Story Transcript
III
‘Ii
TRIES (Trilingual Receptive & Expressive Screening)
ADMINISTRATOR’ S MANUAL
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
Acknowledgement I would like to thank everyone who contributed to this project. This would not have been possible without their hard work and dedication. Below is a list of people who worked on the project: Significant Contributors: Dr. Norma Hern6ndez, International Consultants, Inc. Dr. Carl B. Williams, Flagler College Dr. Sandra Fradd, University of Miami Dr. Cheryl Serrano, Lynn University Other Contributors: Mario Nufiez, FL DOE, OMSLE Abel Echea, Florida School for the Deaf & Blind Tammie La-Juan Stout, Florida School for the Deaf & Blind Gislena Kiernan, Florida School for the Deaf & Blind Sandy Davis, Florida School for the Deaf & Blind Michael Gaura, Florida School for the Deaf & Blind David Snow, Florida School for the Deaf & Blind Carol McReynolds, Florida School for the Deaf & Blind Lorelee Bundrick, Florida School for the Deaf & Blind
Betsy Sotillo-Gaura Bilingual Grant Director
TABLE OF CONTENTS Introduction
1
Rationale and Overview
2
Theoretical Framework of Reference
3
Subtest Description
4
Preparation by the Examiner
5
Part I: Interview, Specific Directions
6
Sample of Observations
7
Part II: Vocabulary, Specific Directions
9
Part III: Passage Reading, Specific Directions
10
Part IV: Writing, Specific Directions
11
Forms & Answers
12
TRES-Screening Form
13
TRES-Answer Key
14
TRES-Writing Rubric
18
TRES Placement Screening Results
19
-
Introduction
In 1990, the florida Department of Education issued the “Florida Consent Decree.” This consent decree states specifically how to address the needs of Limited English Proficient students in the state of florida. Many areas are covered under this Consent Decree. One crucial area is initial identification. Every student in the state must fill out a Home Language Survey. In this survey there are 3 questions related to language. If a student has a “yes~~ on any question, then it is the law to assess that student. This screening was developed based on a need to provide a tool to evaluate Hearing-Impaired students who also might qualify for English for Speakers of Other Languages, ESOL, services. Modifications to the screening are made based on the student’s needs. If a student is hearing impaired and there is another language involved other than Spanish, an interpreter is hired when available to help with the oral and written translation of the screening. Also, if a visually impaired student is given the screening, the reading and writing section is given in braille. This screening is a work in progress. Please feel free to contact the ESOL Department at the florida School for the Deaf and Blind to give your comments, feedback and suggestions for improvement. This screening has been pilot tested by the ESOL Department at the Florida School for the Deaf & Blind, FSDB, St. Augustine, Florida. A special thank you to the administration at FSDB for all of their support. I especially would like to thank Elmer Dillingham, Jr., President; Margaret W. McClure, Administrator of Instruction, Curriculum and Staff Development; and Katherine Shetler, Director of Development. I also would like to thank our faculty, parents and students who offered us support and participated in the project.
1
Rationale & Overview of the Assessment In recent years, as a result of an increasing Hispanic population in the United States, atteption has been directed toward synthesizing strategies in the fields of bilingual education and special education to adequately meet the educational needs of students who are Hispanic and deaf An important prerequisite for appropriate educational programming is appropriate assessment of the language skills of Hispanic deaf students. Heretofore, professionals dealing with Hispanic deaf students have relied primarily on their own subjective bunches or the results of diverse tests that have been normed on hearing Hispanic students or non-Hispanic deaf students. This assessment endeavors to provide a language proficiency screening which has been normed and validated specifically with Hispanic deaf students.
Uses Of The Assessment The results of the assessment are useful primarily for identifying, during the intake process, student strengths and weaknesses in the specific skill areas of language, the foundation for overall success in school and in larger society. Assessment of student abilities in reading, writing, speaking/signing, and listening/attending can lead to appropriate determination of suitable programming, particularly the need for supplementary ESOL intervention. Secondly, the assessment can be used to document students’ literacy progress and when it is at a level when specialized services may no longer be warranted. In sum, while no single assessment should ever be used as the sole basis for educational programming decisions, this assessment can contribute valuable information to the overall evaluation profile of Hispanic deaf students.
2
Theoretical Frame Of Reference Well-constructed assessments are based upon a model that provides a theoretical base for their content. This assessment is based on the literacy principle that involves developing Hispanic deaf students’ proficiency in the four basic language modes: listening, speaking, reading, and writing. For deaf students, visual/spatial language modes may supplant or support the oral language modes. Accordingly, watching and signing may supplant or support listening and speaking. Since Hispanic deaf students may possess some level of fluency in Spanish, an opportunity to demonstrate proficiency in the language modes utilizing their home language will be provided. Making provisions for manual communication and Spanish would appear the only defensible strategy for rendering a comprehensive and accurate assessment of the entry-level language skills of Hispanic deaf students. The figure below indicates how the assessment subtests correspond to the four language arts modes.
Language Modes*----*Subtests
ORAL:
RECEPTIVE
EXPRESSIVE
Listening
Speaking
Subtest: Interview
Subtest: Interview
WRITTEN: Reading
Writing
Subtests: Subtest: Word Comprehension Sentence Production Passage Comprehension
3
Subtest Description INTERVIEW This section consists of 3 separate subtest: Oral English, Oral Spanish and Manual communication. Each section consists of 12 basic information questions posed by the examiner. WORD COMPREHENSION This section measures the extent to which the student understands meanings associated with English words in print. The student will circle one of four pictures that best represents the meaning of the stimulus word. This format has been employed in a variety of language tests useful with linguistically diverse populations.
PASSAGE COMPREHENSION The passage comprehension subte~t measures student’s ability to read a short passage and to answer related questions. Passages depict everyday situations familiar to students as well as curriculum concepts appropnate to the students’ age, grade, and developmental levels.
SENTENCE PRODUCTION This section assesses the student’s ability to compose a written sentence in response to apictorial stimulus. The sentence will be evaluated along semantic, grammatical, syntactical and mechanical dimensions.
*If a student speaks another language other than Spanish, an interpreter for that particular language is brought in to assist. For blind students, test modifications are made by brailling all the printed materials.
4
.
Preparation by the Examiner Before administering the test, become thoroughly familiar with the test content, and follow the specific directions for the administration. $ Have materials ready: One Interview test, One English Reading/Writing test booklet, one Spanish Reading/Writing test booklet and a sharpened pencil with an eraser. V Administer Part I, Interview test, first. V Do practice items for each subtest. / Make sure that students understand the task before administering each subtest. / Monitor students to make sure they are following directions and marking responses properly. $ Follow specified directions for administering each subtest. NOTE: The general directions for the tasks and sample items for each section may be communicated in whatever spoken or signed language or combination of languages and systems necessary for the students to understand what is required of them. However, actual test items must not be translated
5
PART I: iNTERVIEW SPECIFIC DIRECTIONS DO:
Have student face the evaluator.
SAY/SIGN: This is the interview part of the test. I want to find which language you can communicate the best. There are three parts to this test: Oral English, Oral Spanish and Sign Language. I will ask you several questions, then you will respond. DO:
Make sure that the language used is comprehensible to the student using any combination of English, Spanish and American Sign Language.
SAY:
Do you understand?
DO:
Make sure students nods or says/signs “yes.” Begin the interview.
SAY:
(In English first) “What is your name?”
DO:
Put a 4 in the slot given if the student answers correctly. If no answer is given, then an X is put in the slot provided. Write under the response area, if any response was given, under content write the response given. Refer to the list of observations and add any additional observations made in the lines provided. Follow the same procedure for the Oral Spanish and Sign Language section. Tally the scores by adding the 4 given per column Then average all three sections for a score.
SAY:
Thank you for your cooperation and for taking the test.
6
:
Samole of Observations while administering the TRES Sian LanguaGe Skills 1. The student does not have receptive skills in ASL. 2. The student has limited or fluent receptive skills in ASL. 3. The student does not have expressive skills in sign ASL. 4. The student has limited or fluent expressive skills in ASL.. 5. The student has limited or fluent finger spelling skills in English. 6. The student can not finger spell in English. 7. The student signs in his/her native language. 8. The student does not sign in his/her native language. 8. The student does not have receptive skills in his/her native sign language. 9. The student has limited or fluent receptive skills in his/her native sign language. 10. The student does not have expressive skills in sign his/her native sign language.. 11. The student has limited or fluent expressive skills in his/her native sign language. Oral Language Skills 1. The student has oral receptive skills in English. 2. The student has limited oral receptive skills in English. 3. The student has fluent oral receptive skills in English. 4. The student does not have oral receptive skills in English. 5. The student has oral receptive skills in Spanish. 6. The student has limited oral receptive skills in Spanish. 7. The student has fluent oral receptive skills in Spanish. 8. The student does not have oral receptive skills in Spanish. 7
:
Both Sign Language & Oral Skills 1. The student receptive skills are better when using oral native language and ASL. 2. The student receptive skills are better when using oral English and ASL. 3. The student receptive skills are equal when either using oral native language & ASL or oral English & ASL. Writing Skills 1. The student can write in English. 2. The student can wrhe in Spanish. 3. Writing skills consist of letters in English. 4. Writing skills consist of letters in isolated words in English. 5. Writing skills consist of sentences in English. 6. Writing skills consist of letters in Spanish. 7. Writing skills consist of letters in isolated words in Spanish. 8. Writing skills consist of sentences in Spanish. 9. Spanish writing skills are better than English writing skills. 10. English writing skills are better than Spanish writing skills.
8
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PART II: VOCABULARY SPECIFIC DIRECTIONS DO:
Distribute test booklet and a pencil with eraser.
SAY/SIGN:
Open your test booklet to page 1.
DO:
Make sure student is on the correct page.
SAY/SIGN:
This is the “Vocabulary” part of the test. I want to find out if you know the meanings of five words. First, you will do the sample. Turn to page 2.
DO:
Make sure student is on the correct page.
SAY/SIGN:
Look at the word at the top of the page: You see 4 pictures. Circle the picture that matches the word
DO:
Pause to allow student to circle the picture.
SAY/SIGN:
and you Good. You circled the correct picture. The word is Now I want you to do numbers 1,2, 3, circled the picture of a 4, & 5 yourself Then stop when you see the word S-T-O-P ± say/sign stop
DO:
Point to stop on page 3. Make sure student returns to page 2.
SAY/SIGN:
Do you understand?
DO:
Make sure students nods or says/signs “yes.”
SAY/SIGN:
Begin.
_______.
9
.
PART III: PASSAGE READING SPECIFIC DIRECTIONS
SAY/SIGN:
Open your test booklet to page 4.
DO:
Make sure student is on the correct page.
SAY/SIGN:
This is the reading part of the test. You will read five short stories and answer three questions about each story. First, you will do an example. Turn to Page 5.
DO:
Make sure student is on the correct page.
SAY/SIGN:
This is a story entitled” the question below it.
DO:
Allow student sufficient time to complete the item.
SAY/SIGN:
The story says You’re right. You circled : Now you will read four stories yourself and answer the questions. When you finish page 9, stop when you see the word S-T-O-P + Say/Sign stov
DO:
Point to stop on page 9. Make sure the student returns to page 6.
SAY/SIGN:
Do you understand?
DO:
Make sure the student nods or says/signs yes
SAY/SIGN:
Begin.
.“
Read the story and answer
_________.
____
10
PART IV: WRITiNG SPECIFIC DIRECTIONS
SAY/SIGN:
Open your booklet to page 10.
DO:
Make sure student is on the correct page.
SAY/SIGN:
This is the writing part of the test. You will choose a picture and write a sentence about that picture. Use your best language. First, let’s look at an example. Turn to page 11.
DO:
Make sure the student is on the correct page.
SAY/SIGN:
Look at the circled picture. It shows Now let’s write a sentence. It says (Say/Sign while pointing to each word): Now you will circle a picture. Then you will write a sentence about the picture: like the sample (point to sample sentence). Be sure to tell who/what is in the picture and what’s haoveninR. When you finish, close your booklet. _______________.
‘‘
.
DO:
Allow student time to complete item. Then, collect booklet.
SAY/SIGN:
Thank you for cooperating and doing this test.
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FORMS & ANSWERS
12
TRES (TRILINGUAL RECEPTIVE AND EXPRESSIVE SCREENING)
Reading Section: Answer Key Level 1: Form A Vocabulary Section:
Sample
c
I
b
2 3 4 5
b a c
b
Reading Paragraphs. Sample: 1.
2. 3. 4.
Best Friends
My Balloons My Birthday My Brothers The Day I Painted
b d
b c
a c
a b
b a d
c a a
c
Level 1: Form B Vocabulary Section: Sample
b
I
C
2 3
a d c b
4 5
Reading Paragraphs: Sample: 1. 2. 3. 4.
Fun with Books My Banana Tree My School Lunch Pizza for Me The Fireman
c
c d b d
d d a b b
a C C C
d
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Reading Section: Answer Key Level 2: Form A Vocabulary Section:
2 3
d b b d
4
b
Sample I
c
5 Reading Paragraphs: Sample: 1. 2. 3. 4’
Swimming Spiders A Fun Place Tom’s Birthday Clean clothes
b d
c
d b
c c b c b
d b a a a
Level 2: Form B Vocabulary Section: Sample
b d b c a
I 2 3
4
5
b
Reading Paragraphs: Sample: 1.
2.
3. 4.
Fun at the Beach The Circus The Back Door A Hot Day Visiting Florida
d a
a
a d c
b b
C C
c d a b C
14
Reading Section: Answer Key Level 3: Form A Vocabulary Section: Sample I
c b d b
2 3 4 5
a
d
Reading Paragraphs. Sample: 1. 2. 3. 4.
Making the Grades Sam Loves Basketball A Trip to the Store Curious About the Universe The Championship Fight
a c
c
b b
c b
a
d a
d
c c
d a
a b a b d
b b d c d
Level 3: Form B Vocabulary Section: Sample I
b c b a b
2 3 4
5
C
Reading Paragraphs Sample: 1. 2. 3.
Jack Sees a Beanstalk A Navy Hero A Baseball Great The Great Inventor
4.
An International Sport
c c a a d
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Reading Section: Answer Key Level 4: Form A Vocabulary Section: Sample
d
I
b
2 3
a b b c
4
5 Reading Paragraphs Sample: 1.
2. 3.
4.
Henry~s Gift Wild Reading The Life of Mark Twain A Cold-Blooded Fact The Birth of Basketball
c b b d d
b d b c c
d b
C
C
d a
d c
C
C
d
c
C
b c
Level 4: Form B Vocabulary Section: Sample
b d a d c b
I
2 3 4
5 Reading Paragraphs. Sample: 1. 2. 3. 4.
Christmas Spirit Honoring Teachers Our Solar Neighbors Hold on to Your Money Have a Heart
d a a b c
16
TRES (TRILINGUAL RECEPTIVE AND EXPRESSIVE SCREENING)
Writing Section: Answer Key (For all levels)
All answers will receive a score of 1 1
No response
2
Sentences unintelligible Not clear Serious errors made Contextually inappropriate
3
Words are misspelled Mechanical errors made
4
Sentences are perfect No mistakes made
-
4:
*Two people will score individually, then the average of the 2 people will be the score.
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TRES Placement Screening Results Part I
—
Interview
Interview: 9-12 Proficient 6-8 Limited 0-5 Not Proficient
Part II- Vocabulary, Reading Passages & Writing Vocabulary:
4-5
Proficient
2-3 0-1
Limited Not Proficient
Reading Passages: 11-12 Proficient 6-10 Limited 0-5 Not Proficient Writing: 3-4 2 0-1
Proficient Limited Not Proficient
Note: All students are given Part I of the screening. For Part II, the student’s files need to be
reviewed to determine which level to give. Both the English and Spanish sections need to be given. If the student scores Proficient, go to the next level. If the student scores Limited or Not Proficient then stop. The student qualifies for ESOL services and the ESOL conunittee must determine eligibility based on all test and file information.
18
:
Trilingual Receptive & Expressive Screening “TR ES” Date: Grade:_
Name: Birthdate:
Part I Interview: Oral Spanish *
Average of the 3 sections.
Part II Language: English Reading/Writing:
/12 Oral English
Form;
vocabulary
Language: Spanish
Form:
Reading/Writing: Vocabulary
/12 Sign
/12
Level:_ /5 Reading
/12 Writing....j4
Level:_ /5 Reading
/12 WritinadS
19
TRES (Trilingual Receptive & Expressive Screening)
PART I
-
INTERVIEW SECTION
Florida School for the Deaf & the Blind
TRILINGUAL RECEPTIVE & EXPRESSIVE SCREENING PART I: INTERVIEW FORM A -
ORAL ENGLISH I. INTERVIEW RESULTS: Receptive:
Expressive:
Content:
/orX
/orX
/orX
Observations:
1. What is your name? 2. How old are you?
_______
_______
__________________
4. What country is your family from?
_______
_______
___________________
5. What city were you born in?
_______
_______
___________________
6. How long have you lived in the United States?
_______
_______
___________________
3. What city do you live in?
7. Where did you go to school last year? 8. A. What language do you use at home?
_______
_______
___________________
_______
___________________
B. What language do you use at school? 9. Which language is easier for you to use?
_______
10. A. Can you read and write in English?
_______
_______
___________________
_______
_______
___________________
B. Can you write in your first language?
Total Score:
/12
_______
/12
/12
General Observations:
1
TRILINGUAL RECEPTIVE & EXPRESSIVE SCREENING PART I: INTERVIEW FORM A -
ORAL SPANISH I. INTERVIEW RESULTS: Receptive:
Expressive:
Content:
VorX
/orX
./orX
Observations:
1. tc6mo te llamas? 2. tCu6ntos aflos tienes? 3. tD6nde vives? 4. toe qu6 pars es tu familia?
_______
5. tEn qu6 ciudad naciste?
_______
_______
6 tCuAnto tiempo has estado en los Estados Unidos?
________
________
7. LA cu4I escuela fuiste el aijo pasado?
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
_______
8. A. L0u6 idioms hablas en tu casa? B. LOU6 idioma hablas en Ia escuela? 9. LOu6I idioms es m~s f~cil pars ti? 10. A. tPuedes escribir y leer en ingl6s? B. tPuedes escribir y leer en espaMol?
Total Score:
/12
/12
_______
___________________
___________________
___________________
___________________
/12
General Observations:
2
TRILINGUAL RECEPTIVE & EXPRESSIVE SCREENING PART I: INTERVIEW
-
FORM A
AMERICAN SIGN LANGUAGE I. INTERVIEW RESULTS: Receptive:
Expressive:
Content:
/orX
.forX
/orX
Observations:
1. What is your name? 2. How old are you? 3. What city do you live in? 4. What country is your family from?
_______
_______
5. What city were you born in?
___________________
6. How long have you lived in the United States?
_______
7. Where did you go to school last year? 8. A. What language do you use at home? B. What language do you use at school?
___________________
_______
_______
___________________
_______
_______
___________________
_______
_______
___________________
_______
_______
___________________
9. Which language is easier for you to use?
_______
_______
___________________
10. A. Can you read and write in English?
_______
_______
_______
_______
B. Can you write in your first language?
Total Score:
/12
/12
_______
__________________
___________________
/12
General Observations:
3
TRES (Trilingual Receptive & Expressive Screening)
PART TI-VOCABULARY, PART ITT-PASSAGE READING, & PART TV-WRITING LEVEL 1, FORM A ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
1
SAMPLE:
house
1.
bike
2.
sun
C 2
3.
ball
4.
arm
$3’ 5.
horse
3
PART III:
PASSAGE READING
4
SAMPLE:
Best Friends
Jos6 and I are best friends. My name is Victor. We play together every day. We share our toys. Today I am sad. Jos6 and his family are moving away. Bye, Jos6. 1. Where is Jos6 moving? a. b. c. d.
near away home school
2. Who played together every day? a. Jos6 b. Jos6 and Victor C. Jos6 and his family d. Victor and his family 3. I feel a. b. c. d.
__________
today.
sad mad glad happy
5
My Balloons I have two red balloons, three yellow balloons and one green balloon. Pop! The green balloon broke! I jumped. 1. How many yellow balloons do I have? a. one b.two c. four d. three 2. Which balloon broke? a. b. c. d.
the red the blue the green the yellow
3. Whatdidldo? a. b. c. d.
Iran. I cried. I jumped. Ipopped.
6
My Birthday Hi! I am Carlos. Yesterday was my birthday. I got lots of gifts and ate lots of cake. My mother, father, ahd brothers were at my party. We laughed and played games. 1. Whose birthday was it? a. b. c. d.
Carlos’ his sister’s his father’s his mother’s
2. What did Carlos eat? a. b. c. d.
cookies lots of cake lots of candy lots of presents
3. When was Carlos’ birthday? a. b. c. d.
today last week yesterday two days ago
7
My Brothers
Hi! My name is Juan. I have two brothers. One brother is Miguel. He is big. One brother is Julio. He is little. I love my brothers. Bye. 1. How many brothers do I have? a. one b.two c. four d. three 2. My brothers’ names are ______and a. b. c. d.
Juan and Julio Juan and Juan Miguel and Julio Juan and Miguel
3. Who is little? a. b. c. ci.
Julio Juan Josef Miguel
8
The Day IPainted I had fun. I painted my chair green. I painted my table blue. I painted my bed red. I painted my floor many different colors. My mother was mad at me. 1. Who was mad at me? a. b. c. d.
my friend my father my mother. my teacher
2. What did I do that day? a. b. c. d.
I ate. Iran. I played. I painted.
3. What color was the bed?
a. red b. blue C. green d. yellow
9
PART IV:
WRITING
10
SAMPLE p
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
STOP 11
TRES (Trilingual Receptive & Expressive Screening)
PARTE IT-VOCABULARTO, PARTE Ill-LECTURA, Y PARTE TY-ESCRITURA LEVEL 1, FORM A SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
FARTE II:
VOCABULARJO
1
EJEMPLO:
casa
a 1.
bicicleta
412
as -rwqfl~-~-~-
2.
—
sol
C
7 2
3
.
pelota
4.
brazo
5.
caballo
3
PARTE III:
LECTURA
4
E4JEMFLO:
Mi mejor amigo.
Jose es mi mejor amigo. Mi nombre es Victor. Nosotros Jugamos juntos todos los dias. Nosotros 1105 prestamos los juguetes. by, yo estoy triste. Jose y su familia se mudan lejos. Adi6s JosL 1. aAd6nde se muda Jost? a. cerca b. lejos c. casa d. escucla 2. zQui~nes jugaban juntos todos los dias? a. Jose b. Jose y Victor c. Jose y su familia d. Victor y su familia 3. Vo mc siento
a. b. c. d.
hoy.
triste loco alegre fcliz
5
Mis globos Vo tengo dos globos rojos, tres globos amarillos y uno verde. ;Pum! 1E1 globo verde exploto! Vo saltL 1. ~CuAntosglobos amarillos tengo? a. uno b. dos C. cuatro d. tres 2. ~Cu~lglobo explot6? a. b. c. d.
el rojo ci azul ci verde el amarillo
3. jQu~ lice? a. b. c. d.
Yo corn Vo 11or~ Vo saltt Vo explote
6
Mi cumpleaflos. ;lley! Vo soy Carlos. Ayer fue mi cumpleaftos. Me regalaron inuchos regalos y comi mucho pastel. Mi mamA, mi papal y mis hermanos estaban en Ia fiesta. Nosotros nos divertimos y jugamos mucho. 1. zDe quien fuc el cumpleafios? a. b. c. d.
de Carlos de la hermana de Canlos del papal de Canios de Ia mamA de Canlos
2. zQu~ comi6 Carlos? a. galleticas b. mucho pastel c. muchos caramelos d. muchos regalos 3. zCuAndo fue el cumpleaffos de Carlos? a. b. c. d.
hoy la semana pasada ayer hace dos dias
7
Mis hermanos ~Hola!Me liamo Juan. Vo tengo dos hermanos. Un hermano se llama Miguel. ti es grande. Un hermano se se llama Julio. tI es chiquito. Yo quiero a mis hermanos. AdiOs. 1. ~CuAntoshermanos yo tengo? a. cuatro uno b. dos C.
d. tres 2. Los nombres de mis hermanos sony a. b. c. d.
_______
Juan y Julio Juan y Juan Miguel y Julio Juan y Miguel
3. zCuAl es el chiquito? a. b. c. d.
Julio Juan Josef Miguel
8
El dia que ye pint~ Ye me diverti. Ye pinte mi silla de verde. Pintt mi mesa ije azul. Pintt mi cama de rojo. Pinte ci piso de muchos colores. Mi mamA se puso brava cenmige. 1. ,Qui~n se puso brava cenmige? a. b. c. d.
mi mi mi mi
amigo papA mamA macstra
2. aQue hice ese dia? a. comi b. cord c. jugue d. pinte 3. zDc que color pinte Ia cama? a. b. c. d.
de rojo deazul de verde de amarillo
9
PARTE IV:
ESCRITURA
10
EJEMPLO
InstrLlcciones: (1) Circula el dibujo que te guste. (2) Eseribe una oraci6n que exprese lo que est~. pasando en el dibujo.
Instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n yac exprese lo que est4 pasando en el dibujo.
DETEITJ’E
11
TEES (Trilingual Receptive & Expressive Screening)
PART 11-VOCABULARY, PART rn-PASSAGE READING, & PART IV-WRITING LEVEL 1, FORM B ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
1
SAMPLE:
bike
aS— —
-
1.
house
2.
boat
A
w w —
n
K jill
r.— -~-
-
—
2
3.
book
I88WTh~ffl2OI
4.
apple
5.
dog
3
PART III:
PASSAGE READING
4
SAMPLE:
Fun with Books
My friend Bob likes books. He likes books about dogs. He also likes books about horses. He really likes cat and duck books. He looks at many books every day. 1. Bob likes a. b. c. d.
cars dolls books plants
2. Bob likes books about a. b. c. d.
________
cars stars plants animals
3. Bob looks at books every a. b. c. d.
day April Monday weekend
5
My Banana Tree I love to eat bananas. I have a banana tree in my
backyard. When the bananas change color from green to yellow, I pick them. Yum! They taste so good. 1. Where is my banana tree? a. in my house b. in my front yard C. in my backyard d. next to my house 2. What do I love to eat? a. b. c. d.
apples mangos oranges bananas
3. When do I pick bananas? a. b. c. d.
when they are green when they are brown when they are yellow when they are green and yellow
6
My School Lunch Mom made my lunch for school. She put milk, an apple, cookies, and a sandwich in my lunch box. I like to eat my lunch. Thanks, Mom. 1. Who made my lunch? a. b. c. d.
Ana Dad Juan Mom
2. The lunch box has an apple, a sandwich, and a. b. c. d.
milk juice soda water
3. Where will I eat my lunch? a. b. c. d.
at play at home at school atthe park
7
Pizza for Me I love pizza. Mom makes the best pizza. She puts on lots of cheese and pepperoni. Yum! Tonight is Pizza Night! 1. When is Pizza Night? a. b. c. d.
today tonight tomorrow yesterday
2. What does Mom make? c. the best cookies a. pie b. the best pizza d. the best pudding 3. Mom puts a. b. c. d.
_________
on the pizza.
milk candy cheese cookies
8
The Fireman Ana saw a fire in the yard. She was so scared. A fireman came. He put water on the fire. The fire stopped. The fireman did good work. Thank you, Mr. Fireman. 1. How did Anafeel? a. b. c. d.
good great happy scared
2. Where was the fire? a. b. c. d.
in the car in the yard inthe house in the fire truck
3. The fireman put
a. b. c. d.
on the fire.
fire sand grass water
9
PART IV:
WRITING
10
SAMPLE
N,
4
),
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
V
-r> —
~~—k> N
.2
N.—
-I
V. \..x
I
I’
\.,
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening
in that picture.
STOP 11
TRIES (Trilingual Receptive & Expressive Screening)
PARTE Il-VOCABULARIO, PARTE Ill-LECTUIIA, Y PARTE TY-ESCRITURA LEVEL 1, FORM B SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PARTE II:
VOCABULARJO
1
EJEMPLO:
bicicleta
AL
—
1.
casa
2.
bote
—
—
w
—.
AK
—
—
—
2
3.
libro
4.
manzana
5.
perro
3
PARTE III:
LECTURA
4
EJEMPLO:
Diversi6n con los libros
A ml amigo Bob Ic gustan los libros. A fi Ic gustan los libros quc tratan sobre perros. A fl tambi~n le gustan los libros que tratan sobre caballos. A fl en realidad Ic gustan los libros que tratan sobre gatos y patos. iti mira muchos libros todos los dias. 1. A Rob Ic gustan
_______________
a. los carros b. las muftecas c. los libros d. las plantas 2. A Bob Ic gustan los libros que tratan sobre a. b. c. d.
____________
carros estrellas plantas animales
3. Rob mira libros todos los
_______________
a. dias b. abril C. lunes d. fines de semana
5
Mi mata de plAtanos Me gusta corner plitanos. Yo tengo una mata de plhtanos en ci patio de atrhs. Cuando los plhtanos cambian de color de verde a amarillo, yo los cojo. :Hum! Ellos saben muy ricos. 1. aD6nde estA mi mata de plhtanos? a. en mi casa b. en el patio del frente c. en el patio de atrAs d. junto a Ia casa 2. aQut me gusta corner? a. b. c. d.
manzanas mangos naranjas plitanos
3. zCuhndo recojo los plhtanos? a. b. c. d.
cuando estAn verdes cuando esthn carmelitas cuando estAn amarillos cuando estAn verdes y amarillos
6
Mi almuerzo en Ia escuela Mi mamA me prepara mi almuerzo para Ia escuela. Ella pone leche, una manzana, galleticas, y un emparedado en mi caja de alrnuerzo. Me gusta mucho corner mi almuerzo. Gracias, mamA. 1. aQuifn prepara mi almucrzo? a. b. c. d.
Ana Papal Juan MamA
2. La caja dcl almuerzo tiene una manzana, un emparedado, y ____________
a. leche b.jugo c. soda d. agua 3. zD6ndc comer~ mi almuerzo? a. b. c. d.
dondejuego en la casa en Ia escuela en el parque
7
Pizza para mE Mc gusta Ia pizza. Mi mamA hace las mejores pizzas. Ella le pone mucho queso y papperoni. ~Uy!Roy es noche de pizza. 1. zCuAndo es Ia noche de pizza? a. b. c. d. 2.
hoy esta noche maflana ayer
aQu~ hace mi mamA? a. b. c. d.
el mejor pastel Ia mejor pizza las mejores galleticas el mejor budin
3. MamA pone a. b. c. d.
____________
en Ia pizza.
leche caramelos queso galleticas
8
El bombero Ana vio un fuego en el patio. Ella se asustb mucho. Un Bombero vino. El le cch6 agua al fuego. El fuego se apago. El bombero hizo un buen trabajo. Gracias, Seflor bombero. 1. zC6mo se sentia An? a. b. c. d.
bien magnificamente fcliz asustada
2. aD6nde fue ci fuego? a. b. c. d.
en un carro en ci patio en Ia casa en ci camibn de bomberos
3. El bombero cch6 a. b. c. d.
____________
en ci fuego.
fuego arena yerbas agna
9
PARTE IV:
ES CRITURA
10
EJEMPLO
V4
A,
~,
Instrucciones: (1) Circula ci dibujo que te guste. (2) Escribe una oraci6n que exprese lo que esttt pasando en ci dibujo.
~.-
\
—s
)>
.1”
2 VA /
Instrucciones: (1) Circula ci dibujo que te guste. (2) Escribe una oracidn que exprese lo que est~t pasando en ci dibujo.
DETENTE! 11
TRES (Trilingual Receptive & Expressive Screening)
PART Il-VOCABULARY, PART Ill-PASSAGE READING, & PART IV-WR1TING LEVEL 2, FORM A ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
1
SAMPLE:
airplane
K 1..
2.
hammer
kite
2
3.
chair
4.
star
5.
cupcake
3
PART III:
PASSAGE READING
4
SAMPLE:
Swimming
Steve is Julie’s neighbor. On Saturdays they swim in Julie’s pool. Steve swims faster than Julie. He always wins when they race. That doesn’t bother Julie, though. She can open her eyes underwater. Steve can~ do that. 1. Where do Julie and Steve swim? a. b. c. d.
at Bob’s house at Julie’s house at Mary’s house at Steve’s house
2. What can Steve do? a. b. c. d.
swim slower than Julie jump off a diving board wina race against Julie open his eyes underwater
3. What can Julie do better than Steve? a. b. c. d.
win races swim very fast jump into the water open her eyes underwater
5
Spiders Have you ever seen a spider? It has eight legs. Also, -
spiders have small mouths and hard shells. They can live either inside or outside. Spiders can be helpful to people because they catch and eat harmful bugs. 1. How many legs are on a spider? a2 b. 4 C. 6 d. 8 2. A spider’s shell is a. b. c. d.
wet soft hard sharp
3. What do spiders eat? a. b. c. d.
fruit bugs grass leaves
6
A Fun Place Airports are a fun place to visit. There are so many people there! Some people are leaving. Some people are coming. Almost everyone loves to fly planes. 1. What is the name of the place where many people enjoy? a. b. c. d.
the mall a school the airport the airplane
2. The airport is a fun place because a. b. c. d.
you can ride on a truck you can ride on a plane you can ride on a swing you can ride on an elephant
3. Most people enjoy a. b. c. d.
flying writing leaving cooking
7
Tom’s Birthday “Happy Birthday, Tom!” Jenny shouted. ‘Thanks a lot,” Tom replied. “Do you have a birthday present for me?” Jenny handed him a giant red box with a yellow bow on top. Tom carefully opened it. “A radio! I love it! Thanks, Jenny.” 1. What did Tom get for his birthday? a b. c. d.
adog abow a shirt a radio
2. How did Tom open up the box? a. b. c. d.
quickly rapidly carefully carelessly
3. What color was the box that Jenny gave Tom? a. b. c. d.
red white black yellow
8
Clean Clothes Jimmy opened his closet and screamed. “Where did all my clothes go?” he asked loudly. His mother entered his room with a pile of freshly washed clothes. “Your father just washed these.” Jimmy looked through the clothes and smiled. ‘Thank goodness! I thought all my clothes had disappeared.” 1. Who washed Jimmy’s clothes? a. b. c. d.
Jimmy his dad his mom his sister
2. Who brought the clothes to Jimmy’s room? a. b. c. d.
Jimmy his mom his dad his sister
3. Who thought Jimmy’s clothes had disappeared? a. b. c. d.
Jimmy his mom his dad his sister 9
PART IV:
WRITING
10
SAMPLE
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
—1---
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
STOP 11
TRIES (Trilingual Receptive & Expressive Screening)
PARTE il-VOCABULARIO, PARTE Ill-LECTURA, Y PARTE IV-ESCRITIJRA LEVEL 2, FORM A SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PARTE II:
VOCABIJLARIO
1
EJEMPLO:
avi6n
1.
martillo
2.
papalote
V 2
3.
silla
4.
estrella
5.
panqu~
K
I 3
PARTE III:
LECTURA
4
EJEMPLO:
La nataci6n
Steve y Julie son vecinos. Los doiningos ellos nadan en Ia piscina de Julie. ti siempre gana cuando compiten. Eso no molesta a Julie. Ella puede abrir sus ojos bajo el agila. Steve no puede hacer eso. 1. ~D6ndenadan Julie y Steve? a.en casa de Bob b.en casa de Julie c. en casa de Mary d.en casa de Steve 2. ~Qu~ puede hacer Steve? a. nadar mis dcspacio quc Julie b. saltar desde el trampolin c. ganarle una carrera a Julie d. abrir sus ojos debajo dcl agua 3. ~Qu~ puede hacer Julie mejor que Steve? a. b. c. d.
ganar competencias nadar muy ripido tirarse al agua abrir sus ojos debajo del agua
5
Las araflas zflas visto alguna vez una arafla? Tiene ocho patas. Las araflas tienen tambi~n pequeflas bocas y corazas duras. Ellas pueden vivir dentro o fuera. Las araflas pueden ser beneficiosas a las personas porque ellas cazan y se comen bichos daflinos. 1. ;Cuhntas patas tiene una arafla? a.2 b.4 c.6 d.8 2. La coraza de una arafla es
a. b. c. d.
h6meda blanda dura afilada
3. ~Qu~comen las araflas? a. b. c. d.
frutas bichos hierba hojas
6
Un lugar divertido Los aeropuertos son lugares divertidos para visitar. tHay tantas personas alli! Algunas personas se estAn yendo. Algunas personas estAn Ilegando. A casi todo el mundo Ic gusta volar. 1. zCuAl es el nombre del lugar donde muchas personas se divierten? a. b. c. d.
el mall una escuela el aeropuerto un avi6n
2. El aeropuerto es un lugar divertido porque
__________
a. puedes montar en un cami6n b. puedes montar en un avi6n c. puedes montar un columpio d. puedes montar un elefante 3. A Ia mayoria de las personas les gusta a. volar b. escribir C. irse d. cocinar
7
El cumpleaflos de Tom ‘~Feliz cumpleaflos, Tom!’ Jenny grit6. ‘Muchas gracias,’ Tom respondi6. ‘tTienes algiin regalo de cumpleaflos para miT Jenny le dio una caja roja y grande con un lazo amarillo. Tom Ia abri6 cuidadosamente. ~‘Unaradio! ;Me gusta! Gracias, Jerry.’ 1. tQu~ Ic dieron a Tom por su cumpleaflos? a. un perro b. un arco C. una camisa d. una radio 2. zC6mo abri6 Tom Ia caja? a. b. c. d.
rhpidamente muy rApido cuidadosamente descuidadamente
3. ~Dequ~ color era Ia caja que Jenny Ic dio a Tom? a. roja b. blanca c. negra d. amarilla
8
La ropa limpia Jimmy abri6 el armario y grit6 ‘zad6nde fue mi ropa?’ fl pregunt6 en alta voz. Su madre entr6 en su cuarto con una gran cantidad de ropa recitn lavada. ‘Tu papA acaba de lavar ~stas.’ Jimmy mir6 la ropa y sonri6. ‘;Gracias a Dios!, yo pens~ que toda mi ropa habia desaparecido.’ 1. ~Qui~nIav6 Ia ropa de Jimmy? a. Jimmy b. su papA C. SU mamA d. su hermana 2. zQui~n Ic llev6 Ia ropa al cuarto de Jimmy? a. Jimmy b. su mamA C. SD papA d. su hermana 3. ,QuiEn pens6 quc la ropa de Jimmy habia desaparecido? a. b. c. d.
Jimmy sit mamA su papA su hermana
9
PARTE IV:
ESCRITURA
10
FJEMPLO
Instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n que exprese lo que est~. pasando en el dibujo.
Instrucciones: (1) Circula eldibujo que te guste. (2) Escribe una oraci6n que exprese lo que est~ pasando en el dibujo.
DETENTE
11
TRIES (Trilingual Receptive & Expressive Screening)
PART TI-VOCABULARY, PART rn-PASSAGE READING, & PART TV-WRITING
LEVEL 2, FORM B ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
1
SAMPLE:
hammer
1.
airplane
2.
wolf
2
3.
knee
4%
4.
banana I,,
— I.
I-,
.,
5.
I
pencil
3
PART III:
PASSAGE READING
4
SAMPLE:
Fun At The Beach
Michael and Samuel enjoy playing at the beach. Their favorite thing to do is to build sand castles. Michael likes to pretend to be the king of the castle, and Samuel likes to make believe that he is the guard. When the boys play, they always have a lot of fun together. 1. What do Michael and Samuel do at the beach? a. b. c. d.
fly kites ride bicycles look for sea shells build sand castles
2. Michael likes to be the a. b. c. d.
in the sand castle.
king guard student teacher
3. What does Samuel do? a. b. c. d.
Hepretendsto be the dad. HepretendstO be the king. He pretends to be the guard. He pretends to be the soldier. 5
The Circus The circus is always fun. There are clowns, bears, and tigers. Also, colorful balloons float in the air. The food at the circus is so delicious. Too bad the circus comes only once a year. 1. What animals can you see at the circus? a. b. c. d.
tigers and bears ducks and goats dogs and giraffes kittens and lambs
2. You can see a. b. c. d.
floating around at the circus.
kites leaves eagles balloons
3. The food at the circus tastes a. b. c. d.
sour sweet terrible delicious
6
The Back Door Pam grabbed the hammer and some nails. She and her dad promised their neighbor, Ms. Moya, that they would fix her back door. For five long hours Pam and her dad worked. Finally, Ms. Moya’s back door opened and closed easily. 1. Pam helped a. b. c. d.
fix the door.
her dad Ms. Moya her mother her teacher
2. Why did Pam and her dad use a hammer and nails? a. b. c. d.
to fix Ms. Moya’s roof to fix Ms. Moyas window to fix Ms. Moya’s back door to fix Ms. Moya’s front door
3. How long did it take Pam and her dad to fix the door? a. b. c. d.
5 hours 15 hours 5 minutes 55 minutes 7
A Hot Day One day in August the temperature was 100 degrees. It was too hot to play outside. Kelly and her brothers did not like to stay inside all day. Kelly tried to think of fun activities for her brothers to do. She read stories to them and taught them how to make sandwiches. Even though they had to stay inside, they had a fun day. 1. Which month is very hot? a. b. c. d.
April August January November
2. Why did Kelly and her brothers stay inside? a. b. c. d.
It was too cold for them to play outside. They liked to play inside better than outside. The temperature was too hot to play outside. They wanted to make sandwiches instead of playing.
3. Kelly and her brothers made sandwiches and a. b. c. d.
watched TV read stories played outside listened to music 8
Visiting Florida Lots of people visit Florida. Many people come from the North. They like the warm weather. They like the beaches, too. Sometimes the visitors get a sunburn. 1. Why do people visit Florida? a. b. c. d.
because of the cold weather because of the warm weather because they want to see snow because they want to get a sunburn
2. What do people like the most in Florida? a. b. c. d.
the people the houses the beaches the sunburns
3. The visitors might a. b. c. d.
get adog get a cold get a sunburn get a monkey
9
PART IV:
WRITING
10
SAMPLE
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
STOP 11
TRIES (Trilingual Receptive & Expressive Screening)
PARTE IT-VOCABULARIO, PARTE Ill-LECTURA, V PARTE LY-ESCRITURA LEVEL 2, FORM B SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PARTE IL
VOCABULARJO
1
EJEMPLO:
martillo
1.
avi6n
2.
lobo
2
3.
rodilla
4.
banana
5.
hipiz
3
PARTE LII:
LECTURA
4
EJEMLPLO:
Diversi6n en Ia playa
A Michael y a Samuel Its gusta jugar en Ia playa. Lo que mhs les gusta hater es construir castillos en Ia arena. A Michael Ic gusta fingirque 9 es ci rey dcl castillo, y a Samuel It gusta hater creer que fl es nil guardiAn dcl castillo. Cuando los niflosjuegan, siempre se diviertes macho juntos. 1. zQu~ hacen Michael y Samuel en Ia playa? a. h. c. 4
empinar papalotes montar biticletas buscar couchas de mar construir castilios en Ia arena
2. A Michael It gusta ser ___________en ci castillo de arena a. ci rey b. ci guardiAn c. ci estudiante d. ci maestro 3. ~Qu~hace Samuel? a. El finge ser el padre b. El tinge ser el rey c. El tinge ser ci guardiAn d. ti tinge ser el soldado
5
El circe El circo es siempre divertido. Hay payasos, osos, y tigres. Tambi~n los globes de colores flotan en ci aire. La comida en ci circe es deliciesa. Lo malo es que ci Circe viene solamente una vez al aBe. 1. j,QuE animales puedes ver en el circo? a. tigres y osos b. pates y chivas c. perros y jirafas d. gaticos y corderos 2. T6 puedes ver ___________flotando airededor del circe. a. b. c. d.
papalotes bejas Aguilas globes
3. La comida en ci circe sabe
_________________
a. agria b. duice c. terrible d. deliciosa
6
La puerta de atrhs Pam cegi6 el martillo y algunas puntillas. Ella y su papA It premetieron a Ia Srta. Alt que elles arreglarian Ia puerta de atrhs. Durante cinco largas horas Pam y su papal trabajaron. Finaimente, Ia puerta de atris de Ia Srta. Alt abria y cerraba ficilmente. 1. Pam ayud6 a
a arreglar Ia puerta.
a. Ia Srta. Alt b. su papal C. su amigo d. su vecino 2. ~Por que Pam y su papal usaron un martillo y unas puntillas? a. b. c. d.
para arreglar el techo de Ia Srta. Alt para arreglar Ia ventana de Ia Srta. Alt paraarreglar Ia puerta de atrals de Ia Srta. Alt para arreglar Ia puerta del frente de Ia Srta. Alt
3.zQu6 tiempe les IIev6 a Pam y a su papal arreglar Ia puerta? a. 5 horas b. 15 horas C. 5 minutes d. 55 minutes
7
Un dia caluroso Un dia en agosto Ia temperatura fue de 100 grades. flacia demasiado calor para jugar afuera. Kelly y sus hermanos no querian quedarse en Ia casa todo el dia. Kelly tratb de pensar en algunas actividades divertidas que sus hermanos pudieran hacer. Ella les IeyO cuentos y les ensefi6 come hornear galleticas. Aunque ellos tuvieron quc estar dentro de Ia casa todo el dia, dIes tuvicron un dia divertido. 1. zCuAI mes es muy caliente? a. abril b. agosto c. encro d. noviembre 2. zPor qut Kelly y sus hermanos se quedaron en Ia casa? a. Hacia mucho file para jugar afuera b. A ellos les gustaba mals jugar adentro que jugar afuera. c. La temperatura estaba demasiado caliente para jugar afucra d. Ellos quisieron hornear galleticas en vez de jugar 3. Kelly y sus hermanes hicieron galleticas y
________________
a. miraren Ia televisi6n b. leyeron cuentos c. jugaron afuera d. escucharon mdsica 8
Una visita a la Florida Muchas personas visitan Ia Florida. A ellos les gusta el china callido. A ellos les gustan las plsyas tambic~n. Algunas veces los visitantes se queman Ia piel por el sol. 1. zPor qu~ las personas visitan la Florida? a. b. c. d.
debido al dma frio debido al dma callido porque ellos quieren ver ha nieve porque ethos quieren quemarse con el sot
2.aQu~ es ho que mals tes gusta de Ia Florida a las personas? a. b. c. d.
las personas las casas las playas las quemaduras por el sol
3. Los visitantes pudieran a. b. c. d.
Conseguir un perro coger catarro quemarse per el sol conseguir un mono
9
PARTE IV:
ESCRITURA
10
EJEMPLO
Instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n que exprese lo que est6. pasando en el dibujo.
instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n que expreSe lo que est~ pasando en el dibujo.
DETENTE!
11
TiffS (Trilingual Receptive & Expressive Screening)
PART TI-VOCABULARY, PART rn-PASSAGE READING, & PART TV-WRITING
LEVEL 3, FORM A ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
1
SAMPLE:
hospital
dinosaur
2.
peach
2
3
.
thumb
4.
castle
S
rocket
.
3
PART III:
PASSAGE READING
4
SAMPLE:
Making the Grade
Carlos and Josue were intelligent and outstanding students. The young men wanted to pass their math test because they wanted to succeed in school and get good grades. Carlos was a very good student who studied every day and always tried his best. Josue was a smart but lazy student who never studied and rarely tried his best. The math teacher was not surprised when Carlos passed the test and Josue did not. 1. What did Carlos and Josue want to do? a. b. c. d.
pass pass pass pass
their their their their
math test health test reading test science test
2. Which student was a hard worker? a. b. c. d.
Juan Josue Carlos Carmen
3. Josue and Carlos a. b. c. d.
____________
studied every day were lazy students always tried their best were intelligent students
5
Sam Loves Basketball Sam is a boy who appreciates basketball. It requires speed, strength, and coordination. It can be played by anyone. Basketball can be played by two or more people. It requires very little equipment. It only requires a basketball and a basket. Sam likes to play alone to improve his offensive skills. He likes to play with others to improve his defensive skills. Sam really loves the game. 1. What was the main idea of the passage? a. b. c. d.
Sam Sam Sam Sam
likes likes likes likes
speed. strength. basketball. coordination.
2. What 2 items are needed to play basketball? a. b. c. d.
basket and bat basket and ball basket and glove basket and paddle
3. How does Sam practice his offensive skills? a. b. c. d.
by himself with two people with one person with three people
6
A Trip To The Store Suzi and Michelle decided to go to the store. Suzi is crazy about soda. She drinks five cans every day. Michelle prefers chewy taffy candy, and her favorite flavor is cherry. Suzi bought one bag of potato chips and three cans of soda. Michelle bought two packs of grape gum and five pieces of cherry taffy. They both returned home happy. 1. “Crazy about” soda means that Suzi a. b. c. d.
___________
sees it likes it tastes it smells it
2. What did Michelle buy? a. b. c. d.
gum and taffy soda and gum chips and taffy soda and chips
3. What did Suzi buy? a. b. c. d.
gum and taffy soda and gum chips and taffy soda and chips
7
Curious About The Universe Tom is a curious boy. He wonders about chemistry.
It is the
study that deals with the composition, structure and properties of elementary substances and compound substances and of the changes that they undergo. He is also interested in astronomy, which is the study of the universe beyond the earth. Tom enjoys thinking about earth science. He wants to know why things happen the way that they do. Since Tom is only in the fifth grade, he still has plenty of time to learn about chemistry and astronomy. 1. The study of planets and stars is called a. b. c. d.
chemistry astronomy aeronautics anthropology
2. What is Tom’s favorite subject? a. b. c. d.
math history science spelling
3. Tom is now in a. b. c. d.
______
high school kindergarten middle school elementary school
8
The Championship Fight Cassius Clay was an Olympic boxing champion. He challenged Sonny Liston to a world championship fight. Few people gave Clay a chance. Liston was stronger and more experienced. Clay predicted not only a victory, but also a knockout. The reporters laughed. In the middle of the fight, Clay knocked Liston out. Later, Clay changed his name to Muhammad Ali. Ali became one of the greatest boxers of all time. 1. How did the fight end? a. b. c. d.
in atie in a knockout in a challenge in a split decision
2. Why did the reporters laugh? a. b. c. d.
because because because because
Clay changed his name Clay fought in the Olympics Clay was weaker than Liston Clay had never boxed before
3. Muh ammad Au is another name for a. b. c. d.
________
Clay Liston Sonny Alejandro
9
PART IV:
WRITING
10
SAMPLE
\
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
STOP 11
TRIES (Trilingual Receptive & Expressive Screening)
PARTE ll-VOCABLJLARIO, PARTE Ill-LECTIJRA, V PARTE IV-ESCRITURA LEVEL 3, FORM A SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PARTE II:
VOCABULARJO
1
EJEMPLO:
hospital
1.
2.
dinosaurio
pera
2
3.
dedo pulgar
4.
castillo
5’.
cohete
3
PARTE III:
LECTURA
4
EJEMPLO:
Buenas notas
Caries y Josu~ eran unos estudiantes may inteligentes y sobresalientes. Los jovencitos querian pasar sus eximenes de matemhticas porque elios querian tener &ito en Ia escuela y obtener buenas notas. Caries era un estudiante muy bueno que estudiaba todos los dias y siempre hacia sn mayor esfuerzo. Josu~ era tin estudiante listo pero perezoso que nunca estudiaba y raramente hacia sti mejor esfuerzo.
El maestro de matemhticas no se
sorprendi6 cuando Caries pasO ci examen y Josu~ no.
1. zQu6 querian hacer Carlos y Josu~? a. K c. d.
pasar sins eximenes de matemhticas pastr sins eximenes de salud pasar sus exhmenes de lectura pasar sins exAmenes de ciencias
2. ~CuA1estudiante era mejor estudiante? a. F. c. d.
Juan Josu6 Carlos Carmen
3. Josu~ y Caries a. F. c. d.
_________________
estudiaban todos los dias eran estudiantes perezosos siempre hacian sins mejores esfuerzos eran estudiantes inteligentes
5
A Sam Ic gusta el bisquetbol Sam es inn nifio que aprecia el bhsqnetbol. El bhquetbol requiere velocidad, fuerza, y coordinaci6n. Cualquiera puede jugarlo. El bisquetbol pueden jugarlo dos o mis personas. Requiere miny poco equipo. Solamente requicre uns pelota de bisquetbol y una canasta. A Sam Ic gusts jugar solo pars mejorar sins habilidades de ofensiva. A ~Ile gusta jugar con otros psra mejorar sus habilidades defensivas. A Sam realmente le gusts el juego.
1. zCuil es Ia idea principal de este pirrafo? a. b. c. d.
A Sam Ic gusta Is velocidad A Sam Ic gusts la lucas A Sam Ic gusts ci bisquetbol A Sam le gusta Ia coordinaci6n
2. zQu~ dos cosas se necesitan para jugar bisquetbol? a. inns canasta F. una canasta C. una canasta d. nina canasta
y inn bate y nina pelota y un guante y inn remo
3. zC6mo practica Sam sins babilidades de ofensiva? a. b. c. d.
solo con dos personas con inns persona con tres personas
6
De tiendas Suzi y Michelle decidieron ir de tiendas. A Suzi le encanta Ia soda. Ella se turns 5 latas todos los diss. Michelle preflere los caramelos taffy, y su sabor favorito es la cereza. Suzi Ic compr6 inns bolsa dc chips y tres latas de soda. Michelle compr6 dos paquetes de chicle de sabor a uva y cinco pedazos de taffy. Ellos volvieron a la casa felices.
1. t’Le encanta la soda’ significa que a Suzi a. b. c. d.
_______________
Is ye Is pruebs le gusta la hinele
2. zQu~ compr6 Michelle? a. b. c. d.
chicle y caranielos tuffy soda y chicle chips y caramelos tuffy soda y chips
3. zQu~ compr6 Suzi? a. h. c. d.
chicle y cararnelos tuffy soda y chicle chips y cararnelos tuffy sods y chips
7
Curioso sobre el universo Tom es inn fliflo ciirioso.
LI se hace preguntas sobre Ia qinimica. Es ci estudjo
relacionado con Ia composici6n, estructura y propiedades de las sustancias elementales y compuestas, y de los cambios que ellas sufren. El tarnbi6n esta interesado en la astronomia, la dual es el estudio del universo m&is allA de Ia Tierra. Tom disfruta pensando en las ciencias. El quiere saber por qu6 las cosas suceden de la mancra en que acontecen. Dehido a que Tom estii en el quinto grado, 61 tiene todavia mucho tiempo pars aprender cosas sobre la quimica y la astronomia. 1. El estudjo de los planetas y las estrellas se llama a. F. c. d.
_______________
quimica astronomia aeronAutics antropologia
2. zCuAl es Ia asignatura favorita de Tom? a. matemhticas b. bistoris C. ciencias d. escritura 3. Tom estA abora en a. b. c. d.
_______________
la escuela superior el kindergarten Ia escuela media Is escuela primaria
8
La peles por ci campeonato Cassius Clay fine tin campe6n olimpico del boxco.
Li ret6 a Sonny
Liston a inns pelea por ci campeonato minndial. Pocas personas pensaban qine Clay pudiers ganar. Liston era mAs finerte y tenia mais experiencla. Clay predijo no s6lo inns victoria sino tambikn tin knockout. Los reporteros se rieron. En medio de Is pelca, Clay noqine6 a Liston. MAs tarde, Clay se cambi6 el nombre para Muhammad Au. All se convirti6 en ci boxeador mAs grande de todos los tiempos.
1. zC6mo termin6 Ia pelca? a. b. c. d.
en inn empate en tin knockout en inn reto en inns decisi6n dividida
2. zPor qu~ se rieron los reporteros? a. b. c. d.
porque Clay porque Clay porqxie Clay porquc Clay
se caxnbi6 ci nombre pele6 en las Olimpiadas era mhs d6bil que Liston nunca antes haMs boxeado
3. Muhammad Ali es el otro nombre de a. b. c. d.
______________
Clay Liston Sonny Alejandro
9
PARTE IV:
ES CRITURA
10
EJEMPLO
Instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n quo exprese 10 quo estA pasando en ci dibujo.
Instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n que exprese lo que estA pasando en el dibujo.
DETENTE 11
TRIES (Trilingual Receptive & Expressive Screening)
PART TI-VOCABULARY, PART rn-PASSAGE READING, & PART TV-WRITING LEVEL 3, FORM B ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
I
SAMPLE:
dinosaur
1.
hospital
2.
mountain
Lw iI~y
Th I I
2
3,
canoe
4.
yarn
5.
lamp
3
PART III:
PASSAGE READING
4
SAMPLE:
Jack Sees A Beanstalk
Jack was a curious boy. Until today, he had never seen a giant beanstalk. This one stretched so high into the sky that Jack needed a telescope to see the top. Jack envisioned a giant castle filled with treasure. Perhaps, he would find a lady in need. He imagined a hundred possible adventures he might experience. Jack jumped on the beanstalk and started to climb. 1. What did Jack start to climb? a. b. c. d.
a a a a
castle treasure beanstalk telescope
2. When did Jack see the beanstalk? a. b. c. d.
today last week yesterday last month
3. The beanstalk was a. b. c. d.
____
little large small sharp
5
A Navy Hero Sir Francis Drake was a famous navy hero sailor. He was born in England around the year 1539. He lived an adventurous and exciting -
life as a sailor and was the first person to sail around the world. He had a lot of experience in combat since his vessel fought in numerous battles. Drake was never scared because he was a courageous man. Later, he became the leader of the British Navy. When he perished, his body was buried at sea. 1. Where did Sir Francis Drake navigate? a. b. c. d.
around England around an island around the world around one country
2. Sir Francis Drake was the leader of the________ Navy. a. b. c. d.
World British Mexican American
3. Sir Francis Drake was a ______sailor. a. b. c. d.
weak brave scared frightened
6
A Baseball Great Babe Ruth was born in Baltimore, Maryland. When he was a boy, his behavior was very bad. His parents had a hard time controlling -
him. So they decided to send him to a special school to improve his behavior. He played on the school’s baseball team. One day, a professional scout saw Babe Ruth play and signed him to a contract. He became one of the greatest baseball players in history. 1. Who sent Babe Ruth to a special school? a. b. c. d.
his his his his
parents coaches teachers principals
2. Who signed Babe Ruth to a contract? a. b. c. d.
a scout a friend a coach a teacher
3. As a baseball player, Babe Ruth was a. b. c. d.
________
terrible average unskilled successful
7
The Great Inventor Thomas Edison was a famous inventor. As a boy, he enjoyed science. He did experiments in the cellar of his home. -
He was partially deaf most of his life, but he was still very successful. His favorite activity was inventing. When he became an adult, he started a laboratory in New Jersey. He worked long hours on new inventions there. He invented wax paper, the light bulb, and fire alarms. 1. What did Thomas Edison invent? a. b. c. d.
the light bulb the telephone the dishwasher the rocket engine
2. Where did young Thomas Edison do experiments? a. b. c. d.
in his attic in his cellar in his bedroom in his backyard
3. Thomas Edison had a problem with his a. b. c. d.
_______
lungs vision hearing kidneys
8
An International Sport
Soccer is probably one of the most popular sports in the world. The objective of this fast-paced game is to accumulate as many points as possible by guiding a ball into the opponents’ goal -
cages at the opposite ends of a playing field. Each team, which has eleven players, consists of a goalkeeper and other players. The goalkeeper is responsible for staying near the team’s goal cage and keeping balls from going inside. Goalkeepers may use their hands and arms to make contact with the ball. The other players are not permitted to touch the ball with their hands. If they do, their team loses possession of the ball. Usually, the players use their feet or head to move the ball around. In the United States, this sport is called “soccer,” but in many other countries, it is called “football.” 1. What is soccer? a. b. c. d.
a ball a goal a cage a game
2. What is the goalkeeper’s responsibility? a. b. c. d.
to to to to
make sure each team has enough players run around the field with the other players kick the ball into the opponent’s goal cage keep the ball from going inside the goal cage
3. What happens if players touch the ball with their hands? a. b. c. d.
They will have to clean the ball. They will be kicked off the team. They keep the ball and continue to play. They must give the ball to the other team. 9
PART IV:
WRITING
10
SAMPLE
,‘v’. 4-
Instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
(,~.
tI
instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
STOP 11
TRES (Trilingual Receptive & Expressive Screening)
PARTE II-VOCABLJLAIIIO, PARTE Ill-LECTUIIA, V PARTE IV-ESCRITTJRA LEVEL 3, FORM B SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PARTE II:
VOCABULARJO
1
EJEMPLO:
dinosaurio
1.
hospital
2.
montafia
F’R Th 2
3,
canoa
hilo
5,
himpara
•
A”
A r~ I.(,.,, ,,
ii
3
PARTE III:
LECTURA
4
EJEMPLO:
Jack ye an talk de una maw de frijol
Jack era on muchacho muy curioso. Hasta hoy, ~3nunca habia visto ‘an tallo de una mata de frijol gigante. Este era tan alto que Ilegaba al cielo y Jack necesit6 un telescopio pam ver Ia copa de Ia mata. Jack se imagin6 on castilie gigante lieno de tesoros. Quizis encontraria una dama que necesitara de su ayuda. fil se imagin6 cientos de aventuras que ~l podria expenmentar. Jack salt6 al tab y empez6 a subirlo. 1. zQu~ empez6 a subir Jack? a. b. c. d.
un castillo un tesoro on tab de una mnata de frijoles on telescopio
2. ;Cuhndo Jack vib ci taflo? a. b. c. 4
hoy Ia semana pasada ayer el mes pasado
3. El tab de Ia phinta de frijoles era a. pequeflo b. grande c. pequeiio d. afilado
5
Un h&oe de Ia marina Sir Francis Drake fue un famoso marinero h&oe de Ia marina. El naci6 en Inglaterra en ci aflo 1539. ti vivi6 una vida aventurera y emocionante como marinero y fue Ia primera persona que naveg6 airededor dcl mundo. El tenia mucha experiencia en combates debido a que sus naves habian participado en numerosas batallas. Drake nunca tuvo miedo porque ~l era un bombre de coraje. MAs tarde, ~l se convirti6 en un jefe de Ia Marina Inglesa. Cuando ~1 muri6, su cuerpo fue sepultado en ci mar. 1. zPor d6nde naveg6 Drake? a. b. c. d.
airededor de Inglaterra airededor de las islas airededor del mundo airededor de un pais
2. Sir Francis Drake fue ci jefe de Ia marina
______________
a. dcl mundo b. britAnica C. mejicana d. americana 3. Sir Francis Drake fue un marinero a. b. c. d.
_____________
d~biI valiente miedoso asustado
6
Un grande del bEisbol Babe Ruth naci6 en Baltimore, Maryland. Cuando a era un nub, su conducta era muy mala. Sus padres pasaban mucho trabajo para controlarlo. Por esa raz6n ellos decidieron mandarlo a una escuela especial para que mejorara su comportamiento. 113 jug6 en el equipo de pelota de la escuela. Un dia, un buscador de talentos vio a Babe Ruth jugar y le firmh un contrato. 113 se convirti6 en el inks grande pelotero de la historia. 1. zQui6n envi6 a Babe a una escuela especial? a. b. c. d.
sus padres su entrenador sus maestros sus directores
2. ~Qui6nIc firm6 un contrato a Babe Ruth? a. b. c. d.
un un un un
buscador de talentos amigo entrenador maestro
3. Como jugador de b~isboI, Babe Ruth fue a. b. c. d.
terrible promedio no tenia hahilidades exitoso
7
El gran inventor Tomhs Edison fue on inventor famoso. De niffo, a 61 Ic gustaban las ciencias. tl hacia experimentos en Atico de su casa. El fue sordo la mayor parte de su vida, pero aim asi 61 tuvo mucho 6xito. Sn actividad favorita era inventar. Cuando 61 se hizo un adulto, 61 instal6 un lahoratorio en New Jersey. AIli, 61 trabaj6 largas horas haciendo nuevos inventos. El invent6 el papel de cera, el bombillo, y las armas de fuego. 1. ~ Qu6 invent6 Tomhs Edison? a. b. c. d.
ci bombillo el tel6fono Ia lavadora de platos el motor de un cohete
2. zD6nde Tomhs Edison bizo sus experimentos? a. en b. en c. en d. en
el Atico ci s6tano su cuarto su patio
3. TomAs Edison tenia un problema con a. b. c. d.
_____________
sus pulmones su visi6n so audici6n sus riflones
8
Un deporte internacional El balompi6 es probablemente no de los deportes mAs populares del mundo. El objetivo de este juego Cs acumular tantos puntos como sean posibles por medio de gular una pelota hasta Ia porteria del equipo oponente en el lado opuesto del terreno donde se juega. Cads equipo, los cuales tienen once jugadores, estin compuestos de un portero, y otros jugadores. El portero Cs el responsable de permanecer cerca de In porteria y e’vitar que Ia pelota entre. El portero puede usar sus manos y brazos para hater contacto con Ia pelota. A los otros jugadores no les estii permitido tocar Ia pelota con las manos. Si Jo hacen, su equipo pierde Ia posesi6n de Ia pelota. Usualmente, los jugadores usan sus pies o sus cabezas para mover Ia pelota por el terreno. En los Estados Unidos, este depone se llama ‘soccer,’ pero en muchos otros paises es ilamado ‘football.’ 1. zQu6 Cs el balompi6? a. una pelota
b. ungoal C. una porteria d. unjuego 2. jCuAl Cs Ia responsabilidad del portero? a. b. c. 4.
asegurarse de que cada equipo tenga suficientes jugadores correr por el terreno con los otros jugadores patear la pelota para que entre en Ia porteria del otro equipo evitar que Ia pelota entre en Ia porteria
3. ~Qu6 sucede silos jugadores tocan la pelota con las manos? a. b. c. d.
Ellos tendrin que limpiar Ia pelota Los botaran del equipo Eflos se quedan con Ia pelota y siguen jugando Elios deben darle Ia pelota al otro eqiupo
9
PARTE IV:
ESCRITURA
10
EJEMPLO
V.
t{~
Instrucciones: (1) Circula ci dibujo que te guste. (2) Escribe una oraci6n que exprese lo que esWi pasando en ci dibujo.
C—f —V
K 02
Instrucciones: (1) Circula ci dibujo que te guste. (2) Escribe una oracidn que exprese lo que est6. pasando en ci dibujo.
DETENTE!
11
TRES (Trilingual Receptive & Expressive Screening)
PART IT-VOCABULARY, PART ITT-PASSAGE READING, & PART TV-WRITING LEVEL 4, FORM A ENGLISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PART II:
VOCABULARY
1
SAMPLE:
submarine
1.
microscope 120
0 0 80 60 40
10
z0~
0
0
2.
30 ~0 10
20
j~
40
4o
skeleton
Mm
2
3,
garage
4.
triangle
5.
raft
3
PART III:
PASSAGE READING
4
SAMPLE:
Henry’s Gift
Henry was really looking forward to his eleventh birthday. He always dreamed of having a brand new skateboard, and his father had always mentioned that he may get one for his birthday. Henry invited several friends to his home because he wanted to celebrate his birthday. He received an enormous present from his parents- It was wrapped in colorful paper. He excitedly ripped oft the wrapping to reveal a plain, cardboard box. When he lifted the lid, he discovered a telescope kit inside. Even though it wasn’t a skateboard, Henry was satisfied with the gift he had received. 1. What did Henry’s father say that Henry may have? a. b. c. d.
a birthday a telescope a skateboard a cardboard box
2. What did Henry find when he opened his present? a. b. c. d.
He found a pet. He found a telescope. He found a skateboard. He found an empty box.
3. When Henry saw what he got in the cardboard box, he was probably a. b. C. d.
excited laughing screaming disappointed
5
Wild Reading If you love to read adventurous stories about life in the northern wilderness of Alaska and Canada, you should look for books authored by Jack London. Many of Mr. London’s stories are based on this type of setting because he once lived in a similar location called Klondike. He lived there for more than one year. This experience helped him create vivid details about life in the desolate wilderness. In schools, students usually get the opportunity to read both of London’s most popular novels, The Call of the Wild and White Fang. Dogs and wolves are the main characters in these books. They help readers understand animals feelings towards humans as well as towards other animals. 1. Who is Jack London? a. b. c. d.
a hunter an author a veterinarian an animal trainer
2. Readers would enjoy the Call of the Wild and White Fang if a. b. c. d.
they dislike animals they like love stories they like animals that can fly they like adventurous stories
3. What is the weather like in Klondike? a. b. c. d.
hot cold warm rainy
6
The Life of Mark Twain Mark Twain was very famous author who wrote many American novels, including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Samuel L. Clemens was Mark Twain’s real name. Twain was born in Missouri on November 30, 1835. He was raised near the Mississippi River and many of his stories were based on his childhood. Twain ventured and gave lectures about his travels. Before Twain composed his first book he had worked at numerous jobs. His various jobs included gold mining, riverboat piloting, printing, and newspaper reporting. He died in 1910. 1. When was Mark Twain born? a. b. c. d.
In In In In
1810 1835 1910 1935
2. Why was Mark Twain famous? a. b. c. d.
because because because because
he he he he
traveled around the world wrote many American novels real name was Samuel L. Clemens was raised near the Mississippi River
3. Why did he write stories about the river? a. b. c. d.
because because because because
he he he he
had had had had
many dreams about the river. mining and lecturing experience. many experiences about the river. printing and reporting experience.
7
A Cold-Blooded Fact A cold-blooded person means that someone is very unkind and thoughtless. However, a cold-blooded animal doesn’t mean that it is cruel. This term cold-blooded is used for classifying animals. Animals are coldblooded or warm-blooded. Cold-blooded animals are not able to generate or retain body heat. Their body temperature depends on the temperature of their surrounding environment. For instance, if the room temperature is 75 degrees Fahrenheit, the cold-blooded animal inside will also have the same body temperature. Examples of cold-blooded animals are lizards, turtles, and snakes. 1.
A cold-blooded animal a. b. c. d.
_____________
is very cruel has cold skin has body heat has no body heat
2. If the temperature outside is 80 degrees, the lizard will a. b. c. d. 3.
have have have have
a a a a
body body body body
temperature temperature temperature temperature
A cold-blooded man a. b. c. d.
_____________
of 600 of 700 of 800 of 900
____________________
loves to swim in cold water is very mean to other people needs to keep warm in a room is very good friends with snakes
8
The Birth of Basketball When we think of basketball, we visualize tall players running and jumping around on a hardwood floor to catch, pass, steal, or shoot the ball. Basketball has been around for a long time. The first basketball game was played in 1891 by James Naismith, a physical education instructor. In that first game, athletes used a soccer ball and had two peach baskets hung up at the opposite ends of the school gymnasium. Every time a player scored, a person had to climb up the ladder to remove the ball from the peach basket. After a few games, the bottoms were cut from the peach baskets, which created the first basketball hoops. The sport became so popular that the first professional league was founded seven years later. 1. Who invented basketball? a. a basket maker
b. a soccer player c. a basketball coach d. a physical education teacher 2. How do you know that basketball became popular fast? a. Peach baskets were used to score points. b. A lot of tall people needed to find a sport to play. c. After only seven years, a professional league was set up. d. James Naismith was a popular physical education instructor. 3. How old is basketball? a. b. c. d.
less than 10 years old less than 80 years old more than 100 years old more than 1000 years old
9
PART IV:
WRITING
10
SAMPLE V
‘I
/r
xC /7
C
~---
~
-
—.
-~
a—..
-
Instructions: (1) Circle the picffire you like. (2) Write a sentence telling what is happening in that picture.
instructions: (1) Circle the picture you like. (2) Write a sentence telling what is happening in that picture.
STOP
11
TRES (Trilingual Receptive & Expressive Screening)
PARTE II-VOCABULARIO, PARTE Ill-LECTIJIIA, V PARTE IY-ESCRITURA LEVEL 4, FORM B SPANISH -
Florida School for the Deaf & the Blind
This screening test was a part of a project that was supported by the U.S. Department of Education's Office of Bilingual Education Language Affairs, Washington, D.C., Grant No. T289P70064. Its content does not necessarily reflect the views of the organizations or agencies that provided support for this project.
©Copyright, 2001, Florida School for the Deaf and the Blind
PARTE LI:
VOCABULARJO
1
EJEMPLO:
microscopio
N
1.
2.
saichicha
tornado
2
3.
colch6n
,~ct
4.
5.
;t2~;
cuchilla de afeitar
manguera
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PARTE III:
LECTURA
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EJEMPLO:
Espiritu navideilo
La Navidad es una 6poca maravillosa y especial pan mostrur amor y bondad a las personas. Las famnilias y amigos compran o bacen rcgal~ pars regalirselos los unos a los otros. Algunas personas piensan que ayndar a las personas pobres y a los desafortunados es ci mejor regalo. Estos vointarios van a los refugios para ayudar en Ia preparacitin de las comidas navidefias pars esas personas que no tienen donde vivir. Este proyecto navideflo hace que las personas que no tienen casa donde vivir se sientan apreciados. Tambi6n, los voluntarios se sienten Men al hater estos servicios para dernostrar amor y cuidado por aquellas personas que realmente los necesitan. ERos esthn de acuerdo de que el ayudar a otras persons define el verdadero espiritu de las Navidades. 1. La Navidad es a. b. c. d.
___________
un regalo urna comida Un proyecto una fiesta
2. Las personas que les gustan las Navidades deberian mostrarlo a. b. c. d.
smti6ndose desafortunados o tristes siendo egoistas y no compartiendo dando regalos o syndando a las persons rnanteni6ndose alejados de los pobres o los que no tienen casa
3. zCtimo las personas pueden demostrar amor sin aJar regalos? a. b. c. d.
Elios pueden quedarse en sus casas y no hacer nada ERos pueden corner mucho de las comidas navidefias y dormir ERos pueden sorprender a una anciana y pintarle Ia casa ERos pueden escribir una carts expresando lo que quieren por Navidad.
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Honor a los macstros zCuAl es el trabajo miis impertante? Machas personas yen las carreras come ciencias, comercie, y peiltica come muy importantes. La enseflanza debe ser vista come una profesitin importante. La ensefianza es tan retadora coma caalquier otra profesi6n. Muchas personas que han tenido &ito en sus carreras se Ia deben a sus macstros per el apoyo y censejos dados. Los macstres tienen muchas responsabilidades. Los macstros no stile son responsables a ayudar a los estudiantes a aprender sino tambi~n per los censejes, y ayuda a las estudiantes a determinar Ia seleccitin de sus carreras. Un ejecutive de una grail compania dUo: ‘Vo habia planeade dejar Ia escuela, pere ml maestro me dijo qac ye no ilegaria lejes sin educacitin. Vo me siente contente de haber seguide su consejo.’ Este hombre de ~xito lies muestra Ia importancia de an maestro en Ia vida de una persona.
1. zCuAl profesitin de una persona estaria relacionada con dar consejos? a. b. c. d.
Ia Ia Ia Ia
de un maestro de un cientifice de un politico de un ejecutivo
2. Un maestro a. b. c. d.
____________________
no tiene responsabilidades tiene una responsabilidad tiene algunas responsabilidades tiene muchas responsabilidades
3. zPor qa~ el ejecutivo comercial explica sa &rito? a. b. c. d.
El queria mostrar que ~l era importante El queria mestrar que las carreras son importantes El qaeria mestrar que el hito era may importante El queria mestrar que los macstros son importantes
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Nuestros vecinos del sistema solar Un planets se define corno UN cuerpo celestial que se mueve airededor dcl sistema solar. Sn In es producida por Ia reflexitin, no per Ia iluminacitin. En nuestro sistema solar hay nueve planetas que circulan alrededor del SoL Los planetas estin dispuestos en el sistema solar en el siguiente orden: Mercurio, Venus, Is Tierra, Mafle, J6pitcr, Saturno, Urano y Phittin. La vida stile puede existir en Ia Tierra. El planets mis grande es J6piter, el cual tiene varias lass. Pluttin es ci mis alejado del Sel y por lo tanto, es ci mis frio. Muches cientificos piensan que probablemente haya mis de nueve pisnetas en nuestro sistems solar. No obstante, los cientificos de hey estin buscando e investigande Ia posibilidad de a d&inio planets.
1. zCuil planets es el cuarto planeta a partir del Sel? a. b. c. d.
Mane Saturno Urano Mercurie
2. ~Cuil planets puede tener vida? a. b. c. d.
La tierra Venus J6piter Neptune
3. La raztin de que Pluttin no sea tan caliente come Mercurio es que a. b. c. d.
Mercurie esti cerca de Pluttin Pluttin esti cerca de Ia Tierra. Pluttin esta muy lejes dcl Sel Mercurie esti muy lejes de Pluttin
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Aherra tu dinere ~Qu6 es lo primere que hi hates cuando recibes un cheque? La printers toss mis prominente que hace un adolescente Cs gastar ci dinero en confituras y recrestitin. El segundo gasto mis prominente es cemprar ropas de mods. Desdichsdsmentc, no muches de eRos no tienen Is sabiduria de guardar ci dinero pars un dis Iluvieso. Gusrdsr dinero para un dia Iluviese significa guardar dincro para un memento e evente significativo. La ventaja dc sherrar per un periode de tiempo large es que puede comprar alge mis care. Muchas personas sugieren que uno deberis ahorrar dinero para el College, el cual es muy tare. La educacitin en un Colicgc punk ser Ia mejor inversi6n que cusiquier persona haga. 1. El segundo gasto mis preminente que un adolescente hate es
_______________
a. comprar mascetas b. comprar ropas t. coinprar confituras d. comprar algo recreative 2. ~Qu~ signifies ‘guardar psra un dia iluviose?
a. cemprar una sombrilla b. gastar ci dincro ahora c. shorrar dincro pars una gran ecasitin d. guardar dinero para cuando Ilueva 3. Si un estudiante quiere ir al College, fl deberis ahorrar dincre a. b. c. d.
porque Is porque Is porque Is porque Is
_______________
educacitin es no es valiesa educacitin Cs importante educsci6n es cars educacitin es barats
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El coraz6n El coraz6n es uno de los Organes mAs criticos y esenciales de tu cuerpe. Es Apreximadamente del tamaflo de un puilo. Es un m6sculo extremadamente especializado fermade per cuatro cAmaras que bombean Ia sangre a trav6s de todo ci cuerpe. Hay dos cAmaras en el lade izquierde y des chmaras en el lade dereche. El ceraz6n bembea regularmente de manera que Ia sangre pueda distribuir oxigene desde los pulmenes. El oxigene ayuda a mantener tus tirganes y otras parte dcl cuerpo funcionando aprepiadamente. Si tu corazdn se parase per Ia menos un par de minutes, esto dafiaria considerablemente las c~lulas de tu cerebra. El ejercicie y otres buenos hAbites de salud pueden ayudar a tu ceraz6n a mantenerse fuerte. 1. ~Qu~ hace ci coraz6n? a. b. c. d.
Produce cdulas Produce grass Bomhea Ia sangre Lleva oxigeno
2. ,CuAntas cAmaras tiene ci coraz6n? a. 1 b.2 c. 3 d. 4 3. zCuAl es Ia idea principal de este phrrafe? a. b. c. d.
El El El El
ceraztin late regularmente ceraztin es del tamafle de iin puflo coraztin es un Organe impertante coraz6n tiene cAmaras a Ia izquierda y a Ia derecha
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PARTE IV:
ESCRITURA
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EJEMPLO
Instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n que exprese lo que est~ pasando en el dibujo.
instrucciones: (1) Circula el dibujo que te guste. (2) Escribe una oraci6n que exprese lo que est~ pasando en el dibujo.
DETENTE!
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