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Guidance explains how to review the sample for the test’s look and feel, encourages a full mock administration, and outlines preparation steps such as distributing page copies and pencils. It also includes directions for introducing the exercise, monitoring students’ work without marking correctness, and ending the session by collecting completed pages. 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Use this item in any way that is helpful for you and your students. If practical for your classroom, WIDA strongly encourages you to do a full mock administration of this sample item, as a realistic administration can help prepare your students for the real test. If you do plan a mock administration, set aside 30 minutes to explain the activity and allow students to answer the questions. Create materials for the mock administration by printing:\u003Cbr>• One copy of page 1 for yourself.\u003Cbr>• One copy of pages 2–4 for each student. (Print single sided) |\n| Introducing the sample items |\n| Explain to your students that they are about to complete a reading exercise. This exercise is similar to a test they will take in the future. The test will be their opportunity to demonstrate their English proficiency in reading, and this practice exercise will help them get ready for the test.\u003Cbr>When the students are ready and understand what they are going to do, pass out the test materials. Each student needs a complete copy of the sample test items and a pencil. Ask the students to write their name at the top of each page. |\n| Monitoring the test |\n| As you walk around the room and monitor the students’ work, check to make sure that each question has been answered. Do not check whether responses are correct or not. If any responses are missing, point them out to the students and invite them to try again.\u003Cbr>End the testing session by saying:\u003Cbr>Please put your pencil down, and I will collect your papers. |\n\n\n| Part E: Class Survey |\n| --- |\n| Mr. Sosa’s class conducted a survey of high school students. Read the table of their results below. |\n| \u003Cbr>Students on Sports Teams This Year\u003Cbr>Grade Gender Number of students on a sports team 9th Girls 79 Boys 81 10th Girls 76 Boys 74 11th Girls 63 Boys 68 12th Girls 54 Boys 52 |\n\n2 © 2020 Board of Regents of the University of Wisconsin System Grades 9–12 Tier B/C Sample Item  \nName:    \n13  \n\n| Mr. Sosa’s students asked all the students in the school,“Do you play on a school sports team?” The class recorded how many students answered yes.\u003Cbr>What information did the students collect to answer their question? |\n| --- |\n|  The total number of students who play sports |\n|  The total number of students of each gender |\n|  The total number of students in each grade |\n\n14  \n\n| Mr. Sosa’s class asked students in different grades to respond to their survey questions. For each grade, they counted the number of girls and the number of boys who answered “yes” to the research question and wrote down these numbers separately. When they made the table, they listed each grade and then the number of girls and boys who are on a sports team in that grade.\u003Cbr>How did the students group the results of their survey? |\n| --- |\n|  By gender and then by grade |\n|  By grade and then by gender |\n|  By sport and then by gender |\n|  By grade and then by sport |\n\nGrades 9–12 Tier B/C Sample Item © 2020 Board of Regents of the University of Wisconsin System 3  \nName:    \n15  \n\n| Mr. Sosa showed his students the results of a similar survey given many years ago, in 1966. Like the data from this year, the table below shows that as grade level goes up, fewer students play on sports teams. This year, the number of girls and boys who play sports in each grade is about equal. However, in 1966, far more boys than girls in each grade played on a sports team. Mr.\u003Cbr>Sosa explained that this difference is probably because in the 1970s, new laws required schools to give boys and girls equal opportunities to play sports.\u003Cbr>Students on Sports Teams in 1966\u003Cbr>Grade Gender Number of students on a sports team 9th Girls 42 Boys 85 10th Girls 38 Boys 79 11th Girls 33 Boys 68 12th Girls 30 Boys 65","cbCaik9MwSc7CUTz","https://ap.wps.com/l/cbCaik9MwSc7CUTz","pdf",763380,"English","# Using this document\n## Introducing the sample items\n## Monitoring the test\n# Part E: Class Survey","[{\"question\":\"What should teachers do before students complete the sample reading exercise?\",\"answer\":\"Review the sample item to understand the test’s look, feel, and process. If doing a mock administration, set aside 30 minutes to explain the activity, and prepare printed copies for yourself and for each student along with pencils.\"},{\"question\":\"How should teachers introduce the sample items to students?\",\"answer\":\"Explain that students are about to complete a reading exercise similar to a future test about demonstrating English proficiency in reading, then distribute the materials once students understand what they will do.\"},{\"question\":\"How should teachers monitor students during the sample test?\",\"answer\":\"Check that each question has been answered, but do not judge whether responses are correct. If any answers are missing, point them out and invite students to try again, then end by collecting the papers.\"}]","ACCESS for ELLs Sample Reading Items - Class Survey | PDF",1790711842]