2016–2017
P ERFORMANCE T ASKS
S EVENTH G RADE
WA-Access to Instruction & Measurement – Grade 7
ENGLISH LANGUAGE ARTS
Grade 7
Strand: Reading: Literature
Substrand: Integration of Knowledge and Ideas
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will compare and
contrast two versions of a
story.
Student will identify how
two versions of the same
story are different.
Student will identify one
detail common to a version
of a story and a different
version of the same story.
WA-Access to Instruction & Measurement – Grade 7
Reading Literature: Integration of Knowledge and Ideas
Grade 7
ACCESS POINT (more complex): 7.RL.M. Student will compare and contrast two versions of a story.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one pair of texts or multiple pairs of texts.
 Source material must be a literary text.
 The set of five items must include at least:
o two items that compare
o two items that contrast
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (two items): Teacher direction: I am going to read and show two fables to you. Follow along as I read
the first fable. [Read Fable 1 to the student.]
The Boy Who Cried Wolf
Once there was a boy who lived in a small town. It was his job to watch his family’s sheep as they ate grass on a
hill. The boy liked to play tricks, too. One day as the sheep ate grass, the boy yelled, “Help! Help! There’s a wolf by the
sheep.” The people in the town came running to help the boy.
When they arrived, they found the boy laughing. “Where is the wolf?” the townspeople asked.
“There is no wolf,” the boy replied. “I played a trick on you!” The townspeople went away angry.
The boy played the trick again and again. Soon, when the boy yelled “Wolf!” nobody came.
One day a wolf really did appear. The boy yelled, “Help! Help! Wolf! Wolf!” But nobody came to help. The boy had to
chase the wolf away by himself.
Teacher direction: Now I am going to show you a different version of the same fable. Think about how the two fables are
the same and how they are different. http://www.youtube.com/watch?v=heasnJY8HMM
Teacher direction: What is one way these two fables are different? [Read the answer choices to the student.]
A. The boy calls “Wolf!” in only one fable.
B. The boy loses the sheep at night in only one fable.
C. The boy makes the people angry in only one fable.
Teacher direction: Now listen as I read and show the fables again. This time think about how the two fables are the
same. [Read and show the fables to the student again.] What is one way these two fables are the same? [Read the answer
choices to the student.]
A. Both take place near a mountain.
B. Both show that the wolf is eating the sheep.
C. Both tell about a boy who does not tell the truth.
Adaptations:
 Additional items can be created by using literary texts compared or contrasted to another text in any type of
medium.
 Use a variety of literary texts in a variety of media.
 Additional items can be created by using different texts, or changing the question and response mode.
WA-Access to Instruction & Measurement – Grade 7
Reading Literature: Integration of Knowledge and Ideas
Grade 7
ACCESS POINT (intermediate): 7.RL.I. Student will identify how two versions of the same story
are different.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one pair of texts or to multiple pairs of texts.
 Source material must be a literary text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (two items): Teacher direction: Follow along as I read two stories to you. As I read, think about
how the two stories are different. [Read the story, with accompanying visuals as necessary, to the student.]
It is winter and Grandpa wants to go ice fishing. Best of all, he wants me to go with him. I love to fish and there
are many lakes and ponds with thick ice. We pack our gear, dress warm, and even take a thermos of hot soup for
lunch. We’re ready to catch some fish!1
Teacher direction: Now listen as I read another version of the same story. Remember to think about how the
stories are different. [Read the story, with accompanying visuals as necessary, to the student.]
Summer has come and Grandpa wants to catch some crabs. Best of all, he wants me to go with him. I love to
go crabbing, and we live in a great place to catch them. We pack our gear, dress in swim trunks for a swim to cool
off, and even take a cooler with ice to keep our lunch cool. We’re ready to catch some crabs!
Teacher direction: What is one way the two stories are different? [Read the answer choices to the student.]
A. They go crabbing in one passage.
B. They take lunch in one passage.
C. Grandpa takes his grandchild in one passage.
Adaptations:
 Additional items can be created by using different texts, or changing the question and response mode.
1
http://wdfw.wa.gov/fishing/salmon/whenwhere/area.html. 4 29 14
WA-Access to Instruction & Measurement – Grade 7
Reading Literature: Integration of Knowledge and Ideas
Grade 7
ACCESS POINT (less complex): 7.RL.L. Student will identify one detail common to a version of a story
and a different version of the same story.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one pair of texts or to multiple pairs of texts.
 Source material must be a literary text.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Follow along as I read two stories to you. As I read, think about how the two
stories are the same. [Read the story, with accompanying visuals, to the student.]
Money for the Special Olympics
Peter and Mary wanted to raise money to help the Special Olympics. They decided to offer to rake lawns in the fall to
remove the fallen leaves. They made signs offering to rake lawns. Their neighbors knew they would do a good job and
hired them.
Teacher direction: Now I am going to read another version of the same story. Remember to think about how the stories
are the same. [Read the story, with accompanying visuals, to the student.]
Money for the Special Olympics
Peter and Mary wanted to raise money to help the Special Olympics. They decided to bake cupcakes for birthday parties
and to sell them. They made signs offering to make cupcakes. Their neighbors knew they would do a good job and hired
them.
Teacher direction: What is one detail that is in both passages? [Read the answer choices to the student.]
A. Peter and Mary wanted to make cupcakes to raise money.
B. Peter and Mary wanted to raise money for the Special Olympics.
Adaptations:
 Additional items can be created by using different texts, or changing the question and response mode.
WA-Access to Instruction & Measurement – Grade 7
ENGLISH LANGUAGE ARTS
Grade 7
Strand: Reading: Informational Text
Substrand: Integration of Knowledge and Ideas
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will compare and
contrast how different texts
by different authors on the
same topic present similar
details.
Student will contrast two
texts on the same and
familiar topic.
Student will identify one
detail common to two texts
presented on the same and
familiar topic.
WA-Access to Instruction & Measurement – Grade 7
Reading Informational Text: Integration of Knowledge and Ideas
Grade 7
ACCESS POINT (more complex): 7.RI.M. Student will compare and contrast how different texts by
different authors on the same topic present similar details.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include at least:
o two items that compare
o two items that contrast
 The five items must relate to multiple pairs of texts by different authors.
o Pairs of texts must include at least one similarity and one difference.
o Texts must contain comparable levels of detail.
 Source material must be an informational text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (two items): Teacher direction: Follow along as I read two articles about dogs. As I read, think about
which detail is the same in the two articles. [Read the articles to the student.]
Article 1:
Labs, Labs, LABS!!
Labrador retrievers (called labs) come in many different colors, shapes, and sizes. There are three different types of
labs: They are the chocolate lab, the white or yellow lab, and the black lab. Labs, like other dogs, will eat anything.
Labs love to play in the water. What they love the most is retrieving things in the water! Labs are excellent
companions for people who love to walk. Labs are the top dog in America and are recommended for families with
young children.4
Article 2:
The Labrador retriever is the number one dog in America for many reasons. Labs are very active and good with
children. Labs love chasing balls, swimming, walking, jogging, and playing. They are smart dogs too. They can help
police officers do their job.5
Teacher direction: Which detail about labs is the same in both articles? [Read the answer choices to the student.]
A. Both tell that Labradors love to play.
B. Both tell that Labradors come in different colors.
C. Both tell that Labradors will eat just about anything.
Teacher direction: Now I will read the articles to you again. This time think about how the articles are different.
[Read the passages to the student again.] Which detail about labs is different in the two articles? [Read the answer
choices to the student.]
A. Only one tells that Labradors help police officers.
B. Only one tells that Labradors like to go in the water.
C. Only one tells that Labradors are the most popular dog breed.
Adaptations:
 Additional items can be created by using different informational texts, or changing the question and response
mode, using a variety of informational texts about subjects of interest to the student.
WA-Access to Instruction & Measurement – Grade 7

4
5
Texts may or may not be parallel in structure.
http://tarheelreader.org/2013/05/01/labs-labs-labs/
http://www.justlabradors.com/labrador-retriever-facts/quirky-facts-about-labrador-retrievers; retrieved 4/14/14
WA-Access to Instruction & Measurement – Grade 7
Reading Informational Text: Integration of Knowledge and Ideas
Grade 7
ACCESS POINT (intermediate): 7.RI.I. Student will contrast two texts on the same and familiar topic.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one pair of texts or to multiple pairs of texts.
 Source material must be informational texts.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Follow along as I read two articles about apples. As I read, think about
which detail is different in the two articles. [Read the articles, with accompanying visuals as necessary, to the
student.]
Article 1
Washington State grows more apples than any
other state in the United States. More than 50% of
all the apples grown in the United States come
from Washington.
Article 2:3
More than 50% of apples in the United States are grown
in Washington State. That means that Washington grows
the most apples in the United States. Americans love to
eat apples. One study showed that the average American
eats about 51 pounds of apples each year!
Teacher direction: Which detail is only in article 2? [Read the answer choices to the student.]
A. Americans eat about 51 pounds of apples each year.
B. Washington grows more than 50% of the apples grown in the United States.
C. Washington State grows more apples than any other state.
Adaptations:
 Additional items can be created by using different informational texts, or changing the question and response
mode, using a variety of informational texts about subjects of interest to the student.
 Texts may or may not be parallel in structure.
3
http://county.wsu.edu/chelan-douglas/agriculture/treefruit/Pages/Apples_in_Washington_State.aspx 4/14/14
http://www2.binghamton.edu/news/the-newsroom/ask-a-scientist/?date=2011-01-31 4/14/14
WA-Access to Instruction & Measurement – Grade 7
Reading Informational Text: Integration of Knowledge and Ideas
Grade 7
ACCESS POINT (less complex): 7.RI.L. Student will identify one detail common to two texts presented on
the same and familiar topic.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one pair of texts or to multiple pairs of texts.
 Source material must be an informational text.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Follow along as I read two articles about George Washington to you. As I
read, think about which detail is the same in the two articles. [Read the articles, with accompanying visuals, to the
student.]
Teacher direction: Here are two articles about George Washington. Follow along as I read two articles about George
Washington to you. As I read, think about which detail is the same in the two articles.
Article 1: George Washington
George Washington was the first president of the United
States.
Article 2: President Washington 2
George Washington was born in Virginia.
He served in the army.
He was elected president two times.
George Washington never lived in Washington, DC.
George Washington was the first president of the United
States.
Highlight the same detail in both articles. [Provide a highlighter to the student.]
Adaptations:
 Additional items can be created by using different informational texts, or changing the question and response
mode, using a variety of informational texts about subjects of interest to the student.
 Texts may or may not be parallel in structure.
2
http://www.ducksters.com/biography/uspresidents/georgewashington.php
WA-Access to Instruction & Measurement – Grade 7
ENGLISH LANGUAGE ARTS
Grade 7
Strand: Writing
Substrand: Production and Distribution of Writing
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will plan before
writing and revise own
writing with a focus on
purpose.
Student will use a graphic
organizer to plan before
writing and to write a draft.
Student will use a graphic
organizer to prepare for
writing.
WA-Access to Instruction & Measurement – Grade 7
Writing: Production and Distribution of Writing
Grade 7
ACCESS POINT (more complex): 7.W.M. Student will plan before writing and revise own writing
with a focus on purpose.
PERFORMANCE
Requirements:
TASK



Every performance task must have at least five unique items.
The five items must relate to one topic.
Drafts should be a minimum of three sentences.
Restrictions: None
Note to Teacher: The topic may be given or self-selected by the student. The student must demonstrate three
components: 1) Plan 2) Draft 3) Revise. Each of these components=1 unique item at minimum. It is appropriate
for one component to be worth more than 1 unique item. In the example below, Plan= 2 unique items (using an
organizer and completing the organizer; Draft= 2 unique items (copying from organizer and inclusion of a reason);
Revise =1 unique item (student uses familiar process). Additional components that could be used to equal five
items: self-selected topic, remaining on topic, etc.
Example:
Example 1 (five items): Teacher direction: You are going to write a letter to the principal asking for permission for
your class to have a dance. The money from the dance will be used for a class field trip. First, think of some reasons
why the principal should give permission for the dance. Use an organizer to write your ideas. [Present a persuasive
letter organizer (or other organizer) the student is familiar with, with a writing process familiar to the student. Prepare
a word bank if one is not available with word cards appropriate for the task as well as words that are not appropriate.]
Check to make sure all sections of your organizer are complete.
Teacher direction: Now you are ready to write your letter. [Provide the student with appropriate tools with which to
write the letter. Remind the student to review and revise the letter to ensure that he/she has explained the reason for
the dance.]
Teacher direction: Next you are going to revise your letter. We are going to make sure we are staying on topic.
[Use the familiar classroom process for revising.]
Adaptations:
 Additional items can be created by changing topics, purpose, using different word/picture bank, using
different graphic organizer formats and determining the degree and requirements for revision.
 Possible graphic organizer sources:
o http://www.docstoc.com/docs/19736153/,
o https://www.teachervision.com/tv/printables/read_3_U6_WP2.pdf
WA-Access to Instruction & Measurement – Grade 7
Writing: Production and Distribution of Writing
Grade 7
ACCESS POINT (intermediate): 7.W.I. Student will use a graphic organizer to plan before writing and
to write a draft.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to one topic.
 The topic must have five “ideas.”
 Only one graphic organizer is required for this task.
Restrictions: None
Note to Teacher: The student must demonstrate three components: 1) Plan (must use a graphic organizer 2) Ideas
(minimum of five pieces of information) 3) Draft. Each of these components=1 unique item at minimum. It is
appropriate for one component to be worth more than 1 unique item. In the example below, Plan= 2 unique items
(using an organizer and completing the organizer); Ideas= 1 unique item (student has five unique ideas); Draft= 1
unique item. Additional components that could be used to equal five items: self-selected topic, remaining on topic,
etc.
Example:
Example 1 (four items minimum): Teacher direction: You are going to write a report about baseball. Before you
begin writing you need to plan what you are going to write. [Present a simple Venn diagram (or other graphic
organizer familiar to the students) for the student. Use text(s) (or topics) that the student is familiar with. Prepare a
word bank with word cards appropriate for the type of graphic organizer and the draft. There should be more
word/pictures in the bank to fill in the sentences and the graphic organizer than are needed so the student makes
decisions.]
1. First think about baseball equipment. Make a list using the organizer.
2. Now think about how baseball is played. Make a simple list using the organizer.
3. Think about how a baseball game is won or lost. Make a simple list using the organizer.
Teacher direction: Now you are ready to compose a draft for your report. Use what you have written in your
organizer to compose a draft about your topic.
Adaptations:
 Additional items can be created by changing topics, using different word/picture bank and using different
graphic organizer formats.
 Possible graphic organizer sources:
o http://www.docstoc.com/docs/19736153/,
o https://www.teachervision.com/tv/printables/read_3_U6_WP2.pdf
WA-Access to Instruction & Measurement – Grade 7
Writing: Production and Distribution of Writing
Grade 7
ACCESS POINT (less complex): 7.W.L. Student will use a graphic organizer to prepare for writing.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must relate to one topic.
 Only one graphic organizer is required for this task.
Restrictions: None
Example:
Example 1 (five items): Teacher direction: You are going to write about your school. First you need to organize
your ideas about your school. Use this organizer. [Present a graphic organizer suitable for the task and familiar to the
student with a place for five different ideas. Include leading questions in the organizer.] Here are some sentences
[Teacher should pre-generate 8 sentences with at least five that relate to your school. The remaining sentences
should be unrelated.] Select the pieces of information that are about your school. (Read sentences to the student.)
Adaptations:
 Additional items can be created by changing topics, using different word/picture bank and using different
graphic organizer formats.
 Possible graphic organizer sources:
o http://www.docstoc.com/docs/19736153/,
o https://www.teachervision.com/tv/printables/read_3_U6_WP2.pdf
WA-Access to Instruction & Measurement – Grade 7
ENGLISH LANGUAGE ARTS
Grade 7
Strand: Speaking and Listening
Substrand: Comprehension and Collaboration
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will determine
whether the evidence
provided by a presenter is
based on fact or opinion.
Student will distinguish
between facts and opinions
by a presenter.
Student will select a claim
made by a presenter.
WA-Access to Instruction & Measurement – Grade 7
Speaking and Listening: Comprehension and Collaboration
Grade 7
ACCESS POINT (more complex): 7.SL.M. Student will determine whether the evidence provided by
a presenter is based on fact or opinion.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one topic or to multiple topics.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Do not show the text to the student.
Note to Teacher: This task requires the student to evaluate the evidence provided by the presenter. The teacher should
clearly state the evidence for the student.
Example:
Example 1 (one item): Teacher direction: I am going to read a speech about school uniforms. As I read, think about
whether the evidence from the speech is based on fact or opinion. [Read the speech to the student.]
There are schools that require their students to wear uniforms. A newspaper article said that almost one in five
public schools in the United States required school uniforms in 2010. Our school should have students wear
uniforms too. 6
Teacher direction: In the speech I just read, the evidence provided says, “A newspaper article said that almost
one in five public school in the United State required school uniforms in 2010.” Is the evidence in the speech based
on fact or opinion?
Adaptations:
 Additional items can be created by using different a topic and changing the response mode.
6
Adapted from: [http://www.usatoday.com/story/news/nation/2013/08/18/more-school-uniforms/2662387/ 4/15/14]
WA-Access to Instruction & Measurement – Grade 7
Speaking and Listening: Comprehension and Collaboration
Grade 7
ACCESS POINT (intermediate): 7.SL.I. Student will distinguish between facts and opinions by a presenter.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one topic or to multiple topics.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Do not show the text to the student.
Examples:
Example 1 (one item): Teacher direction: I am going to read a speech that makes a claim. As I read, listen for an
opinion. [Read the speech, with accompanying visual as necessary, to the student.]
Soda pop should not be sold in schools. Soda pop is not good for people. Drinking soda pop can cause health problems.
Teacher direction: What is an opinion from the speech I just read?
Example 2 (one item): Teacher direction: I am going to read a speech. As I read, listen for a fact. [Read the speech to
the student.]
Washington State is the best state in the United States. The people in Washington State are very friendly. There are over
140 parks in Washington State.
Teacher direction: Which sentence from the speech is a fact? [Read the answer choices to the student.]
A. Washington State is the best state in the United States.
B. The people in Washington State are very friendly.
C. There are many parks in Washington State.
Adaptations:
 Additional items can be created by using a different topic or changing the question and response mode.
WA-Access to Instruction & Measurement – Grade 7
Speaking and Listening: Comprehension and Collaboration
Grade 7
ACCESS POINT (less complex): 7.SL.L. Student will select a claim made by a presenter.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items can relate to one topic or to multiple topics.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: Do not show the text to the student.
Example:
Example 1 (one item): Teacher direction: I am going to read some sentences that make a claim. As I read, think
about what claim I am making. [Read the speech, with accompanying visuals, to the student.]
Often students complain that school lunches need to be improved. Students want more variety in the lunch menu.
They also want the food to be tasty and good for them.
Teacher direction: What is a claim from the sentences I just read? [Read the answer choices to the student.]
A. School lunches need to be improved.
B. The food should to be tasty.
Adaptations:
 Additional items can be created by using a different topic or response mode.
WA-Access to Instruction & Measurement – Grade 7
ENGLISH LANGUAGE ARTS
Grade 7
Strand: Language
Substrand: Vocabulary Acquisition and Use
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will demonstrate
understanding of common
figures of speech or words
with connotative meanings
in context.
Student will identify the
correct word (from
commonly confused words)
to use in context.
Student will identify
common synonym and
antonym pairs.
WA-Access to Instruction & Measurement – Grade 7
Language: Vocabulary Acquisition and Use
Grade 7
ACCESS POINT (more complex): 7.L.M. Student will demonstrate understanding of common figures
of speech or words with connotative meanings in context.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must be different:
o figures of speech in context
o connotative meanings in context
o or a combination of both
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Here is a story about a girl. [Read the story to the student.]
Liz studies hard for a math test. She knows she will do well. On the day of the test, Liz says, “This test will be easy as
pie!”
Teacher direction: What does Liz mean when she says, “This test will be easy as pie”? [Read the answer choices to the
student.]
A. Math class is fun.
B. The test will be simple.
C. She studies hard.
Example 2 (one item): Teacher direction: I will read two sentences to you. The sentences will be similar except for one
word. The difference in that one word will change the meaning of the sentences. As I read, think about the different words
and which one better describes a place to live. [Read the sentences to the student.]
Sentence 1: There are people moving into the empty place down the street.
Sentence 2: There are people moving into the empty home down the street.
Teacher direction: Which sentence better describes a place to live?
Adaptations:
 Additional items can be created by using different figures of speech and text.
WA-Access to Instruction & Measurement – Grade 7
Language: Vocabulary Acquisition and Use
Grade 7
ACCESS POINT (intermediate): 7.L.I. Student will identify the correct word (from commonly
confused words) to use in context.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five commonly confused word pairs in a context.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: I will read some sentences. As I read, think about which word is missing.
[Present a sentence strip that contains the sentences “School was over. It was time to go home. The teacher told the
students to get _______ backpacks.]
School was over. It was time to go home. The teacher told the students to get
backpacks.
Teacher direction: Which word completes the sentence? [Point to and read the answer choices to the student.]
A. their
B. there
C. them
Adaptations:
 Additional items can be created by using different commonly confused words.
WA-Access to Instruction & Measurement – Grade 7
Language: Vocabulary Acquisition and Use
Grade 7
ACCESS POINT (less complex): 7.L.L. Student will identify common synonym and antonym pairs.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The set of five items must include at least:
o one synonym pair
o one antonym pair
 Academic vocabulary must be used.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: I will read a word to you. Look at the word as I read it aloud. Think about the
meaning of the word. [Present a picture/word card representing “big” to the student. Read and point to the word.]
big
Which word is the antonym of big?
A. large
B. small
Example 2 (one item): Teacher direction: Look at the picture. It is a picture of a jacket. [Point to the picture of the
jacket.]
Which picture shows the synonym for jacket? [Point to the two additional picture cards: one that shows a coat; and one
that shows a tree.]
Adaptations:
 Additional items can be created by using different synonyms and/or antonyms or changing the question and
response mode.
WA-Access to Instruction & Measurement – Grade 7
MATHEMATICS
Grade 7
Domain: Geometry
Cluster: Solve real-life and mathematical problems involving angle measure, area, surface
area, and volume
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will use counting to
find the volume of a
rectangular prism made up
of unit cubes with one
dimension equal to 1.
Student will determine the
area of a rectangle or a
composite figure made up of
rectangles drawn on a grid.
Student will use unit squares
to determine the area of a
rectangle.
WA-Access to Instruction & Measurement – Grade 7
Geometry: Solve real-life and mathematical problems involving angle measure, area,
Grade 7
surface area, and volume
ACCESS POINT (more complex): 7.G.M. Student will use counting to find the volume of a rectangular
prism made up of unit cubes with one dimension equal to 1.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 At most, two items can have the same dimensions but must be oriented differently (e.g., one item that is 2 x 3 x 1
and one item that is 1 x 3 x 2).
 Only one dimension of a prism can be equal to 1.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This is a rectangular prism made of small unit cubes. Each cube is 1 cubic
unit. [Point to the rectangular prism.]
Teacher direction: What is the volume of the prism? [Read the answer choices to the student.]
A. 3 cubic units
B. 6 cubic units
C. 9 cubic units
Example 2 (one item): Teacher direction: Which shows a rectangular prism with a volume of four cubic units? [Point to
the answer choices.]
A.
B.
.
C.
Adaptations:
 Pictures may be replaced with manipulatives or blocks.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Geometry: Solve real-life and mathematical problems involving angle measure, area,
Grade 7
surface area, and volume
ACCESS POINT (intermediate): 7.G.I. Student will determine the area of a rectangle or a composite
figure made up of rectangles drawn on a grid.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must each have a different area.
 Task must include five items that address:
o area of a rectangle
o area of a composite figure
o or a combination of both
 Both dimensions of a rectangle must be greater than 1.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This rectangle has a length of three inches and a width of two inches.
[Point to the dimensions as each is read.]
3 inches
2 inches
Teacher direction: What is the area, in square inches, of the rectangle? [Read the answer choices to the student.]
A. 5 square inches
B. 6 square inches
C. 10 square inches
Example 2 (one item): Teacher direction: This is a figure that is covered with tiles. Each tile is 1 square unit. [Point to
the figure.]
Teacher direction: What is the area, in square units, of the figure?
Adaptations:
 Shapes may be replaced with manipulatives (such as pattern blocks), created by using cutouts from sturdy paper
such as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Geometry: Solve real-life and mathematical problems involving angle measure, area,
Grade 7
surface area, and volume
ACCESS POINT (less complex): 7.G.L. Student will use unit squares to determine the area of a rectangle.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 At most, two items can have the same dimensions but must be oriented differently (e.g., one item that is 2 x
3 and one item that is 3 x 2).
 Both dimensions of a rectangle must be greater than 1.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This is a rectangle. Each square is 1 square unit. [Point to the rectangle.]
Teacher direction: What is the area of the rectangle? [Read the answer choices to the student.]
A. 4 square units
B. 8 square units
C. 10 square units
Example 2 (one item): Teacher direction: This is a rectangle. [Point to the rectangle.]
Teacher direction: Here are some tiles. [Place ten 1-inch tiles on the work surface.] Each tile is 1 square unit. Use the
tiles to cover the rectangle to find the area of the rectangle. What is the area, in square units, of the rectangle?
Adaptations:
 Shapes may be replaced with manipulatives (such as pattern blocks), created by using cutouts from sturdy paper
such as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
MATHEMATICS
Grade 7
Domain: Expressions and Equations
Cluster: Solve real-life and mathematical problems using numerical and algebraic
expressions and equations
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will solve one-step
algebraic equations
involving addition or
subtraction (where the
variable does not represent
the sum or difference).
Student will solve one-step
algebraic equations
involving addition or
subtraction using models
(where the variable does not
represent the sum or
difference).
Student will solve numeric
equations involving addition
and subtraction using
models.
WA-Access to Instruction & Measurement – Grade 7
Expressions and Equations: Solve real-life and mathematical problems using numerical
Grade 7
and algebraic expressions and equations
ACCESS POINT (more complex): 7.EE.M. Student will solve one-step algebraic equations involving
addition or subtraction (where the variable does not represent the sum or difference).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different equations.
 Task must include five:
o addition equations
o subtraction equations
o or a combination of both
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This is an equation. [Point to and read the equation to the student.]
3 + n = 5
Teacher direction: What is the value of n? [Read the answer choices to the student.]
A. 1
B. 2
C. 3
Example 2 (one item): Teacher direction: This is an equation. [Point to and read the equation to the student.]
5 – n = 2
Teacher direction: What is the value of n?
Example 3 (one item): Teacher direction: This is an equation. [Point to and read the equation to the student.]
x – 1 = 2
Teacher direction: What is the value of x?
Adaptations:
 Numbers and variables may be replaced with magnetic numbers and letters, created by using cutouts from
sturdy paper such as card stock/foam board or made by using a sewing tracing wheel to create raised
lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Expressions and Equations: Solve real-life and mathematical problems using numerical
Grade 7
and algebraic expressions and equations
ACCESS POINT (intermediate): 7.EE.I. Student will solve one-step algebraic equations involving addition
or subtraction using models (where the variable does not represent the sum or difference).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different equations.
 Task must include five:
o addition equations
o subtraction equations
o or a combination of both

In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This is an equation. [Point to and read the equation.]
5 – n = 2
–
=
Teacher direction: What is the value of n? [Read the answer choices to the student.]
A. 2
B. 3
C. 4
Example 2 (one item): Teacher direction: This is an equation. [Point to and read the equation to the student.]
3 + n = 5
+
=
Teacher direction: What is the value of n?
Adaptations:
o
o
Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such as
card stock/foam board or made by using a sewing tracing wheel to create raised lines.
Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Expressions and Equations: Solve real-life and mathematical problems using numerical
Grade 7
and algebraic expressions and equations
ACCESS POINT (less complex): 7.EE.L. Student will solve numeric equations involving addition
and subtraction using models.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different equations.
 The set of five items must include at least:
o one addition equation
o one subtraction equation
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This is an equation. [Point to and read the equation to the student.]
3 + 5
=n
+
=
Teacher direction: What is the value of n? [Read the answer choices to the student.]
A. 6
B. 7
C. 8
Example 2 (one item): Teacher direction: This is an equation. [Point to and read the equation to the student.]
5 – 2= n
Teacher direction: What is the value of n?
Adaptations:
 Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
MATHEMATICS
Grade 7
Domain: The Number System
Cluster: Apply and extend previous understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will solve
multiplication or division
problems (with a product to
100 or a divisor up to 10
without remainders).
Student will solve
multiplicative comparison
word problems involving 2,
5, and 10.
Student will identify a model
that represents a real-world
multiplication problem.
WA-Access to Instruction & Measurement – Grade 7
The Number System: Apply and extend previous understandings of operations with
Grade 7
fractions to add, subtract, multiply, and divide rational numbers
ACCESS POINT (more complex): 7.NS.M. Student will solve multiplication or division problems
(with a product to 100 or a divisor up to 10 without remainders).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different answers.
 The five items may all involve:
o multiplication
o division
o or involve a combination of both

Only one item may include 1 as a factor or a divisor.

In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 The student may not use a calculator if the item does not provide context.
Examples:
Example 1 (one item): Teacher direction: There are 24 students in Ms. Benson’s classroom. She divides the
students into 6 groups. Each group has the same number of students. How many students are in each group? [Read
the answer choices to the student.]
A. 3 students
B. 4 students
C. 5 students
Example 2 (one item): Teacher direction: Sarah planted 6 rows of flowers. She planted 8 flowers in each row.
How many total flowers did she plant?
Example 3 (one item): Teacher direction: What is 8 x 6?
Example 4 (one item): Teacher direction: What is 36 ÷ 4?
Adaptations:
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement – Grade 7
The Number System: Apply and extend previous understandings of operations with
Grade 7
fractions to add, subtract, multiply, and divide rational numbers
ACCESS POINT (intermediate): 7.NS.I. Student will solve multiplicative comparison word problems involving 2, 5,
and 10.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different products.
 Only one item may have one of the factors equal to 1.
 The set of five items must include at least:
o one item multiplying by 2
o one item multiplying by 5
o one item multiplying by 10
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Amelia has 4 tennis balls. [Point to the tennis balls.]
Teacher direction: Jackson has 2 times as many tennis balls as Amelia. How many tennis balls does Jackson have?
[Read the answer choices to the student.]
A. 6 tennis balls
B. 8 tennis balls
C. 10 tennis balls
Example 2 (one item): Teacher direction: Macy has 5 groups of pennies. Each group has 3 pennies. How many pennies
does Macy have?
Adaptations:
 Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement – Grade 7
The Number System: Apply and extend previous understandings of operations with
Grade 7
fractions to add, subtract, multiply, and divide rational numbers
ACCESS POINT (less complex): 7.NS.L. Student will identify a model that represents a real-world
multiplication problem.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different products.
 Only one item may have one of the factors equal to 1.
 The correct answer must be displayed as an array.
 Each item must be a multiple-choice item.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Shanna has 1 bottle of glue. [Point to the bottle of glue.]
Teacher direction: Kinsey has 5 times as many bottles of glue as Shanna. Which picture shows Kinsey’s bottles of
glue? [Point to, but do not quantify, the answer choices for the student.]
A.
B.
Example 2 (one item): Teacher direction: Here are five pennies. [Point to the pennies.]
Teacher direction: Which shows two rows of five pennies? [Point to, but do not quantify, the answer choices
for the student.]
WA-Access to Instruction & Measurement – Grade 7
A.
B.
Adaptations:
 Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
MATHEMATICS
Grade 7
Domain: Ratio and Proportional Relationships
Cluster: Analyze proportional relationships and use them to solve real-world and
mathematical problems
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify an
equivalent ratio in a model
or a real-world situation.
Student will identify a
simple ratio of a given,
modeled ratio.
Student will identify a 1:2
ratio of a given, modeled
ratio.
WA-Access to Instruction & Measurement – Grade 7
Ratio and Proportional Relationships: Analyze proportional relationships and use them to Grade 7
Solve real-word and mathematical problems
ACCESS POINT (more complex): 7.RP.M. Student will identify an equivalent ratio in a model or a realworld situation.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must each model a different ratio.
 Task must include five items that are based on:
o a model
o a real-world situation
o or a combination of both
 At most, three items may include the number 1 in the ratio.
 Given ratios must be part to part.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This picture shows a ratio of four crayons to one bottle of glue.
[Point to the crayons and bottle of glue.]
Teacher direction: Which picture shows an equivalent ratio? [Point to the answer choices.]
A.
B.
C.
Example 2 (one item): Teacher direction: Janice needs two stamps for every envelope. Which shows a ratio of
two stamps to one envelope? [Point to the answer choices.]
A.
B.
WA-Access to Instruction & Measurement – Grade 7
C.
Adaptations:
 Pictures may be replaced with manipulatives or real objects, created by using cutouts from sturdy paper such as
card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement – Grade 7
Ratio and Proportional Relationships: Analyze proportional relationships and use them to
Grade 7
solve real-world and mathematical problems
ACCESS POINT (intermediate): 7.RP.I. Student will identify a simple ratio of a given, modeled ratio.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must each model a different ratio.
 Ratios must have both numbers greater than or equal to 2.
 Given ratios must be part to part.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Here are the coins in Casey’s pocket. [Point to the coins.]
Teacher direction: What is the ratio of pennies to quarters? [Read the answer choices to the student.]
A. 1 to 2
B. 3 to 1
C. 3 to 2
Adaptations:
 Pictures may be replaced with manipulatives or real objects, created by using cutouts from sturdy paper
such as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement – Grade 7
Ratio and Proportional Relationships: Analyze proportional relationships and use them to
Grade 7
solve real-world and mathematical problems
ACCESS POINT (less complex): 7.RP.L. Student will identify a 1:2 ratio of a given, modeled ratio.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must each include a different model.
 Items may include 1 to 2 ratios and 2 to 1 ratios.
 Given ratios must be part to part.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: This picture shows two notebooks and one pencil. [Point to the notebooks and
pencil.]
Teacher direction: What is the ratio of notebooks to pencils? [Read the answer choices to the student.]
A. 2 to 1
B. 2 to 3
Adaptations:
 Pictures may be replaced with manipulatives or real objects, created by using cutouts from sturdy paper such as
card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question or the answer options.
WA-Access to Instruction & Measurement – Grade 7
MATHEMATICS
Grade 7
Domain: Statistics and Probability
Cluster: Investigate chance processes and develop, use, and evaluate probability models
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will determine
whether an event is
impossible, unlikely, likely,
and certain.
Student will identify
situations that represent
equally likely events.
Student will identify events
that are impossible or
certain.
WA-Access to Instruction & Measurement – Grade 7
Statistics and Probability: Investigate chance processes and develop, use, and evaluation
Grade 7
probability models.
ACCESS POINT (more complex): 7.SP.M. Student will determine whether and event is impossible,
unlikely, likely and certain
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different probability situations.
 The set of five items must include at least:
o one item with an impossible event
o one item with an unlikely event
o one item with a likely event
o one item with a certain event

In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Alberto will spin the arrow on this spinner one time. [Point to the spinner.]\
Teacher direction: What is the probability of the arrow landing on red? [Read the answer choices to the student.]
A. impossible
B. unlikely
C. certain
Example 2 (one item): Teacher direction: A bag of marbles contains ten red marbles and two blue marbles. Lynn
will choose one marble from the bag without looking. What is the probability that Lynn will choose a red marble?
[Read the answer choices to the student.]
A. unlikely
B. likely
C. certain
Adaptations:
 Pictures may be replaced with manipulatives or real objects, created by using cutouts from sturdy paper such as
card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Statistics and Probability: Investigate chance processes and develop, use, and evaluation
Grade 7
probability models.
ACCESS POINT (intermediate): 7.SP.I. Student will identify situations that represent equally likely event.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 The five items must include five different probability situations.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Beverly will spin the arrow on a spinner one time. Which spinner has
an equally likely chance of the arrow landing on red as the arrow landing on blue? [Point to the answer choices.]
A.
B.
C.
Example 2 (one item): Teacher direction: Kent will choose a marble from a bag. For which bag does Kent have
an equal chance of choosing a blue marble as choosing a red marble? [Read the answer choices to the student.]
A. Bag 1: Contains 5 blue marbles and 1 red marble
B. Bag 2: Contains 2 blue marbles and 4 red marbles
C. Bag 3: Contains 3 blue marbles and 3 red marbles
Adaptations:
 Pictures may be replaced with manipulatives or real objects, created by using cutouts from sturdy paper
such as card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Statistics and Probability: Investigate chance processes and develop, use, and evaluate
Grade 7
probability models
ACCESS POINT (less complex): 7.SP.L. Student will identify events that are impossible or certain.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items.
 Task must include five:
o impossible events
o certain events
o or a combination of both
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Paul will roll this number cube one time. [Point to the number cube.]
Teacher direction: The numbers 1, 2, 3, 4, 5, and 6 are on the cube. Which number would be impossible for Paul to
roll? [Read the answer choices to the student.]
A. 2
B. 25
Example 2 (one item): Teacher direction: Kalen will spin the arrow on this spinner one time. [Point to the spinner.]
Teacher direction: Which event is certain to happen? [Read the answer choices to the student.]
A. The arrow will land on a number.
B. The arrow will land on a letter.
Teacher direction: On which spinner would it be impossible for the arrow to land on green? [Point to each spinner.]\
A.
B.
Adaptations:
 Pictures may be replaced with manipulatives or real objects, created by using cutouts from sturdy paper such as
card stock/foam board or made by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 7
Glossary of Terms
Composite figure: A figure created using two or more figures.
Connotative meaning: A meaning that is implied by a word apart from the thing which it describes explicitly.
Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone loud-mouthed and
irritating.)
Divisor: The number by which another number is being divided.
Example:
10 ÷ 5 = 2
Divisor
Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or heighten effect often by
comparing or identifying one thing with another that has a meaning or connotation familiar to the reader or listener.
Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often
further organized with headings, graphics and captions.
Examples: exposition, argument and functional text in the form of personal essays, speeches, opinion pieces, essays
about art or literature, biographies, memoirs, journalism, and historical, scientific, technical or economic accounts
(including digital sources)
Literary Text: Literary Text includes stories, dramas and poetry.
Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories,
parodies, satire, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free verse poems,
sonnets, odes, ballads and epics.
Variable: A missing number in an equation represented by a letter.
WA-Access to Instruction & Measurement – Grade 7