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Grades 2-5 Carousel Testers Fourth Edition Carousel of IDEAS English Language Development Program Includes: • Introduction, Benefits, and Overview of the Carousel Testers • Features of the Carousel Testers • End-of-Chapter Scores and Implications for Instruction • Analysis of Test Items Prepare students for high-stakes testing, evaluate mastery, and uncover students’ learning gaps with the Carousel Testers, a formal assessment component of the Carousel of IDEAS, Fourth Edition program.

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Page 1: Carousel Testers Fourth Edition Carousel ofIDEASballard-tighe.com/carousel-of-ideas/.../carouseltesterssampler.pdf · Grades 2-5 Carousel Testers Fourth Edition Carousel ofIDEAS

Grades 2-5

Carousel Testers Fourth Edition

Carousel of IDEASEnglish Language Development Program

Includes:• Introduction, Benefits, and Overview of the Carousel Testers

• Features of the Carousel Testers

• End-of-Chapter Scores and Implications for Instruction• Analysis of Test Items

Prepare students forhigh-stakes testing,

evaluate mastery, anduncover students’

learning gaps with theCarousel Testers, a formal

assessment componentof the Carousel of IDEAS,Fourth Edition program.

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Dear Educator,

I am pleased to introduce you to the new Carousel Testers. The Testers were developed to provide concise,effective, and rigorous assessments that allow you to keep regular tabs on how well the students aremastering the language learning goals of the Carousel program. They also help you introduce students toimportant testing practices and concepts, such as working silently and individually, selecting responsesappropriately, reviewing one’s work, and working with different selected response and open-ended itemtypes. The chapter tests were designed as achievement tests, so if students have mastered the chapterlearning goals, they should score perfect or near perfect on the tests. Whenever the chapter test resultsindicate poor achievement of the learning goals, detailed tables at the end of each Examiner’s Manualprovide an analysis of the linguistic content of the items in order to identify the skills that need reteachingto help students catch up with their peers.

The test design is based on an analysis of the chapter learning goals in terms of both content andlanguage level. Simpler, word-level tasks are placed toward the beginning of each test while moreextended and demanding tasks are given toward the end. The tasks also evidence concerted effort to testnot just what is easy to test, such as nouns and individual grammatical structures, but instead to cover thefull range of the chapter learning goals. The learning goals can be summarized in terms of the following:

• Vocabulary: nouns, verbs, adjectives, adverbs

• Grammar: nouns and noun phrases, pronoun formation and use, verb forms and verb phrases,adjective formation and use, adverb formation and use, conjunctions, sentence grammar (statements,questions, exclamations; compound and complex sentences), paragraph structure

• Language Functions: asking, commanding, defining, describing, explaining, expressing, narrating,retelling, sequencing, analyzing, comparing/contrasting, hypothesizing, inferring, persuading,predicting, summarizing

The Carousel Testers are adapted to students’ cognitive and literacy levels. This is why we developedseparate Testers for students in grades K-1 and 2-5. The 2-5 Testers cover all four language skills—speaking, listening, reading, and writing—from Unit 1 Chapter 1 onwards, while the K-1 Testersconcentrate on listening and speaking skills and include some early literacy concepts such as sound-lettercorrespondences and initial, medial, and final sounds of words. The tasks in each chapter test follow thethemes introduced in the chapter while not repeating any tasks already completed during chapter work.

The development of the Carousel Testers was strongly guided by practicality concerns. All parts of thegrades 2-5 tests, except speaking, can be group administered in approximately 20 minutes. This shouldleave the teacher enough time to complete the individual speaking assessment with a whole group after thegroup test part has been administered. The K-1 tests can similarly be administered within a lesson.

The following pages show samples of the Carousel Testers. Since the 2-5 Testers have a more complexstructure with both a Listening & Speaking section and a Reading & Writing section, these tests areintroduced first. Annotations throughout the sampler describe the purpose of each test part, the key featuresof the Testers, and the mastery scoring and diagnostic feedback. I invite you to tour the sampler, andshould you have questions, my colleagues at Ballard & Tighe and I will be happy to answer them.

Sincerely,

Sari Luoma, Ph.D.VP, Assessment Materials

2

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Introduction to the Carousel TestersThe Carousel Testers provide teachers with a formal assessment component to the Carouselof IDEAS, Fourth Edition program. The consumable Testers contain end-of-chapter testsfor all eight units of the Carousel program. There are a total of four Testers for each gradespan, each containing two units of the program. There are two Examiner’s Manuals (Set 1and Set 2) for each grade span.

Grades 2-5The tests for grades 2-5 students assess allfour language domains (Listening, Speaking,Reading, and Writing) on the same test form.

Grades K-1The K-1 tests are designed to be age-appropriate for younger test-takers. Theyassess only Listening and Speaking skills onthe same test form.

New placement tests provide assistance in placing English learners atthe optimal instructional level of the Carousel of IDEAS program.Before beginning instruction, administer a placement test to determinethe student’s starting level in the Carousel program. Placementguidelines are provided in the Examiner’s Manual. There is oneplacement test booklet for grades 2-5 and one for grades K-1.

The Carousel Testers prepare students for high-stakestesting situations. These achievement tests allow teachersto monitor student progress toward NCLB goals.{ }

See back cover for more details about the Carousel Tester components.

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Benefits of Using the Carousel Testers Address district needs to monitor student progress

towards NCLB goals.

Short and easy to use placement tests.

Easy to administer and score.

Consistently test chapter language functions and forms.

Provide students with test-taking practice similar tohigh-stakes testing situations.

Diagnostic feedback reveals how well students havemastered the chapter learning objectives and identifiesareas where some students may need more practice.

End-of-Chapter Scores and Implications forInstruction guide instructional planning.

Analysis of Test Items breaks down what each item istesting—a helpful tool to plan instruction and providereinforcement in areas where students showweaknesses.

Overview of the Carousel TestersDesigned to consistently test language functions and grammatical forms that have beenpresented to students in the chapter, these achievement tests reveal how well studentshave mastered the chapter learning objectives.

TABLE OF CONTENTS (Set 1)Unit 1: My Community Chapter 1: My FamilyChapter 2: My School Chapter 3: Count Me InChapter 4: Color My World Chapter 5: The Amazing Human Body

Unit 2: My Larger CommunityChapter 1: The People Around Me Chapter 2: School DaysChapter 3: I’m Counting on YouChapter 4: Our Animal FriendsChapter 5: The Food We EatChapter 6: Shapes All Around Us Chapter 7: More About the Amazing Human Body

Unit 3: Living and Working TogetherChapter 1: Going to WorkChapter 2: Dress for Success Chapter 3: Numbers EverywhereChapter 4: Farm Animals—Great and Small Chapter 5: Food—Our Bodies’ Fuel Chapter 6: Meals—Times to Meet and Eat Chapter 7:Writing Our Ideas

Unit 4: Our Great Big, Busy WorldChapter 1: Off to Work Chapter 2: Dressed and Ready Chapter 3: Putting Things in Order Chapter 4: Animals from All OverChapter 5: MealtimeChapter 6: Busy Bodies

TABLE OF CONTENTS (Set 2)Unit 5: The World Around MeChapter 1: From Here to ThereChapter 2: One Day at a TimeChapter 3: Just for FunChapter 4: Critters and Creatures Chapter 5: Things I Use Chapter 6: Shape Up

Unit 6: My Environment Chapter 1: Moving Right AlongChapter 2: Marvelous Months Chapter 3: Let’s Play! Chapter 4: Home Sweet Home Chapter 5: Around the HouseChapter 6: Tool Time

Unit 7: Settings and SituationsChapter 1: Dollars & CentsChapter 2: It’s About Time Chapter 3: Counting Up Chapter 4: Splendid SwimmersChapter 5: In My Neighborhood

Unit 8: On the GoChapter 1: Vocations and OccupationsChapter 2: Celebrate! Chapter 3: Timely Terms Chapter 4: Animals: Big and Small

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Grades 2-5

Features of the Carousel TestersListening & Speaking Section (Sets 1& 2)

Part 1: Speaking ResponsesThere are five items in this part. The items focus on chapter functions, such as answering factualquestions, describing, or comparing/contrasting. They also cover key vocabulary from the chapter.The students are tested individually. The examiner asks the students questions, gives commands, orpresents them with social formulas. Students answer the examiner’s questions and prompts orally.The examiner scores the student’s responses while administering the items. The expected responsesare printed in the Examiner’s Manual.

Teacher says:

1. Do you like bananas?[any appropriate response]

2. Tell me one ingredient in afruit salad recipe.[any appropriate response]

3. What vegetable feels rough?[any appropriate response]

4. Use two words to describe abanana.[any appropriate response;student must use twoadjectives and the word andto get credit]

5. [Show THEME PICTURE#8.] Where are the oranges?[behind the girl/father, inback of the girl/father, in thebin, or any appropriateresponse]

1. C I

2. C I

3. C I

4. C I

5. C I

Date: _________________________________

Unit 2: My Larger CommunityChapter 5: The Food We Eat

Chapter 5 Test

Part 1: Speaking Responses

LISTENING AND SPEAKING

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Grades 2-5

6.

7.

8.

9.

10.

O O O

O O O

O O O

O O O

O O O

Part 2: Listening VocabularyDIRECTIONS: Fill in the circle under the picture that goes with the word you hear.

Sample

O O O

Part 2: Listening VocabularyThe five items in this part focus on chapter vocabulary, mostly nouns, verbs, adjectives, andadverbs. The examiner says a word and the students choose a picture that matches what theyheard. From this test part onwards, the test is group administered.

Teacher says:

6. Carrots. Carrots.7. Orange. Orange.8. Tomato. Tomato.9. Potato. Potato.

10. Onion. Onion.

Sample items areprovided for Parts 2-7.The teacher completesthe sample itemtogether with the class.

Unit 2: My Larger CommunityChapter 5: The Food We Eat

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Part 3: Listening ConceptsDIRECTIONS: Fill in the circle under the picture that goes with what you hear.

11.

12.

13.

14.

O O O

O O O

O O O

O O O

O O O

Sample

15.

O O O

Part 3: Listening ConceptsThe five items in this part focus on phrase and sentence level listening. It often covers descriptionsof the properties of objects, their location, relationship to each other, or their categorization. Theexaminer reads a statement, and the students choose a picture that matches it.

Teacher says:

11. It is thin. It is thin.12. It is rough. It is rough.13. It is a crop. It is a crop.14. He is a farmer. He is a

farmer.15. A bunch of bananas.

A bunch of bananas.

The pictures in the test areeither photos or clearillustrations that show keychapter vocabulary—nouns,adjectives, verbs, andprepositions.

Unit 2: My Larger CommunityChapter 5: The Food We Eat

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Grades 2-5

Part 4: Following Oral Directions (Set 1 only)There are five items in this part. They focus on listening at the sentence level and beyond, and inparticular, on understanding and following directions. The examiner asks the students to dosomething, such as circling, underlining, drawing something, or adding something to a partiallycompleted picture. The skills assessed include phonemic awareness and concepts related to languagearts such as rhyming or opposites as appropriate within the chapter learning goals.

Listening & Speaking ScoreThere are a total of 20 items in the Listening & Speaking section inthe Set 1 tests. After testing is complete, tally the number of correctresponses for this section and record it at the end of the section.(See the appendix in the Examiner’s Manual for recommendationsto modify instruction based on the student’s score.)

The Listening & Speaking section in the Set 2 tests is 15 items longand follows the pattern of the first three parts. Part 4 in the Set 2tests is part of the Reading & Writing section.

Listening & Speaking Score: 19-20 Correct: Superior level listening/speaking achievement 17-18 Correct: High level listening/speaking achievement 13-16 Correct: Mid-level listening/speaking achievement <13 Correct: Low level listening/speaking achievement

16.

Part 4: Following Oral DirectionsDIRECTIONS: Listen carefully. Then follow the directions you hear.

Listening & Speaking Score: 19-20 Correct: Superior level listening/speaking achievement 17-18 Correct: High level listening/speaking achievement 13-16 Correct: Mid-level listening/speaking achievement <13 Correct: Low level listening/speaking achievement

Sample

zero dog kitten

room lemon tomato

17.

18.

19.

20.

Teacher says:

16. Draw a line under theword that starts withthe /l/ sound. Draw aline under the wordthat starts with the /l/sound.

17. Circle the fruit that islong and yellow.Circle the fruit that islong and yellow.

18. Draw an apple besidethe vegetable. Drawan apple beside thevegetable.

19. Circle the ingredient.Circle the ingredient.

20. Draw an X on theproduce. Draw an Xon the produce.

Unit 2: My Larger CommunityChapter 5: The Food We Eat

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Grades 2-5

Features of the Carousel TestersReading & Writing Section (Set 1)

Part 5: Match words and pictures.The five items in this part focus on chapter vocabulary, mostly nouns, verbs, adjectives, andadverbs. The students read printed words and match them with pictures.

Part 5: Match words and pictures. DIRECTIONS: Draw a line from the word to the picture that goes with it.

apple

1. grapes

2. pear

3. pineapple

4. lemon

5. carrot

Date: _________________________________

READING AND WRITING

Sample

Unit 2: My Larger CommunityChapter 5: The Food We Eat Chapter 5 Test

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Part 6: Find the missing words.The five items in this part focus on grammar. In the early units, students complete words in thecontext of a picture or a sentence by selecting a letter from three choices. In the later units,students complete sentences from a choice of three words or phrases. The items focus on senseand grammatical correctness. The grammar points assessed correspond to the chapter learninggoals. Students select the response by bubbling in the circle, but for review and practice, theyare also asked to complete the sentence by writing the letter or word they choose.

Part 6: Find the missing words. DIRECTIONS: Each sentence is missing a word. Fill in the circle next to theword that completes the sentence. Then write the word on the line.

Sample

An orange is __________________.O roundO thinO blue

6. The apple is __________________.O furryO longO hard

7. She __________________ fruit.O likeO likesO liking

8. An apple is a __________________.O vegetableO fruitO recipe

9. Pears are __________________.O smoothO roughO thin

10. __________________ you like vegetables?O WhoO NeedO Do

Unit 2: My Larger CommunityChapter 5: The Food We Eat

Grades 2-5

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Part 7: Answer the questions.This part contains five items that focus on productive writing. Students read a question andanswer it by writing a word, a phrase, or a sentence. Some questions include a picture tocontextualize the question. The responses are scored for sense and grammatical correctness.

Part 7: Answer the questions. DIRECTIONS: Read each question. Then write the answers on the linesbelow.

SampleWhich word best fits in the blank? Use a, an, or and.

This is ______________ tomato.

11. Where are these people?

________________________________________________

________________________________________________

________________________________________________

12. Which word best fits in the blank? Use a, an, or and.

I have ______________ onion.

13. Which word best fits in the blank? Use a, an, or and.

The teacher likes apples ______________ oranges.

14. Look at the picture on the right. Where is the banana?

_______________________________________________________________

15. Look at the picture on the right. Where is the apple?

_______________________________________________________________

Reading & Writing ScoreThere are a total of 15 items in the Reading & Writingsection in the Set 1 tests. After testing is complete, tallythe number of correct responses for this section andrecord it at the end of the section. (See the appendix inthe Examiner’s Manual for recommendations to modifyinstruction based on the student’s score.)

Reading & Writing Score: 14-15 Correct: Superior level reading/writing achievement 12-13 Correct: High level reading/writing achievement 9-11 Correct: Mid-level reading/writing achievement <9 Correct: Low level reading/writing achievement

Unit 2: My Larger CommunityChapter 5: The Food We Eat

Grades 2-5

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Features of the Carousel TestersReading & Writing Section (Set 2)

Part 4: Complete the sentences.This part contains five items that focus on word meaning. Students see five gappedsentences. They use a word bank to complete each sentence in a way that makes sense.Each word is only used once, and the word bank includes extra words that will not be used.

Part 4: Complete the sentences.DIRECTIONS: Read the sentence. Choose a word from the word bank to complete the sentence. Write the word on the line. Use each word one timeonly. Some words will not be used.

Date: _________________________________

READING AND WRITING

Sample

The frog __________________ in the garden.

1. The __________________ is hot and dry.

2. The bear __________________ in a cave.

3. A moose is taller than a __________________.

4. A __________________ has many large trees and plants.

5. There are no polar bears in __________________ town.

eat were rain forest beaver shorter jumped

here this sleeps plain desert

Word Bank

Unit 5: The World Around MeChapter 4: Critters and Creatures Chapter 4 Test

Grades 2-5

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Part 5: Read a passage and answer the questions.This part contains a text and five items related to it. Students read the text and answer multiplechoice questions to indicate their understanding of the text. The questions focus on main ideas,details, inferred meanings, and vocabulary in the specific sense in which it is used in the passage.

Part 5: Read a passage and answer the questions.DIRECTIONS: Read the passage and then answer each question. Fill in the circle next to theanswer you choose.

The sky was as black as ink. The moon looked like a big white ball in themiddle of the dark sky. Consuelo and Amelia looked out the window of theirbedroom. They wanted to see animals that are active at night. The girls saw anowl land on a tree branch. They watched a brown spider climb the side of thehouse. They heard a frog croak and saw it jump from place to place. Theywatched a rat run under an old box.

Amelia said, “Look at that black bird!” Consuelo looked closely andwhispered, “That’s not a black bird. That’s a bat!” Amelia started to saysomething, but then she wrinkled her nose. Consuelo smelled something, too.The girls looked at each other and said at the same time, “Skunk!” They closedthe window, but the smell chased after them like a cat chasing a mouse.

SampleWhy were the girls looking out the window? O They wanted to see the moon.O They wanted to see animals.O They wanted to see a skunk.

6. What does the phrase “black as ink” mean? O very dark, like the color of black inkO very long, like a black ink penO very smooth, like black ink

7. What animal do the girls see fly? O a batO an owlO a black bird

8. Why did Amelia wrinkle her nose? O She saw a skunk.O She heard a skunk.O She smelled a skunk.

9. The story says, “The smell chased after them like a cat chasing amouse.” What does this mean? O They could not get away from the smell.O They saw a cat chasing a mouse.O Both a skunk and a cat make bad smells.

10. What do you think will happen next?O The girls will go to bed.O The girls will go outside.O The girls will go to school.

Unit 5: The World Around MeChapter 4: Critters and Creatures

Grades 2-5

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Grades 2-5

Part 6: Fill in the blanks.This part contains five items that test key grammatical points from the chapter.Students read a gapped sentence and choose an appropriate word or expression tocomplete it from three choices. As a way of encouraging review, they are also asked towrite their chosen answer in the gap to complete the sentence.

Part 6: Fill in the blanks. DIRECTIONS: Each sentence is missing a word. Fill in the circle next to theword that best completes the sentence. Then write the word on the line.

Sample

Last week the squirrel _________________ in the park.O playO playsO played

11. Yesterday the beaver _________________ in the water.O swamO swimO swims

12. The rats _________________ under the old box.O runningO ranO runned

13. Yesterday Lolita had fun _________________ the park.O atO onO of

14. Last month the moose _________________ water from thebucket.O drinkO drankO drinking

15. This moose is taller _________________ that fawn.O thanO there O then

Unit 5: The World Around MeChapter 4: Critters and Creatures

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Grades 2-5

Part 7: Write sentences. (Units 5 and 6)/Write a paragraph. (Units 7 and 8)This part focuses on extended writing. In Units 5 and 6, students answer questions in completesentences. In Units 7 and 8, students complete a graphic organizer and then write a paragraph abouta chapter-related topic. The sentences are scored for logical sense and grammatical correctness. Theparagraph is scored on a 0-5 holistic scale that covers paragraph structure, amount and coherenceof ideas, spelling, grammar, and writing conventions.

Part 7: Write sentences. DIRECTIONS: Think about the animals and habitats you learned about inthis chapter. Write five sentences about an animal or its habitat. Eachsentence should be about a different animal or habitat.

Sample

Frogs are _________________________________________.

16. ___________________________________________________

___________________________________________________

17. ___________________________________________________

___________________________________________________

18. ___________________________________________________

___________________________________________________

19. ___________________________________________________

___________________________________________________

20. ___________________________________________________

___________________________________________________

Unit 5: The World Around MeChapter 4: Critters and Creatures

Reading & Writing ScoreThere are a total of 20 items in the Reading & Writingsection in the Set 2 tests. After testing is complete, tallythe number of correct responses for this section andrecord it at the end of the section.

Reading & Writing Score: 20 Correct: Superior level reading/writing achievement 18-19 Correct: High level reading/writing achievement 14-17 Correct: Mid-level reading/writing achievement <14 Correct: Low level reading/writing achievement

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Grades K-1

Features of the Carousel TestersThe end-of-chapter tests for K-1 assess two language domains (listening and speaking). Thelistening tasks (Parts 1 to 3) are group administered. The speaking tasks (Parts 4 and 5) may beadministered to large or small groups, although individual administration would be ideal. Thelistening tasks include circling, simple drawing, and matching activities that will be done byeach student directly in his/her tester. The speaking tasks include answering the teacher’squestions and simple role play (e.g., asking another student a question or asking the student todo something).

Part 1: Word BuilderThere are five items in this part. They focus on chapter vocabulary; mostly nouns, verbs,adjectives, and adverbs. The examiner says a word, and the students choose a picture thatmatches what they heard.

4.

5.

Date:_______________________

LISTENING

Part 1: Word Builder

Sample

1.

2.

3.

Teacher says:

1. Bananas. Bananas. 2. Rough. Rough. 3. Carrot. Carrot. 4. Grapes. Grapes. 5. Round. Round.

Unit 2: My Larger CommunityChapter 5: The Food We Eat

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Grades K-1

Part 2: Language in UseThe five items in this part focus on oral grammar and phonological awareness. They often involvedescriptions of the properties of objects, their location, relationship to each other, and theircategorization. The examiner reads a statement, and the students choose a picture that matches it.The task content is guided by the scope of the chapters. Earlier units test phrase level languageand more concrete concepts, while later units include sentence level communication and moreabstract concepts.

Teacher says:

6. Circle the letter thatmakes the /l/ sound.Circle the letter thatmakes the /l/ sound.

7. Circle the picture thatbegins with the /l/ sound.Circle the picture thatbegins with the /l/ sound.

8. Circle the tomato and thepear. Circle the tomatoand the pear.

9. The pear is on top of thepineapple. The pear ison top of the pineapple.

10. He has the oranges. Hehas the oranges.

9.

10.

Part 2: Language in Use

Sample

ihl

nzc

6.

7.

8.

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Grades K-1

Part 3: Listening for a PurposeThere are five items in this part. They focus on listening at the sentence level and beyond andassess general comprehension and language functions. The examiner reads a statement or asksthe students to do something, and the students choose which picture shows the answer. The skillsassessed include phonemic awareness, the initial, medial, and final sounds of words, rhyming,and comprehension of the meaning of phrases and sentences. Comprehension of simple stories isincluded in the most advanced chapters.

14.

15.

Part 3: Listening for a Purpose

Sample

11.

12.

13.

Teacher says:

11. It is a fruit. It is a fruit.12. It is a vegetable. It is a

vegetable.13. It is long. It is long.14. The apple is beside

the bananas. Theapple is beside thebananas.

15. The teacher has anapple. What does theteacher have? Theteacher has an apple.What does the teacherhave?

Unit 2: My Larger CommunityChapter 5: The Food We Eat

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Grades K-1

Part 4: Oral VocabularyThis part includes five items, which test students’ control of chapter vocabulary. Carousel picturecards and theme pictures as well as classroom objects are often used as props with this test part. Thestudent responses are scored as the test is administered. If individual students are tested, the scoresare marked directly in the student’s test booklet. If the test is group administered, a Speaking TestRecord Sheet is used to keep track of each student’s scores. Group administered tasks are scoredCorrect, Incorrect, or Collaborative Answer (if a student directly copies another student’s response).The Examiner’s Manual includes alternative task content for group administration so that the sametask does not have to be repeated with every student.

Part 4: Oral VocabularyKey: C = Correct, I = Incorrect, X = Collaborative

1. 2. 3. 4. 5.

C I X C I X C I X C I X C I X

Notes: ______________________________________________________________________________________________________________

Date:_______________________

SPEAKING (for teacher use only)

Part 4 instructions to teacher:Items 1-3 are an Item Sequence. Please complete them with each student before moving on to the nextstudent. For these items, you will need the following PICTURE CARDS: grapes, lemon, onion,pineapple, potato, and tomato. Alternate between fruits and vegetables, asking each student to identifythree different fruits or vegetables.

Teacher Script:1. Hold up the PICTURE CARD of a fruit or vegetable, point to a student, and say: What is this? What

is this?2. Hold up the PICTURE CARD of a fruit or vegetable, point to a student, and say: What is this? What

is this?3. Hold up the PICTURE CARD of a fruit or vegetable, point to a student, and say: What is this? What

is this? Repeat items 1-3 with each student before moving on.4. Hold up the PICTURE CARDS of the apple and the pear and say to a student, group, or whole class:

What’s this? An apple and a pear. Now you tell me what I show you. Hold up the PICTURECARDS of the banana and the apple, point to a student and say: What’s this? After the studentresponds, go around the classroom and repeat with each student, alternating between two of thefollowing PICTURE CARDS: apple, banana, carrot, orange, and pear.

5. Say to a student, group, or whole class: The apple is hard and red. Now you tell me about the food.Point to a student and say: Tell me about the banana. If the student doesn’t respond, say: The appleis hard. Now you tell me about the banana. After the student responds, go around the classroom andrepeat with each student, alternating between the words apple, banana, potato, tomato, and pineapple.

Unit 2: My Larger CommunityChapter 5: The Food We Eat Chapter 5 Test

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Grades K-1

Part 5: Responding to Questions and StatementsThere are five items in this part. They focus on interactive oral communication and evaluatestudents’ use of language functions, grammar, and idiomatic expressions. The examiner asks thestudents questions or gives them prompts, and the students respond orally. Students are oftenasked to answer in complete sentences. Interaction with other students is sometimes included.Such interaction is always modeled and guided by the examiner. Scoring follows the samepractice as Part 4.

Teacher Script:6. Point to a student and say: Do you like bananas? After the student responds, go around the class

and repeat, alternating between the words bananas, carrots, apples, lemons, and onions.7. Point to a student and say: Tell me a fruit. After the student responds, go around the class and

repeat with each student, alternating between the words fruit and vegetable. 8. Place the PICTURE CARD of the apple on top of the PICTURE CARD of the orange and say:

The apple is on top of the orange. Now you tell me where the fruit is. Place the PICTURECARD of the apple under the PICTURE CARD of the orange and say: Where is the apple? Afterthe student responds, go around the class and repeat with each student, placing the PICTURECARDS of the apple and orange in various places around the classroom, such as next to the door,under the pencil, and in the box.

9. Hold up THEME PICTURE #8 and say: Point to the lemons. Point to the lemons in THEMEPICTURE #8 and say: Here are the lemons. Point to a student and say: Now you be the teacher.Tell me what to point to. After the student responds, go around the class and prompt each studentto continue to tell you what to point to.

10. Say to a student, group, or whole class: I will say three words. One of them begins with adifferent sound than the others. When I point to you, tell me which word is different. Point to astudent and say: red, laugh, lemon. If the student doesn’t respond, say: Which word begins witha different sound: red, laugh, lemon? After the student responds, go around the class and repeatwith each student, alternating between the words red, laugh, lemon; potato, puppy, ruler; banana,boy, old; and fruit, food, vegetable.

Unit 2: My Larger CommunityChapter 5: The Food We Eat Chapter 5 Test

Part 5: Responding to Questions and StatementsKey: C = Correct, I = Incorrect, X = Collaborative

6. 7. 8. 9. 10.

C I X C I X C I X C I X C I X

Notes: ______________________________________________________________________________________________________________

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End-of-Chapter Scores and Implications for Instruction (Grades 2-5)In each examiner’s manual there is an appendix with the end-of-chapter scores and implicationsfor instruction. Below is the one for grades 2-5. The K-1 version is slightly different becauseonly listening & speaking skills are tested. After each end-of-chapter test, tally students’ scoresfor the Listening, Speaking, Reading, and Writing sections. Depending on a student’s score,modify instruction based on the recommendations below:

❑ Balanced Profile: SUPERIOR: Superior levels in Listening and Speaking and Reading and Writing sections: Thisstudent has a balanced language skills profile. The student who scores at the Superior level is ready to proceed to newmaterial and may be able to handle more challenging language and/or work at a faster pace. No change ininstructional program emphasis is indicated, although it is important to continue challenging this student.

❑ Balanced Profile: HIGH: Similar levels in Listening and Speaking and Reading and Writing sections: This studenthas a balanced language skills profile. The student who scores at the High level is ready to proceed to new material.No change in instructional program emphasis is indicated.

❑ Balanced Profile: MID: Similar levels in Listening and Speaking and Reading and Writing sections: This student hasa balanced language skills profile. The student who scores at the Mid-level needs additional practice beforeproceeding to new material. You may need to reteach concepts the student is missing before moving on. However,assuming that adequate instructional time in English development activities is provided in all language domains, nomajor change in instructional program emphasis is indicated.

❑ Balanced Profile: LOW: Similar levels in Listening and Speaking and Reading and Writing sections: This studenthas a balanced language skills profile, which indicates the student is having difficulty in all language domains. Thisstudent needs additional practice in all areas. You will need to reteach concepts and provide additional support. If thestudent continues to have difficulty grasping the materials, special education services may be appropriate andrequired.

❑ Unbalanced Profile: High/Superior Listening and Speaking and Low/Mid-level Reading and Writing. Muchlike native speakers, most English learners learn to listen and speak before they master reading and writing. As such,it is common for English learners to come to school with greater facility in English listening and speaking skills. Theiroral skills are reinforced in social settings, through the media, and in the predominantly English speaking communityin which many students live. The instructional program should continue to provide a good model of English speakingand many listening opportunities for students. However, emphasis should be placed on reading and writing activities,especially those that focus on content areas such as social studies, literature, and science.

❑ Unbalanced Profile: Low/Mid-level Listening and Speaking and High/Superior Reading and Writing. Englishlearners who enter American schools with strong literacy skills in their primary language exemplify this profile. Thisis especially apparent if the student’s primary language shares similarities with English. The instructional programshould continue to provide good models of English reading and writing and many opportunities for students to readand write. However, emphasis should be placed on listening and speaking activities, especially those that focus onboth social and academic contexts. Give students an opportunity to work on projects in pairs and small groups (aswell as whole classroom activities). Informal cooperative activities tend to be less stressful and more productive interms of helping such students acquire oral language more quickly.

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Analysis of Test Items (Grades 2-5)Appendix G in the Set 1 and Set 2 Examiner’s Manuals contain tables that identify thelinguistic skills tested in each item of each test. These charts are helpful for teachers toidentify areas where a student requires additional attention and practice. For the K-1 Testersthis can be found in Appendix F of the Set 1 and Set 2 Examiner’s Manuals.

Unit 2 Chapter 5Listening and Speaking Section

ITEM NUMBER COMPETENCY ASSESSED SKILL EMPHASIS

1-3, 54

Part 1. Given a verbal prompt, thestudent will apply knowledge ofcommands, requests, or informationquestions to demonstrate listeningcomprehension and verbalexpression.

Functions: - Answer information questions- Describe foods

L, SL, S

6-1011-15

Parts 2 and 3. Given a verbalprompt, the student will applyknowledge of vocabulary bynonverbally indicating the meaningof a target word, phrase, or statement.

Listening Vocabulary: NounsListening Comprehension:Descriptive statements

LL

161617

18-20

Part 4. Given a verbal prompt, thestudent will demonstrate ability tounderstand and follow simpledirections to indicate knowledge oflanguage skills.

Phonemic Awareness: - Relate sounds to letters- Identify beginning sounds

Listening Comprehension:Descriptive statementsFunctions: Classify foods

L, RLL

L

Reading and Writing Section

ITEM NUMBER COMPETENCY ASSESSED SKILL EMPHASIS

1-5

Part 5. Given visual stimuli andword choices, the student will applyvocabulary knowledge to match wordchoices with visual stimuli.

Reading Vocabulary: Nouns R

6, 978106-10

Part 6. Given incomplete sentencesand answer choices, the student willapply vocabulary knowledge tocomprehend and select the mostappropriate answer to complete eachsentence.

Reading Vocabulary: AdjectivesGrammar: Verb usageReading Vocabulary: NounsGrammar: Question formationWriting: Copy words

RRRRW

11

12-13

14-15

Part 7. Given a question or request,the student will apply vocabulary andgrammar knowledge to comprehendthe prompt and write a word, phrase,or sentence in response.

Written Expression: Write adescriptive phraseWritten Expression: Write a word tocomplete a sentenceWritten Expression: Write aprepositional phrase

W

W

W

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Grades 2-5

About the Carousel of IDEAS, Fourth Edition ProgramCarousel of IDEAS, Fourth Edition is a comprehensive and systematic English languagedevelopment (ELD) program designed for English learners in grades K-5 at all levels oflanguage proficiency: beginning, early intermediate, intermediate, early advanced, andadvanced. The Carousel program is based on scientific research on how children bestlearn a second language and integrates listening, speaking, reading, and writing activities,as well as the academic language associated with the major content areas.

Grades 2-5 Tester Components

Set 1 Components Include:• Set 1 Examiner’s Manual• Carousel Tester (Units 1-2)• Carousel Tester (Units 3-4)• Placement Tests A-C

For more information, contact your local representative.• (800) 321-4332• [email protected]• www.ballard-tighe.com

471 Atlas StreetBrea, California 92821-3117(714) 990-4332 fax: (714) 255-9828(800) 321-4332M-2-982-01 November 2009

Set 1

Set 2 Components Include:• Set 2 Examiner’s Manual• Carousel Tester (Units 5-6)• Carousel Tester (Units 7-8)• Placement Tests A-C

Set 2

Grades K-1 Tester Components

Set 1 Components Include:• Set 1 Examiner’s Manual• Carousel Tester (Units 1-2)• Carousel Tester (Units 3-4)• Placement Tests A-B

Set 1

Set 2 Components Include:• Set 2 Examiner’s Manual• Carousel Tester (Units 5-6)• Carousel Tester (Units 7-8)• Placement Tests A-B

Set 2

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