater than 1. Items

with two or more dimensions equal to 1 will be marked “Not Scorable.”

Example Items

Items 1Teacher Directions: This is a rectangular prism made of small unit cubes. Each cube is 1 cubic unit. (Point to the rectangular prism.)

What is the volume of the prism? (Read the answer choices to the student.) A. 3 cubic unitsB. 6 cubic unitsC. 9 cubic units

Item 2:Teacher Directions: Which shows a rectangular prism with a volume of four cubic units? (Point to the answer choices.)

A.


B.

C.

Answer Key (for teacher use only)Item 1: B, 6 cubic unitsItem 2: B, four cubic units



Grade 7

ACCESS POINT (Intermediate Complex) 7.G.6.I. Student will determine the area of a rectangle or a composite figure made up of rectangles drawn on a grid.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must each have a different area. Task must include five items that address:

o area of a rectangleo area of a composite figure o or a combination of both

Both dimensions of a rectangle must be greater than 1. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: The shapes used for this task must have both dimensions greater than 1. Items with a dimension equal to 1

will be marked “Not Scorable.”

Example Items

Item 1 (area of rectangle item):Teacher Directions: This rectangle has a length of three inches and a width of two inches. (Point to the dimensions as each is read.)

What is the area, in square inches, of the rectangle? (Read the answer choices to the student.)A. 5 square inches B. 6 square inches C. 10 square inches

Item 2 (area of composite on grid item):Teacher Directions: This composite figure is covered with tiles. Each tile is 1 square unit. (Point to the figure.)


What is the area, in square units, of the figure?

Answer Key (for teacher use only)Item 1: B, 6 square inchesItem 2: twelve square units



Grade 7

ACCESS POINT (Less Complex) 7.G.6.L. Student will use unit squares to determine the area of a rectangle.

PERFORMANCE TASK

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

(e.g., one item that is 2 x 3 and one item that is 3 x 2). Both dimensions of a rectangle must be greater than 1. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: The shapes used for this task must have both dimensions greater than 1. Items with a dimension equal to 1

will be marked “Not Scorable.”

Example Items

Item 1:Teacher Direction: This is a rectangle made up of unit squares. Each square is 1 square unit. (Point to the rectangle.)

What is the area of the rectangle? (Read the answer choices to the student.)A. 4 square unitsB. 8 square unitsC. 10 square units

Item 2:Teacher Directions: This is a rectangle. (Point to the rectangle.)


Here are some tiles. (Place ten 1-inch tiles on the work surface.) Each tile is 1 square unit. Use the tiles to cover the rectangle to find the area of the rectangle. What is the area, in square units, of the rectangle? Answer Key (for teacher use only)Item 1: B, 8 square unitsItem 2: 6 square units


Mathematics Grade 7Domain: Expressions and EquationsCluster: Solve real-life problems and mathematical problems using numerical and algebraic expressions and equationsWashington K–12 Learning Standard



7. EE.4. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

EE.7.EE.4. Use the concept of equality with models to solve one-step addition and subtraction equations.

Student will solve one-step algebraic equations involving addition or subtraction (where the variable does not represent the sum or difference).

Student will solve one-step algebraic equations involving addition or subtraction using models (where the variable does not represent the sum or difference).

Student will solve numeric equations involving addition and subtraction using models.


7.EE.4 Expressions and Equations- Solve real-life and mathematical problems using numerical and algebraic expressions and equations

Grade 7

ACCESS POINT (More Complex) 7.EE.4.M. Student will solve one-step algebraic equations involving addition or subtraction (where the variable does not represent the sum or difference).

PERFORMANCE TASK

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

o addition equationso subtraction equationso or a combination of both


Restrictions: None

Note to Teacher: The More task is distinguished from the Intermediate task in that the student IS NOT provided a model

to use for solving.

Example ItemsItem 1:Teacher Directions: This is an equation. (Point to and read the equation to the student.)

3 + n = 5What is the value of n? (Read the answer choices to the student.)

A. 1B. 2C. 3

Item 2:Teacher Directions: This is an equation. (Point to and read the equation to the student.)

5 – n = 2What is the value of n?



x – 1 = 2: What is the value of x?

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



Grade 7

ACCESS POINT (Intermediate Complex) 7.EE.4.I. Student will solve one-step algebraic equations involving addition or subtraction using models (where the variable does not represent the sum or difference).

PERFORMANCE TASK

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

o addition equationso subtraction equationso or a combination of both


Restrictions: None

Example ItemsItem 1:Teacher Directions: This is an equation. (Point to and read the equation.)

5 – n = 2

What is the value of n? (Read the answer choices to the student.)A. 2B. 3C. 4


3 + n = 5

What is the value of n?

Answer Key (for teacher use only)Item 1: B, 3


Item 2: 2



Grade 7

ACCESS POINT (Less Complex) 7.EE.4.L. Student will solve numeric equations involving addition and subtraction using models.

PERFORMANCE TASK

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

o one addition equation o one subtraction equation

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

Restrictions: None

Example ItemsItem 1 (addition item):Teacher Directions: This is an equation. (Point to and read the equation to the student.)

3 + 5 = n

What is the value of n? (Read the answer choices to the student.)A. 6B. 7C. 8

Item 2 (subtraction item):Teacher Directions: This is an equation. (Point to and read the equation to the student.)

5 – 2 = n

Teacher direction: What is the value of n?Answer Key (for teacher use only)Item 1: C, 8Item 2: 3


Mathematics Grade 7Domain: The Number SystemCluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbersWashington K–12 Learning Standard



7. NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

EE.7.NS.2.a. Solve multiplication problems with products to 100.EE.7.NS.2.b. Solve division problems with divisors up to five and also with a divisor of 10 without remainders.

Student will solve multiplication or division problems (with a product to 100 or a divisor up to 10 without remainders).

Student will solve multiplicative comparison word problems involving 2, 5, and 10.

Student will identify a model that represents a real-world multiplication problem.


7.NS.2 The Number System- Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers

Grade 7

ACCESS POINT (More Complex) 7.NS.2.M. Student will solve multiplication or division problems (with a product to 100 or a divisor up to 10 without remainders).

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must include five different answers. The five items may all involve:

o multiplication o divisiono or involve a combination of both

Only one item may include 1 as a factor or a divisor. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: The student may not use a calculator if the item does not provide context.

Note to Teacher: Each item must result in a different product or quotient .

Example ItemsItem 1 (calculator allowed item):Teacher Directions: There are 24 students in Ms. Benson’s classroom. She divides the students into 6 groups. Each group has the same number of students. How many students are in each group? (Read the answer choices to the student.)

A. 3 students B. 4 students C. 5 students

Item 2 (calculator allowed item):Teacher Directions: Sarah planted 6 rows of flowers. She planted 8 flowers in each row. How many total flowers did she plant?

Item 3 (calculator not allowed item):What is 8 x 5?

Item 4 (calculator not allowed item):What is 36 ÷ 4?


Answer Key (for teacher use only)Item 1: B, 4 studentsItem 2: 48 flowersItem 3: 40Item 4: 9



Grade 7

ACCESS POINT (Intermediate Complex) 7.NS.2.I. Student will solve multiplicative comparison word problems involving 2, 5, and 10.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must include five different products. Only one item may have one of the factors equal to 1. The set of five items must include at least:

o one item multiplying by 2o one item multiplying by 5o one item multiplying by 10


Restrictions: None

Note to Teacher: The set of item must demonstrate eachof the following: multiplying by 2. 5, AND 10. Failure to meet this

requirement will cause one or more items to be marked “Not Scorable.”

Example ItemsItem 1 (multiply by 2 item):Teacher Directions: Amelia has 4 tennis balls. (Point to the tennis balls.)

Jackson has 2 times as many tennis balls as Amelia. How many tennis balls does Jackson have? (Read the answer choices to the student.)

A. 6 tennis balls B. 8 tennis ballsC. 10 tennis balls

Item 2 (multiply by 5 item):Teacher Directions: Macy has 5 pennies. Sean has five times as many pennies. How many pennies does Sean have?

Item 3 (multiply by 10 item):Jay’s toy box holds five toys. Hannah’s toy box holds ten times as many toys. How many toys can Hannah’s toy box hold?


Answer Key (for teacher use only)Item 1: B, 8 tennis ballsItem 2: 25 penniesItem 3: 50 toys



Grade 7

ACCESS POINT (Less Complex) 7.NS.2.L. Student will identify a model that represents a real-world multiplication problem.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must include five different products. Only one item may have one of the factors equal to 1. The correct answer must be displayed as an array. Each item must be a multiple-choice item. In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1:Teacher Directions: Shanna has 1 bottle of glue. (Point to the bottle of glue.)

Kinsey has 5 times as many bottles of glue as Shanna. Which picture shows Kinsey’s bottles of glue? (Point to, but do not quantify, the answer choices for the student.)

A.

B.

Example 2:Teacher Directions: Here are five pennies. (Point to the pennies.)

Which shows two rows of five pennies? (Point to, but do not quantify, the answer choices for the student.)


A.

B.

Answer Key (for teacher use only)Item 1: B, five glue bottlesItem 2: B, 10 pennies


Mathematics Grade 7Domain: Ratios and Proportional RelationshipsCluster: Analyze proportional relationships and use them to solve real-world and mathematical problems

Washington K–12 Learning Standard



7. RP.2. Recognize and represent proportional relationships between quantities.

EE.7.RP.1–3. Use a ratio to model or describe a relationship.

Student will identify an equivalent ratio in a model or a real-world situation.

Student will identify a simple ratio of a given, modeled ratio.

Student will identify a 1:2 ratio of a given, modeled ratio.


7.RP.2 Ratio and Proportional Relationships- Analyze proportional relationships and use them to solve real-world and mathematical problems

Grade 7

ACCESS POINT (More Complex) 7.RP.2.M. Student will identify an equivalent ratio in a model or a real-world situation.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must each model a different ratio. Task must include five items that are based on:

o a model o a real-world situationo or a combination of both

At most, three items may include the number 1 in the ratio. Given ratios must be part to part. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example ItemsItem 1:Teacher Directions: This picture shows a ratio of four crayons to one bottle of glue. (Point to the crayons and bottle of glue.)

Which picture shows an equivalent ratio? (Point to the answer choices.)

A.

B.

C.

Item 2:Teacher Directions: Janice needs two stamps for every envelope. Which picture also shows a ratio of two stamps to one envelope? (Point to the answer choices.)


A.

B.

C.

Answer Key (for teacher use only)Item 1: B, four squares and one circleItem 2: B, four stamps and two envelopes



Grade 7

ACCESS POINT (Intermediate Complex) 7.RP.2.I. Student will identify a simple ratio of a given, modeled ratio.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must each model a different ratio. Ratios must have both numbers greater than or equal to 2. Given ratios must be part to part. In a multiple-choice item, a minimum of three answer choices must be provided.


Item 1:Teacher Directions: Here are the coins in Casey’s pocket. (Point to the coins.)

What is the ratio of pennies to quarters? (Read the answer choices to the student.)A. 1 to 2B. 3 to 1C. 3 to 2

Answer Key (for teacher use only)Item 1: C, 3 to 2



Grade 7

ACCESS POINT (Less Complex) 7.RP.2.L. Student will identify a 1:2 ratio of a given, modeled ratio.

PERFORMANCE TASK

Requirements: Every performance task must have at least five unique items/questions. The five items must each include a different model. Items may include 1 to 2 ratios and 2 to 1 ratios. Given ratios must be part to part. In a multiple-choice item, a minimum of two answer choices must be provided.


Item 1: Teacher Directions: This picture shows two notebooks and one pencil. (Point to the notebooks and pencil.)

What is the ratio of notebooks to pencils? (Read the answer choices to the student.)A. 2 to 1B. 2 to 3

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


Mathematics Grade 7Domain: Statistics and ProbabilityCluster: Investigate chance processes and develop, use, and evaluate probability models

Washington K–12 Learning Standard



7. SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

EE.7.SP.5–7. Describe the probability of events of occurring as possible or impossible.

Student will determine whether an event is impossible, unlikely, likely, and certain.

Student will identify situations that represent equally likely events.

Student will identify events that are impossible or certain.


7.SP.5 Statistics and Probability- Investigate chance processes and develop, use, and evaluate probability models

Grade 7

ACCESS POINT (More Complex) 7.SP.5.M. Student will determine whether and event is impossible, unlikely, likely, and certain.

PERFORMANCE TASK

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

o one item with an impossible evento one item with an unlikely evento one item with a likely event o one item with a certain event


Restrictions: None

Example ItemsItem 1:Teacher Directions: Alberto will spin the arrow on this spinner one time. (Point to the spinner.)

What is the probability of the arrow landing on yellow? (Read the answer choices to the student.)

A. impossibleB. unlikelyC. certain

Item 2:Teacher Directions: A bag of marbles contains ten red marbles and two blue marbles. Lynn will choose one marble from the bag without looking. What is the probability that Lynn will choose a red marble? (Read the answer choices to the student.)

A. unlikelyB. likelyC. certain


Item 3:Teacher Directions: Today is Monday. What is the probability tomorrow will be Tuesday?

A. certainB. impossibleC. unlikely

Item 4:Teacher Directions: Mr. Smith puts 10 buttons in a bag. There are 6 green buttons, three blue buttons, and 1 yellow button. Mr. Smith reaches in and pulls one button. What is the probability the button will be red?

Answer Key (for teacher use only)Item 1: B, unlikelyItem 2: B, likelyItem 3: A, certainItem 4: impossible


7.SP.5 Statistics and Probability- Investigate chance processes and develop, use, and evaluate probability models

Grade 7

ACCESS POINT (Intermediate Complex) 7.SP.5.I. Student will identify situations that represent equally likely events.

PERFORMANCE TASK

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

Restrictions: None

Example ItemsItem 1:Teacher Directions: Beverly will spin the arrow on a spinner one time. Which spinner has an equally likely chance of the arrow landing on yellow as the arrow landing on blue? (Point to the answer choices.)

A.

B.

C.

Item 2:Teacher Directions: Kent will choose a marble from a bag. For which bag does Kent have an equal chance of choosing a blue marble as choosing a red marble? (Read the answer choices to the student.)

A. Bag 1: Contains 5 blue marbles and 1 red marbleB. Bag 2: Contains 2 blue marbles and 4 red marblesC. Bag 3: Contains 3 blue marbles and 3 red marbles

Answer Key (for teacher use only)Item 1: CItem 2: C, Bag 3

7.SP.5 Statistics and Probability- Investigate chance Grade 7


processes and develop, use, and evaluate probability modelsACCESS POINT (Less Complex) 7.SP.5.L. Student will identify events that are impossible or certain.

PERFORMANCE TASK

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

o impossible events o certain eventso or a combination of both

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

Restrictions: None

Example ItemsItem 1:Teacher Directions: Paul will roll this number cube one time. (Point to the number cube.)

The numbers 1, 2, 3, 4, 5, and 6 are on the cube. Which number would be impossible for Paul to roll? (Read the answer choices to the student.)

A. 2B. 25

Item 2:Teacher Directions: Kalen will spin the arrow on this spinner one time. (Point to the spinner.)

Which event is certain to happen? (Read the answer choices to the student.) A. The arrow will land on a number.B. The arrow will land on a letter.

Item 3:Teacher Directions: On which spinner would it be impossible for the arrow to land on yellow? (Point to each spinner.)


A.

B.

Answer Key (for teacher use only)Item 1: B, 25Item 2: A, the arrow will land on a numberItem 3: B, spinner with no yellow


Glossary of Terms

Antonym: A word opposite in meaning to another.

Example: Cold is the antonym of hot.

Certain Event: An event that is certain to occur. It has a probability of 1.

Example: Today is Monday so tomorrow will be Tuesday.

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

Example: This composite figure is made of two different rectangles.

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.)

Denotative meaning: The literal meaning or definition of the word.

Example: I left my shoes at home. (Home refers to the place where ones lives, a residence.)

Difference: In a subtraction equation, the answer or value following the equal sign.

Divisor: The number by which another number is being divided.


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.

Impossible Event: An event that has no chance of occurring. The probability is always zero.

Example: A bag has three green balls and two red balls in it. Choosing a yellow ball from the bag is impossible.

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) Likely Event: An event that will most likely happen.

Example: You will sleep in the next 24 hours.

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.

Product: In multiplication it is the answer or amount derived after performing the operation.

Quotient: In a division it is the answer or amount derived after performing the operation.

Sum: In an addition equation, the answer or the amount derived after performing the operation.

Synonym: A word or phrase that means exactly or nearly the same as another word or phrase.

Example: Large is a synonym of big.

Unlikely Event: An event that may not happen.

Example: Your hair will grow five inches overnight.

Variable: A missing number in an equation represented by a letter.


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