2016–2017
P ERFORMANCE T ASKS
F IFTH G RADE
WA-Access to Instruction & Measurement – Grade 5
ENGLISH LANGUAGE ARTS
Grade 5
Strand: Reading: Literature
Substrand: Craft and Structure
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will explain what
causes a change that occurs
to a story element.
Student will identify a story
element that undergoes
change from beginning to
end.
Student will identify a story
element that may include a
character, setting, or
problem.
WA-Access to Instruction & Measurement – Grade 5
Reading Literature: Craft and Structure
Grade 5
ACCESS POINT (more complex): 5.RL.M. Student will explain what causes a change that occurs to a
story element.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one topic or to multiple topics.
 Source material must be a literary text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Story elements include setting, plot, conflict and characters.
Example:
Example 1 (one item): Teacher direction: Here is a story about a problem. Follow along as I read the story to you.
As I read the story, think about how the problem is solved. [Read the story with accompanying visuals, as necessary,
to the student.]
Jeff’s Surprise
Jeff had a problem. He had to write a story about an event in his life that was a surprise. He couldn’t decide what to
write. He thought about the day he got a new bike, but that wasn’t a surprise. He had earned part of the money to
buy the bike. He thought about the day his grandparents came to visit, but that wasn’t a surprise either. Their visit
had been planned for weeks.
When Jeff got home, he saw his mom sitting on the porch next to a big box. Jeff heard noises coming from the box.
He opened it and saw two big brown eyes looking at him. Then he saw floppy ears, a black nose, and a wagging tail.
A puppy jumped out of the box and almost knocked Jeff over. “Surprise!” said Jeff’s mom. Now, Jeff knew exactly
what he would write about!
Teacher direction: Explain which event helps Jeff solve the problem of what to write about. [Allow the student to
respond, as appropriate.]
Adaptations:
 Additional items can be created by changing the story so that the change relates to a different story element and
asks a question about that element or by using a different story that has a change to a story element: character,
setting, plot, conflict (problem/solution)—and ask what causes the change.
WA-Access to Instruction & Measurement – Grade 5
Reading Literature: Craft and Structure
Grade 5
ACCESS POINT (intermediate): 5.RL.I. Student will identify a story element that undergoes change
from beginning to end.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one topic or to multiple topics.
 Source material must be a literary text.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Note to Teacher: Story elements include setting, plot, conflict and characters.
Example:
Example 1 (one item): Teacher direction: Here is a story about a girl who moves to a new school. Follow along as I
read the story to you. As I read the story, think about how the girl’s feelings change. [Read the story with accompanying
visuals, as necessary, to the student.]
Lisa’s New School
Lisa’s family moved to a new home before school started. Lisa missed her old school. She missed her old friends. On
the first day at her new school, the teacher introduced Lisa to the class. Lisa smiled, but she did not feel happy. Lisa
did not know anyone.
Lisa stood alone on the playground at recess. She wished she could go home. Then a girl named Susan invited Lisa
to play tag. Lisa joined the game. She looked at the girls running and laughing. They were having fun. Lisa was
having fun, too. Lisa decided she was going to like her new school after all.
Teacher direction: How does Lisa change in the story? [Read the answer choices to the student.]
A. from being alone to playing with friends
B. from being at school to being at home
C. from running at recess to learning in class
Adaptations:
 Additional items can be created by changing the story so that the change relates to a different story element and
asks a question about that element or by using a different story that has a change to a story element.
WA-Access to Instruction & Measurement – Grade 5
Reading: Literature: Craft and Structure
Grade 5
ACCESS POINT (less complex): 5.RL.L. Student will identify a story element that may include a
character, setting, or problem.
PERFORMANCE TASK
Requirements:




Every performance task must have at least five unique items/questions.
The five items can relate to one topic or to multiple topics.
Source material must be a literary text.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Note to Teacher: Story elements include setting, plot, conflict and characters.
Example:
Example 1 (one item): Teacher direction: Here is a story about Henry and his dad. Follow along as I read the story to
you. As I read the story, think about where the story takes place. [Read the story with accompanying visuals, as
necessary, to the student.]
Henry at the Beach
Henry and his dad enjoy going to the beach. They swim in the ocean. They build a sand castle, and Henry laughs
when the waves wash it away.
Teacher direction: Which picture shows the setting where the story takes place? [Point to the picture card answer
choices; one showing a beach and one showing a city.]
A.
B.
a beach
a city
Adaptations:
 Additional items can be created by changing the story, setting, characters, plot or question.
WA-Access to Instruction & Measurement – Grade 5
ENGLISH LANGUAGE ARTS
Grade 5
Strand: Reading: Informational Text
Substrand: Integration of Knowledge and Ideas
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will use Internet
research tools or print
sources to locate
information about a subject
to answer a question or to
solve a problem.
Student will locate explicitly
stated information from a
print or digital source to
answer a question.
Student will locate explicitly
stated information in a
print, photograph,
illustration, tactile graphic,
or digital source.
WA-Access to Instruction & Measurement – Grade 5
Reading Informational Text: Integration of Knowledge and Ideas
Grade 5
ACCESS POINT (more complex): 5.RI.M. Student will use Internet research tools or print sources to
locate information about a subject to answer a question or to solve a problem.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one topic or to multiple topics.
 Source material must be an informational text.
o All information must be found using:
 internet search engines
 print sources
 or a combination of the two
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Suppose you are doing a report on how to play baseball, and you want
to look up information on the Internet. Which search phrase would best help you locate information about how to
play baseball? [Read the answer choices to the student.]
A. the rules of baseball
B. famous baseball players
C. baseball stadiums
Example 2 (one item): Teacher direction: Suppose you are doing a report on the history of baseball, and you want to
look up information in your library catalog. Which search phrase would best help you locate information about how
baseball was played in the past? [Read the answer choices to the student.]
A. famous baseball cards
B. the history of baseball
C. the longest baseball game
Adaptations:
 Additional items can be created by changing the source; e.g., print or Internet, using a different informational
subject and by changing the problem to solve or question to answer.
WA-Access to Instruction & Measurement – Grade 5
Reading Informational Text: Integration of Knowledge and Ideas
Grade 5
ACCESS POINT (intermediate): 5.RI.I. Student will locate explicitly stated information from a print or
digital source to answer a question.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one topic or to multiple topics.
 Source material must be an informational text.
o All information must be found using:
 internet search engines
 print sources
 or a combination of the two
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Here is an article about fog. Follow along as I read the article to you. As I
read, think about what fog is made of. [Read the article with accompanying visuals, as necessary, to the student.]
What is Fog?
Fog is a kind of cloud. Fog appears near ground instead of in the sky. Fog is made up of very tiny drops of water. These
tiny drops of water float in the air.1
What is fog made of? [Read the answer choices to the student.]
A. big clouds in the sky
B. tiny drops of water
C. water falling from the sky
Adaptations:
 Additional items can be created by changing the source; e.g., print or digital, using a different informational text
selection and by asking a different question.
1
Modified from: http://kids.discovery.com/tell-me/curiosity-corner/weather/what-is-fog 4/7/14
WA-Access to Instruction & Measurement – Grade 5
Reading Informational Text: Integration of Knowledge and Ideas
Grade 5
ACCESS POINT (less complex): 5.RI.L. Student will locate explicitly stated information in a print,
photograph, illustration, tactile graphic, or digital source.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one topic or to multiple topics.
 Source material must be an informational text.
o Sources could include a print source, a photograph, an illustration, a tactile graphic, or a digital
source.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Pretend you are creating a report on alligators. You want to find a photograph
of an alligator. [Show the student the two pictures: one of an alligator and one of a fish.] Which picture shows an
alligator? [Point to the answer choices.]
A.
alligator
B.
fish
Adaptations:
 Additional items can be created by changing the source; e.g., print, photograph, illustration, tactile
graphic, or digital source, and using a different informational text selection.
WA-Access to Instruction & Measurement – Grade 5
ENGLISH LANGUAGE ARTS
Grade 5
Strand: Reading: Foundational Skills
Substrand: Phonics and Word Recognition
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will read unfamiliar
sight words and/or decode
unfamiliar single-syllable
words.
Student will use letter-sound
knowledge and context to
read text with singlesyllable, high-frequency
words.
Student will use letter-sound
knowledge and/or context
(which may include
associated pictures or
symbols) to identify familiar
words.
WA-Access to Instruction & Measurement – Grade 5
Reading Foundational Skills: Phonics and Word Recognition
Grade 5
ACCESS POINT (more complex): 5.RF.M. Student will read unfamiliar sight words and/or decode
unfamiliar single-syllable words.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Words must be unfamiliar.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (multiple items): Teacher direction: Here is a list of words that you might not have seen before.
[Present a list of unfamiliar sight words or single-syllable words. Point to the list of unfamiliar sight words.] Read
these words. If you come to one that you do not know, skip it, and go on to the next word. [Either point to each
word as the student reads it or allow the student to track the words. For lists containing decodable words, encourage
the student to sound out the words.]
Example 2 (multiple items): Teacher directions: We are going to play bingo. [Present a sight-word bingo card with
unfamiliar sight words and play.]
Adaptations:
 Additional items can be created by using different words.
WA-Access to Instruction & Measurement – Grade 5
Reading Foundational Skills: Phonics and Word Recognition
Grade 5
ACCESS POINT (intermediate): 5.RF.I. Student will use letter-sound knowledge and context to read text
with single-syllable, high-frequency words.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 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 read the answer choices to the student.
Examples:
Example 1 (one item): Teacher direction: You are going to read a story about Jed’s trip to the pond. Read the story
out loud. If you come to a word that you do not know, try to sound it out. You may skip a word that you are not
sure of and go on to the next word. [Present the story for the student to read with accompanying visuals, as needed.]
Jed’s Trip to the Pond
When Jed was ten, he went to the pond. At the pond, Jed met Pat.2
Example 2 (one item): Teacher direction: This is a fish. Which word says “fish”? [Point to, but do not read, the answer
choices to the student.]
A. flat
B. fish
C. flag
Adaptations:
 Additional items can be created by using different words.
2
Excerpt from: “Jed’s Trip to the Pond” by Cathryn Albright
http://www.auburn.edu/academic/education/reading_genie/teacherbooks.html
WA-Access to Instruction & Measurement – Grade 5
Reading Foundational Skills: Phonics and Word Recognition
Grade 5
ACCESS POINT (less complex): 5.RF.L. Student will use letter-sound knowledge and/or context (which
may include associated pictures or symbols) to identify familiar words.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions:
 Do not read the answer choices to the student.
Examples:
Example 1 (one item): Teacher direction: Here is a picture of a tree. [Show the student two word cards: one with the
word “tree” and the other with the word “grass.”] Which word says “tree”? [Point to, but do not read, the answer choices
to the student.]
A. tree
B. grass
Example 2 (one item): Teacher direction: Here is a picture of a playground. [Show the picture of the playground to the
student and point to the swing.] Which word names the item that I am pointing to? [Point to, but do not read the answer
choices to the student.]
A. swing
B. grass
Adaptations:
 Additional items can be created by using different words.
WA-Access to Instruction & Measurement – Grade 5
ENGLISH LANGUAGE ARTS
Grade 5
Strand: Writing
Substrand: Research to Build and Present Knowledge
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will research a topic Student will access sources
of his/her own choosing;
to answer a question on a
student will use two sources. familiar topic.
Student will select a source
to answer a question on a
familiar topic.
WA-Access to Instruction & Measurement – Grade 5
Writing: Research to Build and Present Knowledge
Grade 5
ACCESS POINT (more complex): 5.W.M. Student will research a topic of his/her own choosing; student
will use two sources.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 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: None
Note to Teacher: The examples below shows a range of how this Performance Task can be presented to a student.
Examples 1 and 3 demonstrate how to use guided questioning to scaffold research inclusive of five unique items.
Example 2 demonstrates presenting each unique item in a multiple choice format.
Examples:
Example 1 (inclusive of five unique items): Teacher directions: Think about a topic that you would like to know
more about. You might want to know more about an animal, a place, or an event that interests you. Once you decide
on what you would like to know more about, think about how you will find information. You may use a computer or
go to the library or other places to find these sources. After you find information about your topic, you will answer
these questions:
1.
2.
3.
4.
5.
What is your topic?
What is one thing that you already know about your topic?
What is one thing that you want to know about it?
What is one thing you have learned about your topic?
What two sources did you use?
Example 2 (one item): Teacher Direction: Here is a group of sources. [Present the student with the following
informational sources, or picture cards that depict these sources: a book about space, a biography about Eleanor
Roosevelt, a magazine about current events, a book about presidents, and a printed web page about famous people.]
Decide whether you would like to write about Eleanor Roosevelt or her husband, President Franklin D. Roosevelt.
Which source could be used to learn more information about your topic?
A. a book about space
B. a biography about Eleanor Roosevelt
C. a magazine about current events
Example 3 (one item): Teacher direction: Use sources to find answers to the following questions:
1.
2.
3.
4.
5.
What was Eleanor Roosevelt’s full name?
Where was she born?
What kind of education did she have?
What are some things she did that made her famous?
After you finish your research, answer these questions:
a. Do you admire her?
b. If so, why? If not, why not?
Adaptations:
 Additional items can be created by using different sources as well as the subjects.
WA-Access to Instruction & Measurement – Grade 5
Writing: Research to Build and Present Knowledge
Grade 5
ACCESS POINT (intermediate): 5.W.I. Student will access sources to answer a question on a familiar topic.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 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: None
Examples:
Example 1 (one item): Teacher direction: Here are three different sources. [Present the student the three sources.]
Follow along as I read the sources to you. As I read, think about which source provides information about royal penguin
families. [Read the sources to the student.]
Source 1: Our penguin is the Galapagos penguin. Our penguin lives in the Galapagos Islands. Our penguin eats
sardines, squid, and mullet. Sharks, seals, and hawks will eat our penguin.3
Source 2: This truck looks old. This is a Kellogg’s truck. I like Kellogg’s cereal. This truck looks like a van. I like
trucks because my gamma likes them. The street is full of cars and trucks. Trucks go really fast down the street.4
Source 3: My penguin is the Royal Penguin. My penguin lives on Macquarie Islands. Royals eat fish, krill, and
squid. Killer whales, sharks, and predatory birds like to eat my penguins.5
Teacher direction: Which source contains information about royal penguins? [Read the answer choices to the student.]
A. source 1
B. source 2
C. source 3
Example 2 (one item): Teacher direction: Here are three different sources. [Present the student with the three sources.]
Follow along as I read the descriptions of the sources to you. As I read, think about which source provides information
about tractors.
Source 1: Big Machines: Tractors by Katie Kawa -Introduces tractors and describes their different uses on a farm such
as pulling implements, planting, and cutting grass.
Source 2: Big Book of Tractors by Heather Alexander- Did you know . . . That the first tractors had metal wheels with
no tires? That a tractor can weigh as much as five elephants? That a tractor can pull as much as 500 horses can?
Tractors are big and powerful! They can plough, lift, dig, mow and power through the biggest farms, the longest roads
and your very own backyard. Find out everything you want to know about these amazing machines in the Big Book of
Tractors.
Source 3: Heavy-Duty Trucks by Joyce Milton- Describes different kinds of trucks, including tractor trailers, auto
haulers, garbage trucks, bulldozers, dump trucks, and cranes.
Teacher direction: Select the sources that contain information about tractors.
Adaptations:
 Additional items can be created by using different sources as well as the subjects.
WA-Access to Instruction & Measurement – Grade 5
“Galapagos Penguin” by Madeleine and Savannah http://tarheelreader.org/2014/02/25/galapagos-penguin/
“Trucks” by David G. http://tarheelreader.org/2011/04/08/trucks-by-david/
5
“Royal Penguin” by Abigail, Mia Clair, and Ethan http://tarheelreader.org/2014/02/25/royal-penguin/
3
4
WA-Access to Instruction & Measurement – Grade 5
Writing: Research to Build and Present Knowledge
Grade 5
ACCESS POINT (less complex): 5.W.L. Student will select a source to answer a question on a familiar topic.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 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: None
Example:
Example 1 (one item): Teacher direction: Here are two books. [Point to the two books; one book about cars
and the other book about pets.] Which book would most likely have information about goldfish? [Present the
answer choices to the student.]
A. book about cars
B. book about pets
Adaptations:
 Additional items can be created by using different sources as well as the subjects.
WA-Access to Instruction & Measurement – Grade 5
ENGLISH LANGUAGE ARTS
Grade 5
Strand: Speaking and Listening
Substrand: Comprehension and Collaboration
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will summarize
(main idea and two details)
a text presented in multiple
ways.
Student will identify the
explicitly stated main idea
presented orally or through
other media.
Student will identify the
explicitly stated subject of a
simple, short text (one or
two simple sentences) about
a familiar subject, presented
orally with visual cues or
through other media.
WA-Access to Instruction & Measurement – Grade 5
Speaking and Listening: Comprehension and Collaboration
Grade 5
ACCESS POINT (more complex): 5.SL.M. Student will summarize (main idea and two details) a
text presented in multiple ways.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one topic or to multiple topics.
 Source material must be presented in multiple ways (i.e., orally and visually, etc.).
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item):
Presentation 1
“Abraham Lincoln's Contributions to America,” by mloya
Excerpt from http://tarheelreader.org/2010/09/04/abraham-lincoln%E2%80%99s-contributions-to-america-2/2/,
retrieved March 7, 2014. “Abraham Lincoln's Contributions to America,” by mloya]
Teacher direction: Here is a presentation about a past president named Abraham Lincoln. Listen carefully to learn
what the presentation is mainly about.
Presentation 2
Teacher direction: Here is a text about Abraham Lincoln. Listen carefully to learn what the text is mainly about
Abraham Lincoln
Abraham Lincoln always tried to do the right thing. When he was a boy, he worked on his family’s farm. He did not
go to school every day because he was helping at home. He taught himself to read. Lincoln thought education was
important.
Lincoln always tried to tell the truth. One time, he walked for miles to give a woman some money he owed her.
Later Lincoln became president of the United States. He worked hard to hold the country together during very
difficult times. He always did what he thought was right.7
Teacher direction: Which statement is a summary of the information? [Read the answer choices to the student.
A. Abraham Lincoln was an honest, hard-working man.
B. Abraham Lincoln liked living on a farm.
C. Abraham Lincoln enjoyed reading.
Teacher direction: Tell me two details about Abraham Lincoln that support your summary.
Adaptations:
Additional items can be created by changing the text and the way it is presented
7
“Abraham Lincoln's Contributions to America,” by mloya
Excerpt from http://tarheelreader.org/2010/09/04/abraham-lincoln%E2%80%99s-contributions-to-america-2/2/, retrieved March 7,
2014. “Abraham Lincoln's Contributions to America,” by mloya]
http://www.americaslibrary.gov/aa/lincoln/aa_lincoln_youth_1.html and
http://www.whitehouse.gov/about/presidents/abrahamlincoln
WA-Access to Instruction & Measurement – Grade 5
Speaking and Listening: Comprehension and Collaboration
Grade 5
ACCESS POINT (intermediate): 5.SL.I. Student will identify the explicitly stated main idea presented
orally or through other media.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 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: None
Example:
Example 1 (one item): Teacher direction: Here is information about something we do every day. As I read, think about
the main idea. [Read the text to the student.]
When to Wash Hands
Sometimes hands get dirty. When my hands get dirty, I need to wash them. It is time to wash my hands when they have dirt
on them, when they are messy, after I go to the bathroom, or before I eat food.6
Teacher direction: What is the main idea of the information? [Read the answer choices to the student.]
A. finding dirt
B. washing hands
C. eating food
Adaptations:
 Additional items can be created by changing the text and the way it is presented.
6
“When and How to Wash My Hands,” by tika9462
Edited excerpt from http://tarheelreader.org/2010/10/12/when-and-how-to-wash-my-hands/, retrieved March 7, 2014.
WA-Access to Instruction & Measurement – Grade 5
Speaking and Listening: Comprehension and Collaboration
Grade 5
ACCESS POINT (less complex): 5.SL.L. Student will identify the explicitly stated subject of a simple,
short text (one or two simple sentences) about a familiar subject, presented orally with visual cues or
through other media.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 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: None
Example:
Example 1 (one item): Teacher direction: Here is information about a meal. Listen as I read this information. [Read
the text with accompanying visuals, as necessary, to the student.]
Breakfast
Breakfast is an important meal. Eating breakfast gives you energy to start the day.
Teacher direction: What is the information about? [Read the answer choices to the student.]
A. breakfast
B. a chair
Adaptations:
 Additional items can be created by changing the text and the way it is presented.
WA-Access to Instruction & Measurement – Grade 5
MATHEMATICS
Grade 5
Domain: Geometry
Cluster: Classify two-dimensional figures into categories based on their properties.
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will sort twodimensional figures using
attributes (angles, numbers
of sides) they have in
common.
Student will identify twodimensional figures with a
common attribute.
Student will identify the
largest (smallest) twodimensional figure.
WA-Access to Instruction & Measurement – Grade 5
Geometry: Classify two-dimensional figures into categories based on their properties
Grade 5
ACCESS POINT (more complex): 5.G.M. Student will sort two-dimensional figures using attributes
(angles, numbers of sides) they have in common.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 At least three shapes need to be included in each group, and two of those shapes must have a common attribute.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Do not use three-dimensional solids (such as spheres, prisms, and cylinders).
Examples:
Example 1 (four items): Teacher direction: [Collect the following pattern blocks: two triangles, one trapezoid, one
square.] Here are four shapes. [Place the shapes on the work surface in random order.] Use this T-chart to sort the
shapes.
3 sides
4 sides
Teacher direction: Place the shapes that have three sides here. [Point to the left side of the T-chart.] Place the shapes
that have four sides here. [Point to the right side of the T-chart.]
Example 2 (one item): Teacher direction: Here are some shapes. [Point to each shape.]
Teacher direction: Circle the two shapes that have a common attribute that the third shape does not have.
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 5
Geometry: Classify two-dimensional figures into categories based on their properties
Grade 5
ACCESS POINT (intermediate): 5.G.I. Student will identify two-dimensional figures with a
common attribute.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 At most, two items can use the same figure but should include a different attribute (for example, two
squares, one assessing sides and one assessing angles).
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Do not use three-dimensional solids (such as spheres, prisms, and cylinders).
Examples:
Example 1 (one item): Teacher direction: Here is a square. [Point to the square.]
Teacher direction: Which of these shapes has the same number of sides as the square? [Point to the answer choices.]
A.
B.
C.
Example 2 (one item): Teacher direction: Here is a triangle. [Point to the triangle.]
Teacher direction: Which of these shapes has the same number of angles as the triangle? [Point to the answer choices.]
A.
B.
C.
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 5
Geometry: Classify two-dimensional figures into categories based on their properties
Grade 5
ACCESS POINT (less complex): 5.G.L. Student will identify the largest (smallest) two-dimensional figure.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Each item must use a different figure (for example, square, triangle, circle, rectangle, trapezoid).
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions:
 Do not use three-dimensional solids (such as spheres, prisms, and cylinders).
Examples:
Example 1 (one item): Teacher direction: Here are two different squares. [Point to each square.] Which square is
larger?
A.
B.
Example 2 (one item): Teacher direction: Here is a circle and a triangle. [Point to each shape.]
Teacher direction: Which shape is larger?
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 5
MATHEMATICS
Grade 5
Domain: Measurement and Data
Cluster: Represent and interpret data
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will complete a bar
graph, line plot, or picture
graph when given collected
data and graph template.
Student will read a picture
graph, line plot, and bar
graph to answer a simple
question.
Student will identify the
category in a bar graph or a
picture graph with the most
or least.
WA-Access to Instruction & Measurement – Grade 5
Measurement and Data: Represent and interpret data
Grade 5
ACCESS POINT (more complex): 5.MD.M. Student will complete a bar graph, line plot, or picture
graph when given collected data and graph template.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Each item must:
o use a different set of data
o contain at least two categories
o provide a total of at least five pieces of data
 Data may be organized in a table, a tally chart, or a list.
Restrictions:
 Items must not be multiple-choice.
Example:
Example 1 (one item): Teacher direction: This table shows the number of balls Kathy counted in the gym.
[Point to and read the table to the student.]
Teacher direction: Use this template and these tiles to make a bar graph to show the information in the table.
WA-Access to Instruction & Measurement – Grade 5
Adaptations:
 Graphs can be 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.
 Students can complete graphs by shading each bar or adding tiles to the graph.
 Additional items can be created by changing the data or changing the type of graph.
WA-Access to Instruction & Measurement – Grade 5
Measurement and Data: Represent and interpret data
Grade 5
ACCESS POINT (intermediate): 5.MD.I. Student will read a picture graph, line plot, and bar graph to
answer a simple question.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The set of five items must include at least:
o one picture graph
o one line plot
o one bar graph
 Bar graphs and picture graphs must have two categories.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: This bar graph shows the favorite color chosen by each student in Ms.
Kent’s class. [Point to and read the bar graph to the student.]
Number of Students
Favorite Color
7
6
5
4
3
2
1
0
Red
Green
Yellow
Color
Teacher direction: How many students chose green as their favorite color?
Example 2 (one item): Teacher direction: This line plot shows the number of servings of fruit each of Jack’s
friends ate yesterday. [Point to and read the line plot to the student.]
Number of Servings
Teacher direction: How many of Jack’s friends ate two servings of fruit yesterday? [Point to the answer choices.]
A. 0
B. 2
C. 4
Adaptations:
 Graphs can be created by using cutouts from sturdy paper such as card stock/foam board or made by using a
WA-Access to Instruction & Measurement – Grade 5

sewing tracing wheel to create raised lines.
Additional items can be created by changing the graph, the question, or the answer options.
WA-Access to Instruction & Measurement – Grade 5
Measurement and Data: Represent and interpret data
Grade 5
ACCESS POINT (less complex): 5.MD.L. Student will identify the category in a bar graph or a picture
graph with the most or least.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Task must include the use of:
o five bar graphs
o five picture graphs
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: This bar graph shows the number of pencils and erasers in Kari’s desk. [Point
to and read the graph to the student.]
Kari’s Desk
5
4
3
2
1
0
Teacher direction: Does Kari have more pencils or more erasers? [Point to the answer choices.]
A.
B.
Example 2 (one item): Teacher direction: Carol asked ten students to vote for their favorite pet. This picture graph
shows the results.
Cat
Dog
Hamster
X = 1 student
Favorite Pet
XXXXXX
XX
XXX
Teacher direction: Which pet received the most votes?
Adaptations:
 Graphs can 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 graph, the question, or the answer options.
WA-Access to Instruction & Measurement – Grade 5
MATHEMATICS
Grade 5
Domain: Numbers and Operations in Base Ten
Cluster: Perform operations with multi-digit whole numbers and with decimals
to hundredths
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify a
model to solve problems
involving divisors and
quotients (up to 10).
Student will use models and
counting to determine the
answer to a real-world
division problem.
Student will divide objects
(up to 10) into equal groups.
WA-Access to Instruction & Measurement – Grade 5
Numbers and Operations in Base Ten: Perform operations with multi-digit whole
numbers and with decimals to hundredths
ACCESS POINT (more complex): 5.NBT.M. Student will identify a model to solve problems
involving divisors and quotients (up to 10).
PERFORMANCE TASK
Grade 5
Requirements:
 Every performance task must have at least five unique items/questions.
 Each item must model a different quotient.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Here is a division problem. [Point to and read the division problem to the
student.]
8 2
Teacher direction: Which model shows 8  2? [Point to the answer choices.]
A.
B.
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.
WA-Access to Instruction & Measurement – Grade 5
Numbers and Operations in Base Ten: Perform operations with multi-digit whole
Grade 5
numbers and with decimals to hundredths
ACCESS POINT (intermediate): 5.NBT.I. Student will use models and counting to determine the answer to
a real-world division problem.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Each item must divide a different number of objects.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Tina has eight batteries. [Point to the batteries.]
Teacher direction: Tina has two flashlights. She will put the same number of batteries into each flashlight. She will use
all of the batteries. How many batteries will she put into each flashlight? [Read the answer choices to the student.]
A. 2 batteries
B. 3 batteries
C. 4 batteries
Example 2 (one item): Teacher direction: Manuel had twelve books. [Point to the books.]
He put the books into three piles. Each pile had the same number of books. How many books were in each pile?
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 5
Numbers and Operations in Base Ten: Perform operations with multi-digit whole
numbers and with decimals to hundredths
ACCESS POINT (less complex): 5.NBT.L. Student will divide objects (up to 10) into equal groups.
Grade 5
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Each item must divide a different number of objects.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Sam has six blocks. [Point to the blocks.]
Teacher direction: Sam divided the blocks into three equal groups. Which shows the blocks? [Point to, but do not
quantify, the answer choices for the student.]
A.
B.
Example 2 (one item): Teacher direction: Here are four pencils. [Place four pencils on the work surface.] Divide these
pencils into two equal groups.
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 5
MATHEMATICS
Grade 5
Domain: Numbers and Operations—Fractions
Cluster: Use equivalent fractions as a strategy to add and subtract fractions
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will use models to
solve addition problems
involving fractions (halves,
thirds, fourths, and tenths)
with like denominators with
a sum less than or equal to
1.
Student will identify models
𝟏 𝟐 𝟑
of thirds (𝟑 , 𝟑 , 𝟑), fourths
𝟏 𝟐 𝟑 𝟒
(𝟒 , 𝟒 , 𝟒 , 𝟒), and tenths
(
𝟏
,
𝟐
,
𝟑
,
𝟒
,
𝟓
,
𝟔
,
𝟕
,
𝟖
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎
𝟗
𝟏𝟎
Student will identify the
model that represents
one-half, one-fourth, and
one whole.
,
)
WA-Access to Instruction & Measurement – Grade 5
Numbers and Operations—Fractions: Use equivalent fractions as a strategy to add and
Grade 5
subtract fractions
ACCESS POINT (more complex): 5.NF.M. Student will use models to solve addition problems involving
fractions (halves, thirds, fourths, and tenths) with like denominators with a sum less than or equal to 1.
PERFORMANCE
Requirements:
TASK


Every performance task must have at least five unique items/questions.
The set of five items must include at least:
o one halves item
o one thirds item
o one fourths item
o one tenths item
In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None
Example:
Example 1 (one item): Teacher direction: This model shows
1
10
Teacher direction: What is
A.
B.
C.
1
10
+
3
10
.
+
1
10
+
3
10
3
10
? [Read answer choices to the student.]
3
10
4
10
4
20
Adaptations:
 Models may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or 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 5
Numbers and Operations—Fractions: Use equivalent fractions as a strategy to add and
subtract fractions
1 2 3
Grade 5
1 2 3 4
ACCESS POINT (intermediate): 5.NF.I. Student will identify models of thirds (3 , 3 , 3), fourths (4 , 4 , 4 , 4),
1
2
3
4
5
6
7
8
9
10
and tenths (10 , 10 , 10 , 10 , 10 , 10 , 10 , 10 , 10 , 10).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The set of five items must include at least:
o one thirds item
o one fourths item
o one tenths item
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
2
Example 1 (one item): Teacher direction: Which model is shaded? [Point to the answer choices.]
3
A.
B.
C.
Example 2 (one item): Teacher direction: Here is a set of 4 stars. Circle
3
4
of the stars.
Example 3 (one item):
Teacher direction: Point to
3
10
on this number line. [Point to the number line.]
0
1
Adaptations:
 Models 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 5
Numbers and Operations—Fractions: Use equivalent fractions as a strategy to add and
Grade 5
subtract fractions
ACCESS POINT (less complex): 5.NF.L. Student will identify the model that represents one-half, onefourth, and one whole.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The set of five items must include at least:
o one item that models one-half
o one item that models one-fourth
o one item that models one whole
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which model is
1
4
shaded? [Point to the answer choices.]
A.
B.
Example 2 (one item): Teacher direction: [Collect ½ paper plate, ¼ paper plate, and 1 whole paper plate. Place the ½
paper plate on the work surface.] Here is ½ of a paper plate. [Point to the ½ paper plate. Place the ¼ paper plate and 1
whole paper plate on the work surface.] Which of these is the whole paper plate?
Adaptations:
 Models 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 5
MATHEMATICS
Grade 5
Domain: Operations and Algebraic Thinking
Cluster: Analyze patterns and relationships
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify and
extend numerical addition
or subtraction patterns.
Student will extend a
modeled numerical pattern
that involves an addition
rule.
Student will extend AB
shape patterns.
WA-Access to Instruction & Measurement – Grade 5
Operations and Algebraic Thinking: Analyze patterns and relationships
Grade 5
ACCESS POINT (more complex): 5.OA.M. Student will identify and extend numerical addition or
subtraction patterns.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The items must include five different number patterns that use different rules and/or different starting numbers.
 The patterns must not all use an “add 1” or “subtract 1” rule.
 Provide a minimum of three terms for a given pattern.
 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 number pattern. [Point to and read the pattern.]
3, 6, 9, 12,
Teacher direction: What number comes next in this pattern? [Read the answer choices to the student.]
A. 13
B. 14
C. 16
Example 2 (one item): Teacher direction: Here is a number pattern. [Point to and read the pattern.]
30, 29, 28, 27,
Teacher direction: What number comes next in this pattern?
Adaptations:
 Numbers may be replaced with magnetic numbers, created by using cutouts from sturdy paper such as
card stock/foam board or by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the pattern.
WA-Access to Instruction & Measurement – Grade 5
Operations and Algebraic Thinking: Analyze patterns and relationships
Grade 5
ACCESS POINT (intermediate): 5.OA.I. Student will extend a modeled numerical pattern that involves an
addition rule.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The items must include five different number patterns that use different rules and/or different starting numbers.
 Provide a minimum of three terms for a given pattern.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: A number pattern is shown. [Point to and read the number pattern.]
2
4
6
8
Teacher direction: Which number comes next in the pattern? [Point to and read the answer choices to the student.]
A.
9
B.
10
C.
12
Adaptations:
 Models may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the pattern.
WA-Access to Instruction & Measurement – Grade 5
Operations and Algebraic Thinking: Analyze patterns and relationships
Grade 5
ACCESS POINT (less complex): 5.OA.L. Student will extend AB shape patterns.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The items must include five different shape patterns that use different shapes.
 Provide a minimum of three terms for a given pattern.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Here is a shape pattern. [Point to each part of the pattern as it is read.]
__________________
Teacher direction: Which shape comes next in the pattern? [Point to the answer choices.]
A.
B.
Adaptations:
 Pictures may be replaced with manipulatives, created by using cutouts from sturdy paper such as card
stock/foam board or by using a sewing tracing wheel to create raised lines.
 Additional items can be created by changing the pattern.
WA-Access to Instruction & Measurement – Grade 5
SCIENCE
Grade 5
Essential Academic Learning Requirement: Systems
Big Idea: Complex Systems
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Given a system, the student
will identify a number of
parts of the system.
Given a whole system and a
part of that system, student
will identify which is the
whole system and which is a
part of that system.
Student will differentiate
between a system and a nonsystem.
WA-Access to Instruction & Measurement – Grade 5
Systems: Complex Systems
Grade 5
ACCESS POINT (more complex): 5.SYSA.M. Given a system, the student will identify a number of parts
of the system.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Use typical systems that have at least three parts.
 Task must include parts from one or more than one system.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (four items): Teacher direction: Match the parts of the system to the whole system. [
Example 2 (two items): Teacher direction: Here is a system. [Present the student with a clearly identified
visual of a computer system and a variety of pictures of parts of systems below.]
WA-Access to Instruction & Measurement – Grade 5
Put an X on all of the pictures that are part of the computer system.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects with identifiable parts to replace pictures.
 Additional items can be created by changing the system.
WA-Access to Instruction & Measurement – Grade 5
Systems: Complex Systems
Grade 5
ACCESS POINT (intermediate): 5.SYSA.I. Given a whole system and a part of that system, student
will identify which is the whole system and which is a part of that system.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The set of five items must include at least:
o one item that identifies a whole system
o one item that identifies part of that system
 Use typical systems that have at least three parts.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is a whole system? [Present pictures of a bicycle
and its parts. Read the answer choices to the student.]
A. a bicycle
B. a bicycle tire
C. a bicycle seat
Example 2 (one item): Teacher direction: Which of the following is part of a system? [Read the answer choices to the
student.]
A. a bicycle
B. the road
C. a bicycle seat
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects with identifiable parts to replace pictures.
 Additional items can be created by changing the system.
WA-Access to Instruction & Measurement – Grade 5
Systems: Complex Systems
Grade 5
ACCESS POINT (less complex): 5.SYSA.L. Student will differentiate between a system and a non-system.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The set of five items must include at least:
o one item that identifies an example of a system
o one item that identifies an example of a non-system
 Use typical systems that have at least three parts.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is a system? [Read the answer choices to the student.]
A. a rock
B. a bicycle
Example 2 (two items) Teacher direction: Put an X on all of the pictures that are non-systems. [Present a variety
of familiar pictures of familiar systems (bicycle, car, house, stove, etc.) and non-systems (a rock, a block of wood,
etc.)]
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects with identifiable parts to replace pictures.
 Additional items can be created by changing the system.
WA-Access to Instruction & Measurement – Grade 5
SCIENCE
Grade 5
Essential Academic Learning Requirement: Inquiry
Big Idea: Planning Investigations
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Given a research question,
the student will identify the
most appropriate
investigation from a list of
choices.
Student will communicate
observations about an
investigation over time.
Student will identify the
investigation (question) or
the results (answers).
WA-Access to Instruction & Measurement – Grade 5
Inquiry: Planning Investigations
Grade 5
ACCESS POINT (more complex): 5.INQB.M. Given a research question, the student will identify the
most appropriate investigation from a list of choices.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Scientific investigations must be easily observed and involve simple measurements with equipment that is
familiar.
 Modifying a scientific investigation or changing variables in one investigation can be used to create new items.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Here is a research question: Does ice melt faster in the refrigerator or on a
table? Which of the following would help answer this research question? [Read the answer choices to the student.]
A. measuring temperature of ice with a thermometer in a beaker
B. checking the oil in a car with the hood open
C. weighing a block of wood with a triple beam balance
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) that have a familiar
context.
 Additional items can be created by changing the questions or investigation.
WA-Access to Instruction & Measurement – Grade 5
Inquiry: Planning Investigations
Grade 5
ACCESS POINT (intermediate): 5.INQB.I. Student will communicate observations about an
investigation over time.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 One investigation may include several unique observations.
 Scientific investigations must be easily observed and involve simple measurements.
 Modifying a scientific investigation or changing several variables in one investigation constitutes demonstration
of understanding.
 Observations must be related to the scientific investigation.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Based on the investigation of melting ice, which of the following is an
observation in that scientific investigation? [Read the answer choices to the student.]
A. There is grass in the school yard.
B. Ice makes a puddle when it melts.
C. The car moves fast.
Example 2 (multiple items): Teacher direction: Based on the investigation, ask questions about the
investigation that shows student observations. Possible questions include: How long did the ice take to melt?
How did the ice change?
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) that have a familiar context.
 Additional items can be created by changing the investigation.
WA-Access to Instruction & Measurement – Grade 5
Inquiry: Planning Investigations
Grade 5
ACCESS POINT (less complex): 5.INQB.L. Student will identify the investigation (question) or the results
(answers).
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Scientific investigations must be easily observed and involve simple measurements.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example:
Example 1 (one item): Teacher direction: Which of the following is a question in a scientific investigation?
[Read the answer choices to the student.]
A. Do you like ice cream?
B. Does ice melt faster in the refrigerator or on a table?
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) familiar to the student.
 Additional items can be created by changing the answer choices.
WA-Access to Instruction & Measurement – Grade 5
SCIENCE
Grade 5
Essential Academic Learning Requirement: Application
Big Idea: Different Technologies
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Given a question and
multiple technologies,
student will identify the best
technology to solve the
problem when given certain
criteria.
Given a question and
multiple technologies,
student will identify which
technology(s) could be used
to solve the problem.
Student will identify an
object or piece of technology
used for solving a problem.
WA-Access to Instruction & Measurement – Grade 5
Application: Different Technologies
Grade 5
ACCESS POINT (more complex): 5.APPD.M. Given a question and multiple technologies, student
will identify the best technology to solve the problem when given certain criteria.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 At least one distractor must be plausible (but not the best) for solving the problem.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following could you use to quickly communicate between
school and home? [Read the answer choices to the student.]
A.
a telephone
B.
a paper and pencil
C.
a dog
Example 2 (multiple items): Teacher direction: This pictures shows a classroom. [Present student with a variety of
pictures of familiar technology (objects) that solve a particular problem.] Put an X on all of the pictures that show a
technology that solves the problems of communication over long distances.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) familiar to the student.
 Additional items can be created by changing the question.
WA-Access to Instruction & Measurement – Grade 5
Application: Different Technologies
Grade 5
ACCESS POINT (intermediate): 5.APPD.I. Given a question and multiple technologies, student will
identify which technology(s) could be used to solve the problem.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Task must include at least 5 items that identify a solution that matches a problem.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Examples:
Example 1 (three items): Teacher direction: Match the problem to the tool to solve the problem. [Present
components for matching three problems and visuals of the tools to solve the problem.]
Problem
You need to quickly get across town
Solution
mixing bowl
You need to mix cookie dough in something
water bottle
You need to carry watch while traveling in car
car
Teacher direction: Here is a problem: You need to carry water long distances. [Present student with a variety of
pictures of familiar technology (objects).] Put an X on all of the pictures of technology to solve the problem. [For
each solution, include at least two distractors.]
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) familiar to the student.
 Additional items can be created by changing the question and technology.
WA-Access to Instruction & Measurement – Grade 5
Application: Different Technologies
Grade 5
ACCESS POINT (less complex): 5.APPD.L. Student will identify an object or piece of technology used
for solving a problem.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is technology that can be used to solve a
problem? [Point to and read the answer choices to the student.]
A. a tree
B. a computer
Example 2 (multiple items): Teacher direction: This picture shows a classroom (should include many opportunities
to identify a technology). Put an X on all of the pictures of technology that can be used to help communicate.
[Provide student with a variety of pictures of familiar technology (objects).]
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real objects (measuring cups, rulers, etc.) familiar to the student.
 Additional items can be created by changing the question, environment or scenario.
WA-Access to Instruction & Measurement – Grade 5
SCIENCE
Grade 5
Essential Academic Learning Requirement: Earth and Space Science
Big Idea: Formation of Earth Materials
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will describe an
earth material in terms of
its physical properties, such
as color, weight, or texture.
Student will identify the
physical properties of color,
weight, or texture for
specific earth materials.
Student will identify an
earth material.
WA-Access to Instruction & Measurement – Grade 5
Earth and Space Science: Formation of Earth Materials
Grade 5
ACCESS POINT (more complex): 5.ES2A.M. Student will describe an earth material in terms of its
physical properties, such as color, weight, or texture.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Tasks must use color, weight and/or texture, or a combination of all three to identify physical properties of
specific earth materials
Restrictions:
 Avoid contexts that are difficult to feel/sense such as boulders or glaciers.
 Avoid using multiple-choice format.
Example:
Example 1 (one item): Teacher direction: Here is an earth material. [Point to the sample of sand.] Look at the
sand’s color. Feel the weight or texture of the sand. Now, describe the sand.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real earth materials.
 Additional items can be created by using different materials.
WA-Access to Instruction & Measurement – Grade 5
Earth and Space Science: Formation of Earth Materials
Grade 5
ACCESS POINT (intermediate): 5.ES2A.I. Student will identify the physical properties of color, weight,
or texture for specific earth materials.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Tasks must use color, weight and/or texture, or a combination of all three to identify physical properties of
specific earth materials.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Avoid contexts that are difficult to feel/sense such as boulders or glaciers.
Examples:
Example 1 (one item): Teacher direction: Here is an example of an earth material. [Point to a picture of rocks.] Which
of the following is a characteristic of the rocks? [Read the answer choices to the student.]
A. They are dark-colored.
B. They are food.
C. They are growing.
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real earth materials.
 Additional items can be created by using different earth materials and different physical
properties.
WA-Access to Instruction & Measurement – Grade 5
Earth and Space Science: Formation of Earth Materials
Grade 5
ACCESS POINT (less complex): 5.ES2A.L. Student will identify an earth material.
PERFORMANCE TASK
Requirements:


Every performance task must have at least five unique items/questions.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is an earth material? [Read the answer choices to the
student.]
A. a rock
B. a car
Example 2 (one item): Teacher direction: Circle all of the pictures that show an earth material. [Provide student with a
variety of pictures of familiar earth materials (gravel, boulders, mud, soil, etc. mixed with pictures of non-earth
materials.]
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real earth materials.
 Additional items can be created by using different materials.
WA-Access to Instruction & Measurement – Grade 5
SCIENCE
Grade 5
Essential Academic Learning Requirement: Structure and Function of Living Organisms
Big Idea: Structures and Behaviors
ACCESS POINTS Built on Three Levels of Complexity
More Complex                        Less Complex
Student will identify which
physical structures of an
animal or plant will address
the needs of that organism.
Student will identify the
needs of plants or animals.
Student will identify
physical structures of a
plant or animal.
WA-Access to Instruction & Measurement – Grade 5
Structure and Function of Living Organisms: Structures and Behaviors
Grade 5
ACCESS POINT (more complex): 5.LS1B.M. Student will identify which physical structures of an animal
or plant will address the needs of that organism.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Tasks must include items that identify physical structures of plants, animals, or a combination of both that
address the needs of that organism.
 Use plants and animals that are familiar to the student.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Avoid plants that eat insects (sundew, Venus flytrap, etc.).
Examples:
Example 1 (one item): Teacher direction: Which part of a cat is best used to eat its food? [Read the answer choices to
the student.]
A. mouth
B. tail
C. ear
Example 2 (one item): Teacher direction: Which of the following helps plants get water? [Read the answer choices to
the student.]
A. root
B. flower
C. leaf
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real plants or animal representations.
 Additional items can be created by changing the question and answer choices.
WA-Access to Instruction & Measurement – Grade 5
Structure and Function of Living Organisms: Structures and Behaviors
Grade 5
ACCESS POINT (intermediate): 5.LS1B.I. Student will identify the needs of plants or animals.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Tasks must include five items that identify needs of plants, animals, or a combination of both.
 Use plants and animals that are familiar to the student.
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions:
 Avoid plants that eat insects (sundew, Venus flytrap, etc.).
Examples:
Example 1 (one item): Teacher direction: Which of the following is a need for a dog? [Read the answer choices to the
student.]
A. food
B. rocks
C. a ball
Example 2 (one item): Teacher direction: Which of the following is a need for a plant? [Read the answer choices to the
student.]
A. sunlight
B. a notebook
C. a shoe
Adaptations:
 Scientific materials can either include three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real plants or animals.
 Additional items can be created by changing the question and answer choices.
WA-Access to Instruction & Measurement – Grade 5
Structure and Function of Living Organisms: Structures and Behaviors
Grade 5
ACCESS POINT (less complex): 5.LS1B.L. Student will identify physical structures of a plant or animal.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 Tasks must include five items that identify physical structures of a plant, animal, or a combination of both.
 Use plants and animals that are familiar to the student.
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Examples:
Example 1 (one item): Teacher direction: Which of the following is part of a plant? [Read the answer choices to the
student.]
A. a leaf
B. a car
Example 2 (one item): Teacher direction: Which of the following is part of an animal? [Read the answer choices to the
student.]
A. a foot
B. an apple
Adaptations:
 Scientific materials can include either three-dimensional or visual representations.
 Allow student to use hands-on science materials and/or tools, as applicable.
 When possible, use real plants or animals.
 Additional items can be created by changing the answer choices.
WA-Access to Instruction & Measurement – Grade 5
Glossary of Terms
Divisor: The number by which another number is being divided.
Example:
10 ÷ 5 = 2
Divisor
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: biographies and autobiographies; books about history, social studies, science and the arts; technical text,
including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on arrange of
topics.
Literary Text: Literary Text includes stories, dramas and poetry.
Examples: children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, myth, staged dialogue,
nursery rhymes, and the subgenres of narrative poems.
Quotient: The result obtained by dividing one quantity by another.
Example:
10 ÷ 5 = 2
Quotient
Story: Stories include children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth.
WA-Access to Instruction & Measurement – Grade 5