Academic Standards for Reading, Writing, Speaking and Listening 22 Pennsylvania Code, Chapter 4 APPENDIX A Academic Standards for Reading, Writing, Speaking and Listening and Academic Standards for Mathematics Academic Standards for Reading, Writing, Speaking and Listening Pennsylvania Department of Education Academic Standards for Reading, Writing, Speaking and Listening I. TABLE OF CONTENTS Introduction……………………………………………………. II. THE ACADEMIC STANDARDS Learning to Read Independently…………………………… Purposes for Reading Word Recognition Skills Vocabulary Development Comprehension and Interpretation Fluency 1.1. Reading Critically in All Content Areas…………………… Detail Inferences Fact from Opinion Comparison Analysis and Evaluation 1.2. Reading, Analyzing and Interpreting Literature……………. Literary Elements Literary Devices Poetry Drama 1.3. Types of Writing……………………………………………… Narrative Informational Persuasive 1.4. Quality of Writing…………………………………………… Focus Content Organization Style Conventions 1.5. Speaking and Listening……………………………………… Listening Skills Speaking Skills Discussion Presentation 1.6. Characteristics and Function of the English Language…… Word Origins Variations Application 1.7. Research……………………………………………………… Selection Location of Information Organization 1.8. Glossary………………………………………………………… III. Academic Standards for Reading, Writing, Speaking and Listening 1 II. INTRODUCTION This document includes Reading, Writing, Speaking and Listening Standards: ◊ 1.1. Learning to Read Independently ◊ 1.2. Reading Critically in All Content Areas ◊ 1.3. Reading, Analyzing and Interpreting Literature ◊ 1.4. Types of Writing ◊ 1.5. Quality of Writing ◊ 1.6. Speaking and Listening ◊ 1.7. Characteristics and Function of the English Language ◊ 1.8. Research The Reading, Writing, Speaking and Listening Standards describe what students should know and be able to do with the English language at four grade levels (third, fifth, eighth and eleventh). The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students’ needs. The language arts—Reading, Writing, Speaking and Listening—are unique because they are processes that students use to learn and make sense of their world. Students do not read “reading”; they read about history, science, mathematics and other content areas as well as about topics for their interest and entertainment. Similarly, students do not write “writing”; they use written words to express their knowledge and ideas and to inform or entertain others. Because of the unique nature of the language arts, all teachers in a school will use the Reading, Writing, Speaking and Listening Standards. The standards define the skills and strategies employed by effective readers and writers; therefore, all teachers will assist their students in learning them through multiple classroom situations in all the subject areas. The Reading, Writing, Speaking and Listening Standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. TRƯỜNG ĐẠI HỌC KHOA HỌC KHOA KHOA HỌC CƠ BẢN CỘNG HÒA Xà HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc BÀI THI KẾT THÚC HỌC PHẦN TIẾNG ANH Đề số: Kỹ năng: Thời gian làm bài: Đọc + Viết + Nghe 70 phút CB Coi Thi Họ tên: ……………………………… Ngày sinh: ……………………………… SBD: ……………………………………… CB Coi Thi Số phách TRƯỜNG ĐẠI HỌC KHOA HỌC KHOA KHOA HỌC CƠ BẢN CỘNG HÒA Xà HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc BÀI THI KẾT THÚC HỌC PHẦN TIẾNG ANH Đề số: _ Kỹ năng: Thời gian làm bài: Đọc + Viết + Nghe 70 phút Điểm kết luận thi Ghi số Ghi chữ Xác nhận cán chấm thi Phách Cán chấm thi thứ nhất: Cán chấm thi thứ hai: READING PART Read the sentences and choose the best word for each space For questions – 10, choose A, B or C The students will to the museum by coach A move B travel C visit Helena phoned She's going to _ you back after lunch A look B call C send The Eiffel Tower is _ Paris A at B in C on They won the lottery _ they're going to buy a new house A so B because C but 'Would you like to dance?' 'No! I _ like this song.' A would B don’t C wouldn’t Don't be _! I don't like arguing A serious B aggressive C boring I don't understand you Please speak A beautifully B slowly C carefully He an apartment in the north of the city A stays B meets C rents “Can I have an Omelette?” “Sorry There isn’t bread.” A a B some C any 10 It _ when we got to the beach A rained B was raining C did rain PART Complete the conversations For questions 11 – 15, choose A, B or C 11 Jack: How much is the ticket? Jane: _ A It’s very small B Ok, how many? C Two pounds fifty 12 Jack: I like swimming Jane: _ A Yes, let’s go home B I don’t I prefer football C Ok, if we have to 13 Jack: How long will the journey take? Jane: _ A No more than two hour B It took us ages C We arrived early 14 Jack: See you later Jane: A I can’t see very well B That’s fine C Yes, see you soon 15 Jack: Where did you buy that scarf? Jane: A £20 B Last Wednesday C At a shop in the village 16 Jack: When does the flight leave? Jane: A For two weeks B In three hours C To London 17 Jack: How was your holiday? Jane: A We leave tonight B It was lovely C A week on an island 18 Jack: What time did she leave? Jane: A At half past twelve B She’s left already C In a few minutes PART Read the article and answer the questions by choosing the best answer A, B or C Rob Stone and the School Play Last week, Rob Stone, the famous British actor and star of many Hollywood films, had a party for his 53 rd birthday Rob invited a lot of other actors to his beautiful home for his party After dinner, he stood up and spoke to everyone there He told them about something that happened when he was at school 40 years ago As a schoolboy, Rob loved the theatre and he was very happy when he had his first part in a play It was a very sad play by Shakespeare, the sixteenthcentury English writer Rob played the part of an old man who had to die on stage He practiced and practiced to become good at the part He had to lie on a bed, say a few sad words of goodbye to his sons and then shout in pain and die Like all the other parents, Mr and Mrs Stone came to watch their son in the play Rob told his guests, ‘I shall never forget that evening It was terrible As I died, I could hear my father laughing! I still remember now how bad I felt and I have not asked my father to one of my plays since.’ 19 Rob Stone went to a restaurant for his birthday A Right B Wrong C Doesn’t say 20 Rob talked to a few of his guests about his time at school A Right B Wrong C Doesn’t say 21 Rob preferred Shakespeare’s plays to those of any other writer A Right B Wrong 22 Rob tried hard to act well in the school play A Right B Wrong 23 The old man that Rob played died at the end of the play A Right B Wrong 24 Rob’s father made his son unhappy at the play A Right B Wrong 25 Rob never invited his father to watch him act again A Right B Wrong C Doesn’t say C Doesn’t say C Doesn’t say C Doesn’t say C Doesn’t say WRITING PART Read the note from a student who wants a book from a library Fill in the information on the Reservation Form Rose Cottage Northfleet 26 March To: Weston University Library My teacher, Robin Gibson, has told me to read Understanding Science before my exam on 17th April I am on holiday in Northfleet at the moment but I'll return to my home at 22 King's Road, Weston on 9th April I'd like to get the book the next day and keep it for one week It's by S J Renshaw Thank you Mary Jones WESTON UNIVERSITY LIBRARY Reservation form Understanding Science Name of book: Name of writer: ………………………………………………… When you want the book? …… …… ………………………………… For how long? ………… ……………………… ……………… Student’s name: ………………………………………………… Student’s address £………… ………………………………… PART Your ...ACCESS for ELLs ® Listening, Reading, Writing, and Speaking Sample Items 2008 WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT Grades 1–12 Copyright Notice WIDA ® ACCESS for ELLs ® Sample Items - © 2008 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. The WIDA ® ACCESS for ELLs ® Sample Items are for personal, non-commercial use only and shall not be copied, modied or redistributed without prior written authorization from WIDA. Fair use of the WIDA ® ACCESS for ELLs ® Sample Items includes reproduction for classroom purposes (including copies for parent distribution). Submit authorization requests or questions about this notice to the WIDA Consortium intellectual property manager, Jim Lyne, at jwlyne@wisc.edu or (608) 265-2262. WIDA and ACCESS for ELLs are registered trademarks of the Board of Regents of the University of Wisconsin System. Foreword: WIDA ACCESS for ELLs ® Sample Items The WIDA Consortium is pleased to provide this collection of sample ACCESS for ELLs ® test items for educators interested in a better understanding of this English language prociency assessment. While the security of test items in actual use in WIDA assessments is a top priority, it is also extremely important that educators have good, freely available sample items that provide a strong sense for them, their students, parents, and the general public of what taking the ACCESS for ELLs ® English language prociency assessment entails. In addition, educators in university preparation programs can benet from learning more about ACCESS for ELLs ® prior to their work within school settings. While familiarity with the “look and feel” of the test is an important consideration, teachers can also greatly benet from seeing connections between ACCESS for ELLs ® test items and the WIDA English Language Prociency Standards upon which the items are directly based. We want to encourage teachers to “teach to the standards, not to the test.” More specically, we want to promote the use of standards to guide students’ language learning rather than focusing instruction on preparing them for possible test items. In seeing the close relationship between the standards and the test, we believe that teachers can feel condent that by incorporating the standards into classroom instruction and assessment, they will better prepare their students for linguistic prociency and in turn, provide access to academic success. Such preparation will, over time, help boost the academic achievement of English Language Learners, which should be reected in future test scores. Tim Boals, Ph.D. Executive Director WIDA Consortium ACCESS for ELLs ® Sample Items Table of Contents Introduction I. Purpose of this Document ����������������������������������������������������������� 5 II. ACCESS for ELLs ® Overview ������������������������������������������������������� 5 a. Alignment to Standards ����������������������������������������������������������� 5 b. From Standards to ACCESS for ELLs ® �������������������������������������������� 7 c. Test Structure ������������������������������������������������������������������� 7 III. Organization of this Document ������������������������������������������������������ 8 a. English Language Prociency Standards ������������������������������������������� 8 b. Theme Folders ������������������������������������������������������������������� 9 IV. Uses of this Document ������������������������������������������������������������ 10 a. Students ������������������������������������������������������������������������ 10 b. Parents and Families ��������������������� Page 1 Contents Starters page Listening 3 Marking Key 8 Tapescript 9 Reading and Writing 11 Marking Key 16 Speaking 17 Movers Listening 19 Marking Key 24 Tapescript 25 Reading and Writing 28 Marking Key 36 Speaking 37 Flyers Listening 39 Marking Key 44 Tapescript 45 Reading and Writing 48 Marking Key 56 Speaking 57 Cambridge YLE Tests Page 2 Cambridge YLE Tests Starters Page 3 Starters Listening Cambridge YLE Tests Page 4 Starters Starters Listening Part 1 – 5 questions – Listen and draw lines. There is one example. 3 Cambridge YLE Tests Blank Page 2 Starters Page 5 Starters Listening 4 Part 2 – 5 questions – Read the question. Listen and write a name or a number. There are two examples. Examples What is the girl’s name? Lucy How old is she? 7 Questions 1 What is Lucy’s friend’s name? 2 Which class are the two children in at school? 3 How many dogs are there at Lucy’s house? 4 What’s the name of Lucy’s favourite dog? 5 How many fish has Lucy’s friend got? 5 Cambridge YLE Tests Page 6 Starters Starters Listening 3 What’s Ben doing? A B C 4 Where’s Kim’s doll? A B C 5 What’s Dad doing? A B C 7 Cambridge YLE Tests Part 3 – 5 questions – Listen and tick ( ) the box. There is one example. What’s Pat doing? A B C 1 Which is May? A B C 2 Which is Nick’s favourite ice-cream? A B C 6 Starters Page 7 Starters Listening Part 4 – 5 questions – Listen and colour. There is one example. 8 Cambridge YLE Tests Page 8 Starters Starters Listening Marking Key Part 1 5 marks Lines should be drawn between: 1 Clock and between two pictures on wall 2 Book and under table 3 Phone and on mat 4 Camera and in cupboard 5 Shell and on table next to robot Part 2 5 marks 1 ALEX 2 8//eight 3 3//three 4 S-O-C-K-S 5 12//twelve Part 3 5 marks 1 A 2 B 3 B 4 C 5 A Part 4 5 marks 1 Colour bird on man’s head – pink 2 Colour bird in tree – yellow 3 Colour bird next to plane – green 4 Colour bird in front of door – brown 5 Colour bird between flowers – red Starters Listening Cambridge YLE Tests ( ) = Acceptable extra words are placed in brackets / = A single slash is placed between acceptable alternative words within an answer // = A double slash is placed between acceptable alternative complete answers Starters Page 9 Starters Listening Starters Listening Tapescript R Hello. This is the University of Cambridge Starters Listening Test. Look at Part One. Now look at the picture. Listen and look. There is one example. F Put the radio on the bookcase. M Sorry? Put the radio where? F On the bookcase. M Right. R Can you see the line? This is an example. Now you listen and draw lines. One F Put the clock between the two pictures. M Pardon? Where do I put the clock? F On the wall. Between the two pictures. M OK. RTwo F Now put the book under the table. M Sorry? Put the book where? F Put it under the small table M Right. I can do that. RThree F And now, please put the phone on the mat. M The phone? F Yes. Put it on the mat. M All right. I’m drawing that line now. RFour F Now the camera! Put it in the cupboard. M Where? F Put the camera in the cupboard. M OK. R Five F And now put the shell on the table, next to the robot. M Sorry? Put the shell where? F Put it on the table, next to the robot. M Yes. OK. R Now listen to Part One again. That is the end of Part One. Part Two. Look at the picture. Listen and write a name or a number. There are two examples. M Hello. Are you the girl in this picture? Fch Yes. My name’s Lucy. M And how do you spell your name? Fch L-U-C-Y. M And how old are you, Lucy? Fch I’m seven. M Seven? Fch Yes! R Can you see the answers? Now you listen and write a name or a number. One M Is this your friend in the picture with you? Fch Yes, it is. M What’s his name? Fch His name’s Alex. M How do you spell that? Fch A-L-E-X. RTwo M Is he in your class at Centre Number Candidate Number Cambridge Young Learners English Starters *0509233443* Reading & Writing Version 127 0751 There are 25 questions You have 20 minutes You will need a pen or pencil My name is: DC (LEO/JG) 11456/2 © UCLES 2010 Part – questions – Look and read Put a tick (✔) or a cross (✘) in the box There are two examples Examples This is a watch ✔ This is a pencil ✘ Questions This is a ruler 2 This is a guitar This is an ear This is a frog This is a football Part – questions – Look and read Write yes or no Examples The door of the lorry is open yes The children are wearing hats no Questions Three people are eating ice creams The small girl is walking behind the boy The big girl has got long hair A man is picking up a chair The woman is holding some green grapes Part – questions – Look at the pictures Look at the letters Write the words Example lamp m pl a Questions a o s a b h t a o r o r r m d i i r w w n o i d Part – questions – Read the story Choose a word from the box Write the correct word next to numbers 1–5 There is one example A zoo animals I am very big Lots of live in me and (1) come here to see them I open in the day and close at (2) The monkeys are very funny The hippos like swimming in the (3) and the tigers like sleeping under the (4) I have got a (5) and children like playing there What am I? I am a zoo example animals basketball trees people night playground water bananas Part – questions – Look at the pictures and read the questions Write one-word answers Examples in the car Where is Grandpa? two How many children are there? Questions a What is on the car? the Which room are the children in? Who is pointing to the clock? What are the children doing now? Who is sitting with the children? the children’s STARTERS MARKING KEY READING & WRITING marks PART PART yes no yes no no marks PART sofa bath radio mirror window marks 5 PART marks people night water trees playground PART 5 marks kite kitchen Mum(my) / Mother painting gran(d)dad / grandfather VERSION 127 Centre Number Candidate Number Cambridge Young Learners English Starters *9143356919* Listening Version 127 0752 There are 20 questions You will need coloured pens or pencils My name is: DC (LEO/JG) 11467/3 © UCLES 2010 Blank Page Part – questions – Listen and draw lines There is one example Part – questions – Read the question Listen and write a name or a number There are two examples Examples What’s the girl’s name? Kim How old is she? Questions What’s Kim’s friend’s name? What number is Kim’s house? What’s the name of Kim’s cat? How old is the cat? How many lizards has Kim got? Part – questions – Listen and tick (✓) the box There is one example What’s in Bill’s bedroom? A ✓ C B C B C Where are the onions? A B What’s Tom doing? A Which is Tony’s Mum? A C What does Anna like doing on the beach? A B B C B C Where’s the goat? A Part – questions – Listen and colour There is one example STARTERS MARKING KEY VERSION 127 LISTENING PART glasses doll mango coconut shoe marks on chicken’s face in window on floor next to boy between woman and duck under dog PART L-U-C-Y 18 B-E-N 19 marks PART A C B C C marks 5 PART marks colour bird with baby colour bird flying between boxes colour bird behind bike colour bird in car colour bird next to apples pink red orange blue yellow links file nghe MP3: https://drive.google.com/file/d/0B7rS4t5Y7_0NcWhRZnlkM2djSGc/view?usp=sharing [...]... 3 4 5 PART 4 5 marks colour bird with baby colour bird flying between boxes colour bird behind bike colour bird in car colour bird next to apples pink red orange blue yellow links file nghe MP3: https://drive.google.com /file/ d/0B7rS4t5Y7_0NcWhRZnlkM2djSGc/view?usp=sharing ... onions? A 2 B What’s Tom doing? A 6 3 Which is Tony’s Mum? A 4 C What does Anna like doing on the beach? A 5 B B C B C Where’s the goat? A 7 Part 4 – 5 ... Kỹ năng: Thời gian làm bài: Đọc + Viết + Nghe 70 phút Điểm kết luận thi Ghi số Ghi chữ Xác nhận cán chấm thi Phách Cán chấm thi thứ nhất: Cán chấm thi thứ hai: READING PART Read the sentences... act again A Right B Wrong C Doesn’t say C Doesn’t say C Doesn’t say C Doesn’t say C Doesn’t say WRITING PART Read the note from a student who wants a book from a library Fill in the information... - why you can’t go - when and where you can meet your friend on another day Write 25 – 35 words LISTENING PART EXAMPLE How many people were at the meeting? A B C How much is the car? C A B How