California Assessment of Student Performance and Progress
California Spanish Assessment
Practice Items Scoring Guide for Grade Three,
Accommodated
© California Department of EducationPrepared by Educational Testing Service ®Posted November 2019
CAASPP System
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CSA Practice Items Scoring Guide—Grade Three, Accommodated
Table of Contents Introduction to Practice Test Scoring Guide ........................................................................1
Example of Metadata ........................................................................................................... 2
Grade Three Sample Items ....................................................................................................3
Introduction to Practice Test Scoring Guide
January 2020 California Spanish Assessment Practice Items Scoring Guide 1
Introduction to Practice Test Scoring Guide This California Spanish Assessment (CSA) practice items scoring guide offers details about the items, student response types, correct responses, and related scoring considerations for the included samples of practice items. The items selected for the practice test are designed to reflect the following:
• A broad coverage of claims that closely mirror the CSA summative blueprint
• A broad coverage of California Common Core State Standards en Español (CCCSSeE) for the claims assessed by the CSA, i.e., Reading, Listening, and Writing Mechanics
• A range of student response types
• A breadth of difficulty levels across the items, ranging from easier to more difficult items
It is important to note that all student response types are not fully represented on every practice test, but a distribution can be observed across all the practice tests. The items presented are reflective of refinements and adjustments to content based on pilot test results and expert recommendations from a content perspective. The samples cover a selection of items from grade three. The following information is presented along with each item:
• Grade Level: The intended grade level of the item
• Claim: The reporting category of the evidence being gathered
• Content Category: Further information regarding the content being assessed
• Standard: A reference to the assessable evidence statements of what students should know and be able to do
• Max. Points: The total number of available points for the item
• Item and Stimulus: A representation of the item and any associated stimulus
• Answer Key: The expected student response or example response including score point value
Each item is aligned with a specific CCCSSeE, but some items may align with two CCCSSeE, specifically the Listening items and some composite items. Listening items have a primary standard that aligns with one of two CCCSSeE at each grade level. They also have a secondary standard aligning with a Reading standard to provide consistency in content between the Listening and Reading claims, known collectively as the interpretive domains. Composite items contain a Part A and Part B; when those parts assess separate standards, primary and secondary standards are provided. The items included in this guide represent a variety of the types of questions used to evaluate the CCCSSeE, although this sample group is not fully inclusive of the wide range of difficulty levels of the questions or the content.
Introduction to Practice Test Scoring Guide
2 California Spanish Assessment Practice Items Scoring Guide January 2020
Each item that follows has metadata as shown in the following table. The item number in the table preceding each sample item corresponds to the sequence number of the item as it appears in the practice test. If the wording of the standard includes “CA” at the end, it is a standard with wording specific to California for both English and Spanish language arts.
Example of Metadata
Item Grade Level Claim
Content Category Standard
Max. Points
1 3 Reading Vocabulary and Meaning
3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.
2
Grade Three Sample Items
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Grade Three Sample Items
Item Grade Level Claim
Content Category Standard
Max. Points
1 3 Reading Vocabulary and Meaning
3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.
2
Key: Second and third options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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The following passage accompanies grade three items numbered 2 through 7 in the practice test.
Ponte los auriculares y haz clic en el botón para escuchar el audio. Para detener el audio, haz clic de nuevo en el botón.
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Item Grade Level Claim
Content Category Standard
Max. Points
2 3 Listening Listening Comprehension
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. This item also maps to a secondary standard: 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
1
Key: First, third, and fifth options (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
3 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1
Key: A (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
4 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
1
Key: D (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
5 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.RI.6 Distinguish their own point of view from that of the author of a text.
2
Key: First and third options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
6 3 Listening Listening Comprehension
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. This item also maps to a secondary standard: 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
2
Key: First drop-down menu: juegan con objetos Second drop-down menu: brincan en las olas Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
7 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.
1
Key: C (1 point)
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The following passage accompanies grade three items numbered 8 through 16 in the practice test.
El aguacate
1 Javier y sus padres llegaron a la casa de sus abuelos después de un largo viaje. Su abuela abrió la puerta y con mucho gusto se abrazaron. Cada vez que Javier y sus padres visitaban a los abuelos, la casa estaba llena de olores maravillosos que venían de la cocina. Hoy la casa olía a una mezcla de ricos olores dulces, agrios y picantes.
2 —Ven a lavarte las manos, Javier —le dijo la abuela— y ayúdame con la sopa.
3 Javier se lavó las manos y se puso a ayudarle a agregar los ingredientes para la sopa en una olla grande. Agarró una cuchara larga de madera y removió la sopa cuidadosamente.
4 —Espero que tengan hambre —dijo la abuela—. ¡He preparado un verdadero banquete!
5 —¡Qué bien, abuela! ¡Traigo un hambre de lobo! —exclamó Javier.
6 —¡Qué bueno! ¿Sabes qué nos falta, Javier? Nos falta un aguacate. Pero no encontré ninguno esta mañana en el árbol que está detrás de la casa. Supongo que tu abuelo y yo nos hemos comido este año todos los aguacates del árbol.
7 —A mí no me gusta el aguacate, abuela, —dijo Javier.
8 —¿No? —preguntó ella, sorprendida—. ¿Lo has probado alguna vez?
9 —No —contestó Javier—. Pero no me gusta su apariencia. De todos modos, iré a buscar uno si quieres, abuela.
10 —Muy bien —dijo su abuela—. Ojalá que encuentres uno.
11 Javier salió por la puerta de atrás y se acercó al gran árbol de aguacate. Desde muy pequeño, Javier había cortado aguacates de ese árbol, pero nunca había querido probar uno. Javier caminó despacio alrededor del árbol observando las ramas exteriores. No había ningún aguacate.
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12 Entonces, Javier abrió las ramas bajas con las manos y se metió debajo del árbol. Se puso junto al tronco y miró hacia arriba. Estaba rodeado de ramas cubiertas de hojas grandes y brillantes. Eran tantas las hojas y tan gruesas que casi no entraba el sol. Javier buscó por todas las ramas para ver si quedaba algún aguacate. Por fin vio uno grande y gordo colgando de una rama alta. El aguacate se veía maduro. Era de color verde oscuro y por eso era difícil distinguirlo entre las hojas.
13 «¿Cómo voy a hacer para alcanzarlo?», pensó Javier. No estaba seguro de que pudiera hacerlo.
14 Javier se puso de puntillas y estiró el brazo derecho lo más que pudo. Las puntas de sus dedos apenas lograban tocar el aguacate. Lo empujó ligeramente y le cayó en su mano izquierda. Javier corrió hacia la casa y entró en la cocina con una sonrisa radiante en la cara.
15 —¡Encontré un aguacate! —anunció felizmente.
16 —¡Ay, qué alegría! —dijo la abuela —. ¡Qué buen trabajo has hecho! Por favor, tráemelo para cortarlo.
17 Javier se lo llevó a la mesa. Ella lo cortó por la mitad y le sacó el hueso. Javier observaba mientras la abuela cortaba el aguacate verde y blando en rebanadas.
18 —Cada vez que corto un aguacate —dijo su abuela— me acuerdo de cuando descubrí que el aguacate es una fruta que se ha comido en América Latina desde hace muchísimos años.
19 —¿Sí? —preguntó Javier. —Eso no lo sabía. —Javier se puso a pensar en el trabajo que le había costado conseguir el aguacate y en la historia del aguacate en América Latina. —Quizás voy a probar un poco de aguacate hoy en la comida —dijo.
20 Al escuchar a Javier, la cara de la abuela se iluminó con una sonrisa de oreja a oreja mientras seguía cortando el aguacate.
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Item Grade Level Claim
Content Category Standard
Max. Points
8 3 Reading RL - Craft and Structure
3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
2
Key: First and fifth options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
9 3 Reading RL - Key Ideas and Details
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
1
Key: C (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
10 3 Reading RL - Key Ideas and Details
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
2
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Key: Part A: B Part B: D Rubric: (2 points) The student selects the correct response in Part A and Part B. (1 point) The student selects the correct response in either Part A or Part B, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
11 3 Reading RL - Key Ideas and Details
3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
1
Key: (1 point) Javier: Dice que encontró un aguacate. No se rinde. La abuela: Menciona que el aguacate es una fruta. Los recibe con un abrazo.
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Item Grade Level Claim
Content Category Standard
Max. Points
12 3 Reading RL - Key Ideas and Details
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
1
Key: B (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
13 3 Reading RL - Key Ideas and Details
3.RL.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
1
Key: A (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
14 3 Reading RL - Craft and Structure
3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.
1
Key: A (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
15 3 Reading Vocabulary and Meaning
3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
1
Key: D (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
16 3 Reading Vocabulary and Meaning
3.L.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
1
Key: C (1 point)
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The following passage accompanies grade three items numbered 17 through 34 in the practice test.
Lo siguiente es un borrador de un ensayo de un estudiante. Puede contener errores.
Las matemáticas en la vida diaria
(1) A algunos de nosotros nos gustan las matemáticas mucho. (2) Otros piensan que es una materia muy difícil. (3) Es necesario tener buenos maestros de matemáticas. (4) Pero no obstante, tu vida está rodeada de matemáticas. (5) ¡—, — vives en un mundo lleno de matemáticas!
(6) Las matemáticas se conocen como la ciencia de los números. (7) —, también se usan palabras, símbolos y figuras geométricas. (8) Durante el día, haces uso de las matemáticas sin que te des cuenta. (9) Por ejemplo, cuando te despiertas para ir a la escuela, ves la hora y calculas el tiempo que necesitas para estar listo. (10) Está bien si llegas un poco tarde a la escuela. (11) En verano o en invierno, usas el termómetro para saber la temperatura y así sabes si hace frío o calor.
(12) Las matemáticas también están presentes en los juegos y en los deportes. (13) ¿Acaso no cuentas los saltos a la cuerda cuando saltas? (14) Y si te gusta jugar al futbol, entiendes en qué lugar del rectángulo está la media cancha. (15) — puedes calcular el número de goles que debes meter para ganarle al equipo contrario. (16) Hasta en una fiesta las matemáticas son muy importantes: ¡necesitas saber en cuántas porciones hay que cortar el pastel!
(17) En muchas ocasiones, ni siquiera notamos que estamos haciendo problemas de matemáticas. (18) Son muy fáciles y los resolvemos cada día sin darnos cuenta. (19) Si miras a tu alrededor, a cualquier hora del día, encontrarás figuras geométricas por todas partes: están en los parques, las ves en los edificios, hasta en los muebles. (20) Por ejemplo, si alguien quiere hacer una silla, pues tiene que tomar medidas y usar las matemáticas. (21) Necesita saber cuánto peso puede aguantar la silla.
(22) ¿Cuál es tu canción favorita? (23) ¡Ah!… (24) — no lo creas, las notas musicales también necesitan de las matemáticas para seguir un ritmo y un compás. (25) Piensa en cualquier actividad que realizas durante el
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día. (26) Si prestas atención, te darás cuenta de que de una u otra manera, está muy relacionada con esta ciencia.
(27) La próxima vez que te pregunten si te gustan las matemáticas, piénsalo dos veces antes de contestar.
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January 2020 California Spanish Assessment Practice Items Scoring Guide 25
Item Grade Level Claim
Content Category Standard
Max. Points
17 3 Writing Revising and Editing
3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
1
Key: C (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
18 3 Writing Foundational Mechanics and Conventions
3.L.1g Form and use comparative and superlative adjectives and adverbs and choose between them depending on what needs to be modified (e.g., Juan es alto; Pedro es más alto que Juan; Pedro es altísimo).
1
Key: C (1 point)
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January 2020 California Spanish Assessment Practice Items Scoring Guide 27
Item Grade Level Claim
Content Category Standard
Max. Points
19 3 Writing Foundational Mechanics and Conventions
3.L.2i Use written accents to accurately indicate meaning and function of homophones (e.g., te “you” and té “tea”; si “if” and sí “yes, oneself”).
1
Key: Sí, tú (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
20 3 Writing Revising and Editing
3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
1
Key: D (1 point)
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January 2020 California Spanish Assessment Practice Items Scoring Guide 29
Item Grade Level Claim
Content Category Standard
Max. Points
21 3 Writing Revising and Editing
3.W.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
1
Key: C (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
22 3 Writing Revising and Editing
3.W.2b Develop the topic with facts, definitions, and details.
1
Key: C (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
23 3 Writing Foundational Mechanics and Conventions
3.L.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
2
Key: Part A: D Part B: A Rubric: (2 points) The student selects the correct response in Part A and Part B. (1 point) The student selects the correct response in either Part A or Part B, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
24 3 Writing Foundational Mechanics and Conventions
3.RF.3g Recognize and formulate diminutives (e.g., -ito) and augmentatives (e.g., -ote, -ón).
1
Key: B (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
25 3 Writing Foundational Mechanics and Conventions
3.RF.3e Recognize English-Spanish cognates and explain the differences in pronunciation and spelling.
2
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Key: Part A: A Part B: D Rubric: (2 points) The student selects the correct response in Part A and Part B. (1 point) The student selects the correct response in either Part A or Part B, but not both.
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January 2020 California Spanish Assessment Practice Items Scoring Guide 35
Item Grade Level Claim
Content Category Standard
Max. Points
26 3 Writing Revising and Editing
3.W.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
2
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Key: Second and fifth options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
27 3 Writing Foundational Mechanics and Conventions
3.RF.3f Recognize the masculine- or feminine-gendered words that do not conform to the usual rules (example: el mapa, el problema, el águila vs. las águilas).
2
Key: el problema, los problemas Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
28 3 Reading Vocabulary and Meaning
3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
2
Key: Second and third options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
29 3 Reading Vocabulary and Meaning
3.L.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
1
Key: B (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
30 3 Writing Foundational Mechanics and Conventions
3.RF.3h Recognize and apply adjective endings for agreement with antecedent nouns.
1
Key: A (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
31 3 Writing Foundational Mechanics and Conventions
3.L.1h Use coordinating and subordinating conjunctions.
1
Key: A (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
32 3 Reading Vocabulary and Meaning
3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
1
Key: C (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
33 3 Writing Foundational Mechanics and Conventions
3.RF.3j4 Determine which sound or letter ends a word (vowel, consonant, “n” or “s”).
1
Key: First and second options (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
34 3 Writing Foundational Mechanics and Conventions
3.RF.3j Use written accents correctly in familiar words according to the lexically stressed syllable, using systematic analysis.
1
Key: D (1 point)
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The following passage accompanies grade three items numbered 35 through 40 in the practice test.
Ponte los auriculares y haz clic en el botón para escuchar el audio. Para detener el audio, haz clic de nuevo en el botón.
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Item Grade Level Claim
Content Category Standard
Max. Points
35 3 Listening Listening Comprehension
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. This item also maps to a secondary standard: 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
1
Key: B (1 point)
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January 2020 California Spanish Assessment Practice Items Scoring Guide 47
Item Grade Level Claim
Content Category Standard
Max. Points
36 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
1
Key: para pasar las fiestas juntos (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
37 3 Listening Listening Comprehension
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. This item also maps to a secondary standard: 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
1
Key: B (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
38 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
1
Key: C (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
39 3 Listening Listening Comprehension
3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. This item also maps to a secondary standard: 3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters.
2
Key: Third and fourth options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
40 3 Listening Listening Comprehension
3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. This item also maps to a secondary standard: 3.L.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
2
Key: Third and fifth options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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The following passage accompanies grade three items numbered 41 through 51 in the practice test.
El valle de los vegetales
1 Al Valle de San Joaquín en California se le conoce como “la ensaladera, el recipiente de ensalada, de los Estados Unidos”. Es conocido así por una buena razón. En este valle se producen más frutas y verduras que en ninguna otra área de igual tamaño en el mundo. Estas frutas y verduras alimentan a muchas personas en todo el país.
2 El Valle de San Joaquín está situado en la parte central de California dentro de lo que se conoce como el Valle Central. Este valle consiste de un área muy grande de terreno plano que mide 450 millas de norte a sur, y está rodeado de montañas. La zona norte del Valle Central la forma el Valle de Sacramento y la zona sur, la forma el Valle de San Joaquín.
3 La tierra de este valle es rica para cultivar una gran variedad de plantas. Aunque el clima del Valle de San Joaquín es muy caluroso durante el verano, el sol permite que las plantas crezcan.
4 Las plantas necesitan agua para crecer, pero en la mayor parte del Valle de San Joaquín llueve muy poco. Además, el agua de lluvia no es suficiente para satisfacer las necesidades de las plantas. Por eso, hace 60 años que los agricultores de este valle empezaron a traer agua desde las montañas.
5 En los arroyos de las montañas cercanas hay bastante agua. Durante el invierno, la nieve se acumula en la cima de las montañas, pero produce una gran cantidad de agua cuando se derrite. Los agricultores construyeron unos canales de cemento llamados acueductos. En cuanto el agua llega a los acueductos, baja de la montaña hacia el valle y se usa para regar los campos de cultivo. De esta manera, las plantas tienen suficiente agua para crecer.
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6 El área sembrada se extiende por muchas millas. Se pueden ver espárragos, zanahorias y melones, así como otros productos agrícolas. Algunos agricultores también siembran diferentes clases de pimientos.
7 También hay huertos de árboles que producen almendras y pistachos. Hay pequeños bosques de naranjos, durazneros (melocotoneros) y cerezos. Incluso siembran uvas para comer y para producir jugos (zumos).
8 El Valle de San Joaquín no es tan famoso como Hollywood. Hay muchas personas que no han oído hablar de él. Los turistas pasan por este valle cuando van a sitios muy populares como el Parque Nacional Yosemite. Pero el paisaje del Valle de San Joaquín, con sus miles de hileras de plantas, tiene su propia belleza. En primavera, algunas personas lo visitan solo para ver los huertos y los campos llenos de frutas y verduras.
Actividad de ciencias: sembrar un jardín de sandías
Este año, los estudiantes de tercer grado aprenderán cómo sembrar sandías y cuidarlas. En la clase de ciencias estudiarán todo sobre estas plantas. En el mes de febrero, comenzarán a estudiar la planta de la sandía. Durante la primavera, plantarán semillas de sandía y podrán observar cómo crecen estas plantas y sus frutos. En el mes de junio, participarán en la competencia de la sandía más sabrosa en el Festival de la Sandía de nuestra ciudad.
Cómo preparar la tierra Para preparar la tierra antes del sembrado, primero hay que limpiarla bien de malas hierbas, piedras y basura. Luego se la debe remover con un rastrillo para que quede suelta. La maestra mostrará al equipo encargado de esta tarea cómo se remueve la tierra.
Cómo plantar las semillas 1. Con una palita, hacer hoyos a una distancia de 18 pulgadas entre ellos. 2. Colocar una semilla en cada hoyo y taparlos con tierra. 3. Regar bien la tierra para que la semilla tenga agua suficiente para brotar.
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Cómo cuidar del jardín Además de regar el jardín regularmente, el equipo encargado deberá mantener el jardín limpio de hojas secas y ramitas que caigan sobre la tierra.
Observación Se espera que todos los estudiantes observen cómo crecen las plantas y las sandías una vez a la semana, y que dibujen en su diario cómo cambian las plantas y los frutos conforme van creciendo.
Cosecha Las sandías tardan de 65 a 90 días en estar listas. Después, todos los estudiantes trabajarán juntos para cosechar las sandías. Los alumnos recibirán como premio una medalla por haber participado en esta actividad y al mismo tiempo tendrán la oportunidad de competir en el Festival de la Sandía. Recuerda que el jardinero que atiende su jardín con cuidado se verá recompensado.
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January 2020 California Spanish Assessment Practice Items Scoring Guide 55
Item Grade Level Claim
Content Category Standard
Max. Points
41 3 Reading RI - Craft and Structure
3.RI.6 Distinguish their own point of view from that of the author of a text.
1
Key: D (1 point)
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56 California Spanish Assessment Practice Items Scoring Guide January 2020
Item Grade Level Claim
Content Category Standard
Max. Points
42 3 Reading RI - Key Ideas and Details
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
1
Key: llevar agua a los cultivos (1 point)
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January 2020 California Spanish Assessment Practice Items Scoring Guide 57
Item Grade Level Claim
Content Category Standard
Max. Points
43 3 Reading RI - Key Ideas and Details
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
1
Key: A (1 point)
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58 California Spanish Assessment Practice Items Scoring Guide January 2020
Item Grade Level Claim
Content Category Standard
Max. Points
44 3 Reading RI - Integration of Knowledge and Ideas
3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
1
Key: (1 point) Primero: El agua de las lluvias no es suficiente para las plantas del Valle de San Joaquín. Segundo: Los agricultores traen agua de las montañas. Tercero: Los agricultores riegan las plantas.
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January 2020 California Spanish Assessment Practice Items Scoring Guide 59
Item Grade Level Claim
Content Category Standard
Max. Points
45 3 Reading RI - Craft and Structure
3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
1
Key: B (1 point)
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Item Grade Level Claim
Content Category Standard
Max. Points
46 3 Reading Vocabulary and Meaning
3.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (See grade 3 Language standards 46 for additional expectations.) CA
2
Key: Second and fourth options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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Item Grade Level Claim
Content Category Standard
Max. Points
47 3 Reading RI - Key Ideas and Details
3.RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
1
Key: (1 point) Primero: turnarse para regar las plantas Segundo: observar las plantas y hacer dibujos Tercero: cosechar las sandías
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62 California Spanish Assessment Practice Items Scoring Guide January 2020
Item Grade Level Claim
Content Category Standard
Max. Points
48 3 Reading RI - Key Ideas and Details
3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2
Key: Third and fifth options Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
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January 2020 California Spanish Assessment Practice Items Scoring Guide 63
Item Grade Level Claim
Content Category Standard
Max. Points
49 3 Reading RI - Key Ideas and Details
3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
1
Key: B (1 point)
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64 California Spanish Assessment Practice Items Scoring Guide January 2020
Item Grade Level Claim
Content Category Standard
Max. Points
50 3 Reading Vocabulary and Meaning
3.L.4a Use sentence-level context as a clue to the meaning of a word or phrase.
1
Key: C (1 point)
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January 2020 California Spanish Assessment Practice Items Scoring Guide 65
Item Grade Level Claim
Content Category Standard
Max. Points
51 3 Reading RI - Integration of Knowledge and Ideas
3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
2
Key: First drop-down menu: el clima afecta el crecimiento de las plantas Second drop-down menu: se necesita preparar la tierra antes de sembrar Rubric: (2 points) The student selects the two correct responses. (1 point) The student selects one of the correct responses, but not both.
