TCAP Performance Indicator

Transcription

1 GRADE 5 TCAP Performance Indicator Reading and Language Arts Form A Teacher s Guide and Answer Key Continental Press

2 Contents Introduction to TCAP Reading and Language Arts Performance Indicator Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Answer Key Session Session Reproducible Multiple-Choice Answer Sheet Reproducible Short-Response Answer Sheet Reproducible Multiple-Choice Answer Sheet, with Answer Key Scoring Rubric for Short-Response Items Reproducible Skill-Analysis Chart for Multiple-Choice Items Reproducible Proficiency Chart for Short-Response Items Tennessee English Language Arts State Performance Indicators, Grade Connecting Assessment to Instruction, Answer Guide ISBN K Copyright 2009 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

3 TCAP Reading and Language Arts Performance Indicator The TCAP Reading and Language Arts Performance Indicator practice tests are designed to help students prepare for the Tennessee Comprehensive Assessment Program (TCAP) in Reading and Language Arts. There are two forms of the TCAP Reading and Language Arts Performance Indicator available. They are parallel forms that can be administered before and after instruction or at any time during the school year. The TCAP Finish Line Reading and Language Arts Workbook, Grade 5 provides a complete sequence of instruction in the assessed State Performance Indicators of the Tennessee English Language Arts Standards. The workbook includes guided and independent practices for each reading skill. A list of assessed standards is available at the back of this guide. The TCAP Reading and Language Arts Performance Indicator, Grade 5 is divided into two sessions. The sessions should be administered on two consecutive days. Both sessions contain reading selections followed by multiple-choice questions. Session 1 also contains at least one short-response item for each passage. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Students should answer the shortresponse questions in their own writing in the booklet. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the practice test, an answer key, correlations to the Tennessee State Performance Indicators, a scoring rubric, a class profile chart for the multiple-choice questions, and a proficiency chart for the short-response questions. The chart below provides a sample timetable for administering the Grade 5 Reading and Language Arts Performance Indicator practice test. Session 1 5 reading passages 33 multiple-choice questions 6 short-response questions 60 minutes, plus an additional 10 minutes for preparation Session 2 10 reading passages 38 multiple-choice questions 50 minutes, plus an additional 10 minutes for preparation TCAP Reading and Language Arts Performance Indicator Form 5A 3

4 Session 1 Using Your Performance Indicator Reading tests are usually given in multiple sessions. You will probably want your students to work with the TCAP Performance Indicator practice tests in the same way. In addition, schedule a review session as close as possible to the completion of the test. This will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with students ways in which their comprehension and written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice and/or short-response questions, reproduce the answer sheets on pages 8 10 of this guide. Remind students to write their name on the answer sheets. Then instruct them on how to fill in the circles clearly. Allow 60 minutes for this first session. Make sure each student has a Form A booklet, two No. 2 pencils, and optional answer sheets, if you are using them. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to read all the passages carefully and answer the 39 questions about what you have read. Check to be sure students have written their names on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully before circling the letter of the best answer. For the short-response questions, remind students to write directly in the booklet and answer the question completely. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 1. Continue working until you reach the word Stop on page 20. If you finish early, review your work and sit quietly until the time is up. Do not look ahead at the other session. Now turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 20 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. 4 TCAP Reading and Language Arts Performance Indicator Form 5A

5 Collect the students booklets. Make sure each booklet has the student s name on it. Thank the class for their cooperation. Session 2 Allow 50 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, and optional answer forms. SAY For Session 2, you will have 50 minutes to read the passages carefully and answer the 38 questions about what you have read. Open your booklets to page 21. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 50 minutes to work on Session 2. Continue working until you reach the word Stop on page 37. If you finish early, review your work in Session 2 only and sit quietly until the time is up. You may not look back at the previous session. Now turn to page 22 and begin. Check to be sure students have begun working on the booklet correctly. After 40 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish page 37 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Collect the students booklets. Thank the class for their cooperation. TCAP Reading and Language Arts Performance Indicator Form 5A 5

6 Answer Key Session 1 Islands, Page 4 1. D [SPI ] 2. F [SPI ] 3. C [SPI ] 4. G [SPI ] 5. D [SPI ] 6. H [SPI ] 7. Short-response [SPI ] huge (accept all synonyms including big, large, enormous, etc.) The Basketball Game, Page 7 8. G [SPI ] 9. C [SPI ] 10. F [SPI ] 11. B [SPI ] 12. F [SPI ] 13. C [SPI ] 14. H [SPI ] 15. Short-response [SPI ] The character in the costume is actually a woman. Sally discovers this when she sees the woman changing into the costume in the restroom. Friend and Foe, Page F [SPI ] 17. A [SPI ] 18. G [SPI ] 19. C [SPI ] 20. F [SPI ] 21. Short-response [SPI ] The author writes that the fire can sing a mean and vicious song. Other than birds, only human beings can sing. The King of Rock n Roll, Page J [SPI ] 23. C [SPI ] 24. H [SPI ] 25. A [SPI ] 26. F [SPI ] 27. D [SPI ] 28. G [SPI ] 29. B [SPI ] 30. Short-response [SPI ] The last paragraph is mainly about Elvis s home, which is a mansion in Tennessee called Graceland. How to Make a Delicious Smoothie, Page A [SPI ] 32. J [SPI ] 33. A [SPI ] 34. H [SPI ] 35. C [SPI ] 36. J [SPI ] 37. D [SPI ] 38. Short-response [SPI ] Step 1 is to peel a banana and break it into bite-sized pieces. 39. Short-response [SPI ] If you don t put the top on the blender securely, you will probably have a big mess because when you turn it on, all of the fruit and orange juice will come flying out. Session 2 Dr. Fine s Letter, Page G [SPI ] 41. D [SPI ] 42. G [SPI ] 43. C [SPI ] 44. J [SPI ] 45. C [SPI ] School Handbook, Page H [SPI ] 47. B [SPI ] 48. J [SPI ] Computers, Page C [SPI ] 50. F [SPI ] 51. C [SPI ] 52. G [SPI ] 53. A [SPI ] 54. J [SPI ] Jamal s Note, Page A [SPI ] 56. J [SPI ] 57. A [SPI ] 58. G [SPI ] 6 TCAP Reading and Language Arts Performance Indicator Form 5A

7 59. B [SPI ] 60. G [SPI ] 61. C [SPI ] Notebook, Page H [SPI ] 63. A [SPI ] 64. F [SPI ] 65. B [SPI ] 66. G [SPI ] Dale s Report, Page A [SPI ] 68. J [SPI ] Deanna s Outline, Page A [SPI ] 72. G [SPI ] Lost Dog Poster, Page C [SPI ] 74. G [SPI ] 75. D [SPI ] Sentences, Page H [SPI ] 77. D [SPI ] Deanna s Report, Page A [SPI ] 70. G [SPI ] TCAP Reading and Language Arts Performance Indicator Form 5A 7

8 Multiple-Choice Answer Sheet Name Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5A

9 Multiple-Choice Answer Sheet Name Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5A

10 Short-Response Answer Sheet Name _ TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5A

11 Multiple-Choice Answer Sheet Answer Key Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5A

12 Multiple-Choice Answer Sheet Answer Key Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5A

13 Scoring Rubric for Short-Response Items This rubric should be used for the short-response questions. Actual scores range from 3 to The response provides a complete, clear, and accurate explanation or answer to the task. The response provides specific details and appropriate textual evidence or examples. The response provides a partial, possibly unclear, explanation or answer to the task. The response attempts to provide appropriate details or textual evidence. May contain minor inaccuracies. The response provides an incomplete or unclear explanation, indicating a misunderstanding of the task. The response provides insufficient details or examples that affect accuracy. The response provides insufficient material for scoring. The response is incorrect or inaccurate. TCAP Reading and Language Arts Performance Indicator Form 5A 13

14 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Class Profile Student Name Vocabulary #8, 14, 18, 19, 33, 34, 53, 58, 73 Skill Analysis Main Idea/Details #1, 3, 9, 22, 24, 41, 42, 49, 50, 52, 57, 62, 71, 72 Features of Print #2, 6, 35, 46, 47, 48, 67, 68 Elements of Fiction #10, 11 Genre/Theme #13, 20, 29, 66 Fact/Opinion #5, 23 Sequence #26 Cause/Effect; Inference; Predictions #28, 31, 32, 37, 55, 69 Poetry/Plays/Language #12, 16, 17 Author s Purpose #4, 45, 56, 60, 70 Grammar Conventions #25, 27, 36, 40, 43, 44, 51, 54, 59, 61, 63, 64, 65, 74, 75, 76, 77 TOTAL SCORE 71

15 Proficiency Chart for Short-Response Items Class Teacher Date STUDENT NAME #7 #15 #21 #30 #38 #39 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Proficiency Chart

16 Tennessee English Language Arts State Performance Indicators, Grade 5 Standard 1 Language State Performance Indicators SPI Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., agreement, subject, object) within context. SPI Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. SPI Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., comparative forms, negatives) within context. SPI Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they re, lie/lay, sit/set, leave/let, learn/teach}). SPI Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) and of colons within context. SPI Choose the correct use of quotation marks and commas in direct quotations. SPI Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. SPI Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses). SPI Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements) within context. SPI Select the best way to correct incomplete sentences within context. SPI Determine word meanings within context. SPI Recognize root words, prefixes, and syllabication as aids in determining meaning within context. SPI Select appropriate synonyms, antonyms, and homonyms within context. SPI Identify compound words, contractions, and common abbreviations within context. SPI Recognize and use grade-appropriate vocabulary within context. SPI Determine the correct meaning/usage of multiple-meaning words within context. 16 TCAP Reading and Language Arts Performance Indicator Form 5A

17 Standard 2 Communication State Performance Indicators SPI Identify the audience for a given speech. SPI Identify the criteria necessary for a good group leader appropriate to a particular task (i.e., understands the group task, works well with others, keeps the group on task). SPI Choose the best summary of a speech. SPI Organize ideas in the most effective order for an oral presentation. Standard 3 Writing State Performance Indicators SPI Identify the audience for which a text is written. SPI Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report). SPI Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. SPI Identify the sentence irrelevant to a paragraph s theme or flow. SPI Select an appropriate concluding sentence for a well-developed paragraph. SPI Rearrange sentences to form a sequential, coherent paragraph. SPI Select details that support a topic sentence. SPI Select vivid and active words for a writing sample. SPI Choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph. SPI Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. SPI Rearrange paragraphs in a narrative writing selection in sequential and chronological order. SPI Select an appropriate title that reflects the topic of a written selection. SPI Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing. TCAP Reading and Language Arts Performance Indicator Form 5A 17

18 Standard 4 Research State Performance Indicators SPI Identify the most reliable information sources available for preparing a research report. SPI Identify information that should or should not be included in a citation. SPI Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources. SPI Select appropriate sources from which to gather information on a given topic. Standard 5 Logic State Performance Indicators SPI Locate information to support opinions, predictions, and conclusions. SPI Identify stated or implied cause-and-effect relationships in text. SPI Distinguish between fact/opinion and reality/fantasy. SPI Determine the conflict in a text and recognize its solution. SPI Select a logical word to complete an analogy using synonyms, antonyms, homonyms, categories, and subcategories. SPI Make inferences and draw appropriate conclusions from text. SPI Indicate the correct sequence of events in text. Standard 6 Informational Text State Performance Indicators SPI Select questions used to focus and clarify thinking before, during, and after reading text. SPI Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). SPI Locate information using available text features (e.g., maps, charts, graphics). SPI Identify the stated main idea and supporting details in text. SPI Select the best summary of a text. SPI Arrange a set of instructions in sequential order. 18 TCAP Reading and Language Arts Performance Indicator Form 5A

19 Standard 7 Media State Performance Indicators SPI Select the most appropriate medium or media for accessing information, writing a report, or enhancing an oral presentation. SPI Determine the main idea in a visual image. SPI Identify the mood created by a visual image. SPI Identify the various functions of media in daily life (i.e., communication, entertainment, information, persuasion). Standard 8 Literature State Performance Indicators SPI Identify setting, characters, plot, and theme. SPI Recognize reasonable predictions of future events within a given context. SPI Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies). SPI Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. SPI Recognize that a story is told from first-person point of view. SPI Determine whether the theme is stated or implied within a passage. SPI Identify similes, metaphors, personification, and hyperbole in context. SPI Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). SPI Identify the author s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). TCAP Reading and Language Arts Performance Indicator Form 5A 19

20 Connecting Assessment to Instruction, Answer Guide TCAP Reading and Language Arts Performance Indicator Grade 5, Form A This answer guide will help you connect each TCAP Reading and Language Arts Performance Indicator test question directly to the appropriate lesson in the TCAP Finish Line Reading and Language Arts, Grade 5 workbook. The correlation to the state performance indicator will assist you in providing more focused instruction in the areas in which students may require additional support. State Performance TCAP Finish Line Reading Question Answer Indicator and Language Arts, Grade 5 1 D SPI Lesson 6 2 F SPI Lesson 5 3 C SPI Lesson 6 4 G SPI Lesson 13 5 D SPI Lesson 12 6 H SPI Lesson 5 7 See Sample Answer SPI Lesson 3 8 G SPI Lesson 3 9 C SPI Lesson 6 10 F SPI Lesson B SPI Lesson F SPI Lesson C SPI Lesson H SPI Lesson 1 15 See Sample Answer SPI Lesson F SPI Lesson A SPI Lesson G SPI Lesson 3 19 C SPI Lesson 3 20 F SPI Lesson See Sample Answer SPI Lesson J SPI Lesson 6 23 C SPI Lesson H SPI Lesson 6 25 A SPI Lesson 4 26 F SPI Lesson 9 27 D SPI Lesson 4 28 G SPI Lesson 8 29 B SPI Lesson See Sample Answer SPI Lesson 6 31 A SPI Lesson 8 32 J SPI Lesson 7 33 A SPI Lesson 3 20 TCAP Reading and Language Arts Performance Indicator Form 5A

21 34 H SPI Lesson 1 35 C SPI Lesson 5 36 J SPI Lesson 4 37 D SPI Lesson 7 38 See Sample Answer SPI Lesson 9 39 See Sample Answer SPI Lesson 7 40 G SPI Lesson 4 41 D SPI Lesson 6 42 G SPI Lesson 6 43 C SPI Lesson 4 44 J SPI Lesson 4 45 C SPI Lesson H SPI Lesson 5 47 B SPI Lesson 5 48 J SPI Lesson 5 49 C SPI Lesson 6 50 F SPI Lesson 6 51 C SPI Lesson 4 52 G SPI Lesson 6 53 A SPI Lesson 3 54 J SPI Lesson 4 55 A SPI Lesson 8 56 J SPI Lesson A SPI Lesson 6 58 G SPI Lesson 1 59 B SPI Lesson 4 60 G SPI Lesson C SPI Lesson 4 62 H SPI Lesson 6 63 A SPI Lesson 4 64 F SPI Lesson 4 65 B SPI Lesson 4 66 G SPI Lesson A SPI Lesson 5 68 J SPI Lesson 5 69 A SPI Lesson 8 70 G SPI Lesson A SPI Lesson 6 72 G SPI Lesson 6 73 C SPI Lesson 1 74 G SPI Lesson 4 75 D SPI Lesson 4 76 H SPI Lesson 4 77 D SPI Lesson 4 TCAP Reading and Language Arts Performance Indicator Form 5A 21

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24 Reading and Language Arts Grade 5 Teacher s Guide and Answer Key ISBN K K51694

25 GRADE 5 TCAP Performance Indicator Reading and Language Arts Form B Teacher s Guide and Answer Key Continental Press

26 Contents Introduction to TCAP Reading and Language Arts Performance Indicator Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Answer Key Session Session Reproducible Multiple-Choice Answer Sheet Reproducible Short-Response Answer Sheet Reproducible Multiple-Choice Answer Sheet, with Answer Key Scoring Rubric for Short-Response Items Reproducible Skill-Analysis Chart for Multiple-Choice Items Reproducible Proficiency Chart for Short-Response Items Tennessee English Language Arts State Performance Indicators, Grade Connecting Assessment to Instruction, Answer Guide ISBN K Copyright 2009 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

27 TCAP Reading and Language Arts Performance Indicator The TCAP Reading and Language Arts Performance Indicator practice tests are designed to help students prepare for the Tennessee Comprehensive Assessment Program (TCAP) in Reading and Language Arts. There are two forms of the TCAP Reading and Language Arts Performance Indicator available. They are parallel forms that can be administered before and after instruction or at any time during the school year. The TCAP Finish Line Reading and Language Arts Workbook, Grade 5 provides a complete sequence of instruction in the assessed State Performance Indicators of the Tennessee English Language Arts Standards. The workbook includes guided and independent practices for each reading skill. A list of assessed standards is available at the back of this guide. The TCAP Reading and Language Arts Performance Indicator, Grade 5 is divided into two sessions. The sessions should be administered on two consecutive days. Both sessions contain reading selections followed by multiple-choice questions. Session 1 also contains at least one short-response item for each passage. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Students should answer the shortresponse questions in their own writing in the booklet. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the practice test, an answer key, correlations to the Tennessee State Performance Indicators, a scoring rubric, a class profile chart for the multiple-choice questions, and a proficiency chart for the short-response questions. The chart below provides a sample timetable for administering the Grade 5 Reading and Language Arts Performance Indicator practice test. Session 1 5 reading passages 33 multiple-choice questions 6 short-response questions 60 minutes, plus an additional 10 minutes for preparation Session 2 10 reading passages 38 multiple-choice questions 50 minutes, plus an additional 10 minutes for preparation TCAP Reading and Language Arts Performance Indicator Form 5B 3

28 Session 1 Using Your Performance Indicator Reading tests are usually given in multiple sessions. You will probably want your students to work with the TCAP Performance Indicator practice tests in the same way. In addition, schedule a review session as close as possible to the completion of the test. This will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with students ways in which their comprehension and written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice and/or short-response questions, reproduce the answer sheets on pages 8 10 of this guide. Remind students to write their name on the answer sheets. Then instruct them on how to fill in the circles clearly. Allow 60 minutes for this first session. Make sure each student has a Form B booklet, two No. 2 pencils, and optional answer sheets, if you are using them. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to read all the passages carefully and answer the 39 questions about what you have read. Check to be sure students have written their names on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully before circling the letter of the best answer. For the short-response questions, remind students to write directly in the booklet and answer the question completely. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 1. Continue working until you reach the word Stop on page 20. If you finish early, review your work and sit quietly until the time is up. Do not look ahead at the other session. Now turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 20 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. 4 TCAP Reading and Language Arts Performance Indicator Form 5B

29 Collect the students booklets. Make sure each booklet has the student s name on it. Thank the class for their cooperation. Session 2 Allow 50 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, and optional answer forms. SAY For Session 2, you will have 50 minutes to read the passages carefully and answer the 38 questions about what you have read. Open your booklets to page 21. Read, or have a volunteer read, the directions. SAY I am now writing the time on the chalkboard. Remember that you have 50 minutes to work on Session 2. Continue working until you reach the word Stop on page 36. If you finish early, review your work in Session 2 only and sit quietly until the time is up. You may not look back at the previous session. Now turn to page 22 and begin. Check to be sure students have begun working on the booklet correctly. After 40 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish page 36 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Collect the students booklets. Thank the class for their cooperation. TCAP Reading and Language Arts Performance Indicator Form 5B 5

30 Answer Key Session 1 Storms, Page 4 1. A [SPI ] 2. H [SPI ] 3. D [SPI ] 4. G [SPI ] 5. A [SPI ] 6. G [SPI ] 7. Short-response [SPI ] Thunderstorms would be a better title because it is more specific. It tells the reader more clearly what the passage is about. There are other kinds of storms, such as sandstorms, but this passage is only about thunderstorms. Flash from the Past, Page 8 8. G [SPI ] 9. A [SPI ] 10. H [SPI ] 11. D [SPI ] 12. H [SPI ] 13. D [SPI ] 14. F [SPI ] 15. Short-response [SPI ] Patti is bored, and she wants something to do. Her dad asks her to help clean the attic. In the attic, they find an old camera that still contains photos taken long ago. They get the photos developed, and enjoy them. The Swing, Page F [SPI ] 17. C [SPI ] 18. G [SPI ] 19. B [SPI ] 20. F [SPI ] 21. Short-response [SPI ] The setting is out in the country where there are farms. The speaker writes about the rivers, and trees and cattle and all/over the countryside. It also sounds as though the speaker is on a swing set in the yard of a house. Best Supporting Actor, Page F [SPI ] 23. C [SPI ] 24. F [SPI ] 25. D [SPI ] 26. H [SPI ] 27. B [SPI ] 28. H [SPI ] 29. B [SPI ] 30. Short-response [SPI ] Morgan Freeman was born in Memphis in He went into acting and became skillful and successful as a supporting actor. He is almost never the star of the movie, but he does a great job as a member of the supporting cast, acting with superstars such as Gene Hackman, Kevin Costner, Clint Eastwood, Hillary Swank, Brad Pitt, Jim Carrey, and Jennifer Lopez. Frogs and Pumpkins Clean Up Town Lake Park, Page A [SPI ] 32. J [SPI ] 33. C [SPI ] 34. J [SPI ] 35. A [SPI ] 36. G [SPI ] 37. B [SPI ] 38. Short-response [SPI ] At the beginning of the passage, Erin was feeling upset about having to clean up a park, but at the end of the passage, she cheered up and enjoyed herself because she and her friend Cara went for a fun boat ride, and she was probably also feeling proud of herself for what she had accomplished. 39. Short-response [SPI ] All we do is work, work, work! (Also acceptable is any grammatically correct variation that includes the word work at least once.) Session 2 Mr. Robinson s Letter, Page H [SPI ] 41. D [SPI ] 42. G [SPI ] 43. D [SPI ] 44. F [SPI ] 45. A [SPI ] 6 TCAP Reading and Language Arts Performance Indicator Form 5B

31 School Safety Manual, Page F [SPI ] 47. B [SPI ] 48. J [SPI ] Fads, Page A [SPI ] 50. F [SPI ] 51. C [SPI ] 52. H [SPI ] 53. B [SPI ] 54. F [SPI ] Carla s Note, Page B [SPI ] 56. J [SPI ] 57. A [SPI ] 58. H [SPI ] 59. B [SPI ] 60. J [SPI ] 61. C [SPI ] Calvin s Story, Page H [SPI ] 63. B [SPI ] 64. F [SPI ] 65. C [SPI ] 66. J [SPI ] Sheila s Report, Page A [SPI ] 68. H [SPI ] Kelvin s Report, Page B [SPI ] 70. H [SPI ] Kelvin s Outline, Page B [SPI ] 72. H [SPI ] Selling Cookies, Page C [SPI ] 74. F [SPI ] 75. B [SPI ] Sentences, Page F [SPI ] 77. C [SPI ] TCAP Reading and Language Arts Performance Indicator Form 5B 7

32 Multiple-Choice Answer Sheet Name Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5B

33 Multiple-Choice Answer Sheet Name Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5B

34 Short-Response Answer Sheet Name _ TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5B

35 Multiple-Choice Answer Sheet Answer Key Session 1 1 a b c d 2 f g h j 3 a b c d 4 f g h j 5 a b c d 6 f g h j 7 a b c d 8 f g h j 9 a b c d 10 f g h j 11 a b c d 12 f g h j 13 a b c d 14 f g h j 15 a b c d 16 f g h j 17 a b c d 18 f g h j 19 a b c d 20 f g h j 21 a b c d 22 f g h j 23 a b c d 24 f g h j 25 a b c d 26 f g h j 27 a b c d 28 f g h j 29 a b c d 30 f g h j 31 a b c d 32 f g h j 33 a b c d 34 f g h j 35 a b c d 36 f g h j 37 a b c d 38 f g h j 39 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5B

36 Multiple-Choice Answer Sheet Answer Key Session 2 40 f g h j 41 a b c d 42 f g h j 43 a b c d 44 f g h j 45 a b c d 46 f g h j 47 a b c d 48 f g h j 49 a b c d 50 f g h j 51 a b c d 52 f g h j 53 a b c d 54 f g h j 55 a b c d 56 f g h j 57 a b c d 58 f g h j 59 a b c d 60 f g h j 61 a b c d 62 f g h j 63 a b c d 64 f g h j 65 a b c d 66 f g h j 67 a b c d 68 f g h j 69 a b c d 70 f g h j 71 a b c d 72 f g h j 73 a b c d 74 f g h j 75 a b c d 76 f g h j 77 a b c d TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Form 5B

37 Scoring Rubric for Short-Response Items This rubric should be used for the short-response questions. Actual scores range from 3 to The response provides a complete, clear, and accurate explanation or answer to the task. The response provides specific details and appropriate textual evidence or examples. The response provides a partial, possibly unclear, explanation or answer to the task. The response attempts to provide appropriate details or textual evidence. May contain minor inaccuracies. The response provides an incomplete or unclear explanation, indicating a misunderstanding of the task. The response provides insufficient details or examples that affect accuracy. The response provides insufficient material for scoring. The response is incorrect or inaccurate. TCAP Reading and Language Arts Performance Indicator Form 5B 13

38 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Class Profile Student Name Vocabulary #1, 11, 13, 19, 34, 35, 60, 74, 75 Main Idea/Details #3, 23, 26, 41, 42, 49, 52, 53, 57, 62, 70, 71, 72 Features of Print #2, 6, 36, 46, 47, 48, 67, 68 Elements of Fiction #9, 14, 16, 33, 37, 55 Genre/Theme #20, 29, 66 Fact/Opinion #5, 22 Sequence #25, 32 Cause/Effect; Inference; Predictions #12, 27, 28, 31, 69 Poetry/Plays/Language #10, 17, 18 Author s Purpose #4, 45, 56 Grammar Conventions #8, 24, 40, 43, 44, 50, 51, 54, 58, 59, 61, 63, 64, 65, 73, 76, 77 TOTAL SCORE 71 Skill Analysis

39 Proficiency Chart for Short-Response Items Class Teacher Date STUDENT NAME #7 #15 #21 #30 #38 #39 TCAP Reading and Language Arts Performance Indicator Copyright 2009 The Continental Press, Inc. Proficiency Chart

40 Tennessee English Language Arts State Performance Indicators, Grade 5 Standard 1 Language State Performance Indicators SPI Identify the correct use of nouns (i.e., singular/plural, possessives, predicate nouns, nouns as objects) and pronouns (i.e., agreement, subject, object) within context. SPI Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, tenses) within context. SPI Identify the correct use of adjectives (i.e., common/proper, comparative forms, predicate adjectives) and adverbs (i.e., comparative forms, negatives) within context. SPI Recognize usage errors occurring within context (e.g., double negatives, troublesome words: {to/too/two, their/there/they re, lie/lay, sit/set, leave/let, learn/teach}). SPI Identify sentences with correct use of commas (i.e., series, dates, addresses, friendly letters, compound sentences, coordinating conjunctions, and introductory words) and of colons within context. SPI Choose the correct use of quotation marks and commas in direct quotations. SPI Identify correctly or incorrectly spelled words in context, including the correct spelling of plurals and possessives. SPI Identify within context a variety of appropriate sentence-combining techniques (i.e., comma + coordinating conjunction, use of semicolon, introductory phrases and/or clauses). SPI Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements) within context. SPI Select the best way to correct incomplete sentences within context. SPI Determine word meanings within context. SPI Recognize root words, prefixes, and syllabication as aids in determining meaning within context. SPI Select appropriate synonyms, antonyms, and homonyms within context. SPI Identify compound words, contractions, and common abbreviations within context. SPI Recognize and use grade-appropriate vocabulary within context. SPI Determine the correct meaning/usage of multiple-meaning words within context. 16 TCAP Reading and Language Arts Performance Indicator Form 5B

41 Standard 2 Communication State Performance Indicators SPI Identify the audience for a given speech. SPI Identify the criteria necessary for a good group leader appropriate to a particular task (i.e., understands the group task, works well with others, keeps the group on task). SPI Choose the best summary of a speech. SPI Organize ideas in the most effective order for an oral presentation. Standard 3 Writing State Performance Indicators SPI Identify the audience for which a text is written. SPI Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report). SPI Choose the supporting sentence that best fits the context and flow of ideas in a paragraph. SPI Identify the sentence irrelevant to a paragraph s theme or flow. SPI Select an appropriate concluding sentence for a well-developed paragraph. SPI Rearrange sentences to form a sequential, coherent paragraph. SPI Select details that support a topic sentence. SPI Select vivid and active words for a writing sample. SPI Choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph. SPI Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. SPI Rearrange paragraphs in a narrative writing selection in sequential and chronological order. SPI Select an appropriate title that reflects the topic of a written selection. SPI Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing. TCAP Reading and Language Arts Performance Indicator Form 5B 17

42 Standard 4 Research State Performance Indicators SPI Identify the most reliable information sources available for preparing a research report. SPI Identify information that should or should not be included in a citation. SPI Complete a graphic organizer (e.g., chart, web) organizing material collected from text or technological sources. SPI Select appropriate sources from which to gather information on a given topic. Standard 5 Logic State Performance Indicators SPI Locate information to support opinions, predictions, and conclusions. SPI Identify stated or implied cause-and-effect relationships in text. SPI Distinguish between fact/opinion and reality/fantasy. SPI Determine the conflict in a text and recognize its solution. SPI Select a logical word to complete an analogy using synonyms, antonyms, homonyms, categories, and subcategories. SPI Make inferences and draw appropriate conclusions from text. SPI Indicate the correct sequence of events in text. Standard 6 Informational Text State Performance Indicators SPI Select questions used to focus and clarify thinking before, during, and after reading text. SPI Select and use common text features to make meaning from text (e.g., headings, key words, graphics, captions, sidebars). SPI Locate information using available text features (e.g., maps, charts, graphics). SPI Identify the stated main idea and supporting details in text. SPI Select the best summary of a text. SPI Arrange a set of instructions in sequential order. 18 TCAP Reading and Language Arts Performance Indicator Form 5B

43 Standard 7 Media State Performance Indicators SPI Select the most appropriate medium or media for accessing information, writing a report, or enhancing an oral presentation. SPI Determine the main idea in a visual image. SPI Identify the mood created by a visual image. SPI Identify the various functions of media in daily life (i.e., communication, entertainment, information, persuasion). Standard 8 Literature State Performance Indicators SPI Identify setting, characters, plot, and theme. SPI Recognize reasonable predictions of future events within a given context. SPI Distinguish among various literary genres (e.g., poetry, drama, letters, ads, historical fiction, biographies, autobiographies). SPI Identify and interpret the main incidents of a plot, their causes, how they influence future actions, and how they are resolved. SPI Recognize that a story is told from first-person point of view. SPI Determine whether the theme is stated or implied within a passage. SPI Identify similes, metaphors, personification, and hyperbole in context. SPI Identify the effect of sound within context (i.e., onomatopoeia, alliteration, rhythm, rhyme, repetition). SPI Identify the author s purpose (i.e., to inform, to entertain, to share feelings, to describe, to persuade). TCAP Reading and Language Arts Performance Indicator Form 5B 19

44 Connecting Assessment to Instruction, Answer Guide TCAP Reading and Language Arts Performance Indicator Grade 5, Form B This answer guide will help you connect each TCAP Reading and Language Arts Performance Indicator test question directly to the appropriate lesson in the TCAP Finish Line Reading and Language Arts, Grade 5 workbook. The correlation to the state performance indicator will assist you in providing more focused instruction in the areas in which students may require additional support. State Performance TCAP Finish Line Reading Question Answer Indicator and Language Arts, Grade 5 1 A SPI Lesson 3 2 H SPI Lesson 5 3 D SPI Lesson 6 4 G SPI Lesson 13 5 A SPI Lesson 12 6 G SPI Lesson 5 7 See Sample Answer SPI Lesson 6 8 G SPI Lesson 4 9 A SPI Lesson H SPI Lesson D SPI Lesson 1 12 H SPI Lesson 7 13 D SPI Lesson 1 14 F SPI Lesson See Sample Answer SPI Lesson 6 16 F SPI Lesson C SPI Lesson G SPI Lesson B SPI Lesson 2 20 F SPI Lesson See Sample Answer SPI Lesson F SPI Lesson C SPI Lesson 6 24 F SPI Lesson 4 25 D SPI Lesson 9 26 H SPI Lesson 6 27 B SPI Lesson 8 28 H SPI Lesson 8 29 B SPI Lesson See Sample Answer SPI Lesson 6 31 A SPI Lesson 8 32 J SPI Lesson 9 33 C SPI Lesson TCAP Reading and Language Arts Performance Indicator Form 5B

45 34 J SPI Lesson 3 35 A SPI Lesson 1 36 G SPI Lesson 5 37 B SPI Lesson See Sample Answer SPI Lesson See Sample Answer SPI Lesson 4 40 H SPI Lesson 4 41 D SPI Lesson 6 42 G SPI Lesson 6 43 D SPI Lesson 4 44 F SPI Lesson 4 45 A SPI Lesson F SPI Lesson 5 47 B SPI Lesson 5 48 J SPI Lesson 5 49 A SPI Lesson 6 50 F SPI Lesson 4 51 C SPI Lesson 4 52 H SPI Lesson 6 53 B SPI Lesson 6 54 F SPI Lesson 4 55 B SPI Lesson J SPI Lesson A SPI Lesson 6 58 H SPI Lesson 4 59 B SPI Lesson 4 60 J SPI Lesson 2 61 C SPI Lesson 4 62 H SPI Lesson 6 63 B SPI Lesson 4 64 F SPI Lesson 4 65 C SPI Lesson 4 66 J SPI Lesson A SPI Lesson 5 68 H SPI Lesson 5 69 B SPI Lesson 8 70 H SPI Lesson 6 71 B SPI Lesson 6 72 H SPI Lesson 6 73 C SPI Lesson 4 74 F SPI Lesson 1 75 B SPI Lesson 2 76 F SPI Lesson 4 77 C SPI Lesson 4 TCAP Reading and Language Arts Performance Indicator Form 5B 21