ACCESS for English Language Learners

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1 Grades 3-5 ACCESS fr English Language Learners Listening, Reading, Writing, and Speaking Sample Items

2 Cpyright 2006 State f Wiscnsin. All rights reserved. The ACCESS fr ELLs test is a prduct f a cllabrative effrt f states knwn as the WIDA Cnsrtium. 2 Cpyright State f Wiscnsin. All rights reserved. 3-5 Intrductin

3 Table f Cntents Intrductin...3 Listening Scripts...11 Listening Samples Reading Samples Writing Samples Speaking Samples Answer Keys Index Please nte: The test flders as yu see them in this sample bklet d nt appear exactly as they wuld in peratinal test bklets. We have anntated test items with the crrespnding mdel perfrmance indicatrs and have changed the frmat f the speaking test frm a landscape layut (as fund in the actual speaking test picture cue bklet) t a prtrait layut fr this sample bklet. These changes required sme reductins in the size f graphics. 3-5 Intrductin Cpyright State f Wiscnsin. All rights reserved. 3

5 A. Hw t interpret flder titles The flder title identifies all essential identifiers f the specificatin and fllws the frmat: Dmain, Grade Level Cluster, Tier, Standard. In additin, each flder title will have a wrd r shrt phrase indicating its cntent tpic. 1st psitin: Dmain 2nd & 3rd psitins: Grade Level Cluster 4th psitin: Tier 5th & 6th psitins: Standard Listening: L Speaking: S Reading: R Writing: W Kindergarten: K 1 t 2: 12 3 t 5: 35 6 t 8: 68 9 t 12: 91 Prficiency levels 1 t 3: Tier A 2 t 4: Tier B 3 t 5: Tier C Scial & Instructinal: SI Language Arts: LA Math: MA Science: SC Scial Studies: SS Example: L12A_SI L 12 A SI Full title example: L12A_SI_Principal soffice 3-5 Intrductin Cpyright State f Wiscnsin. All rights reserved. 5

6 B. Hw Perfrmance Indicatrs (PI s) are manifested in items Organizatin f PI s Within Standards The WIDA standards are written and rganized by cntent area, language dmain, grade level cluster, and prficiency level. Each strand f perfrmance indicatrs, that is, a set f PI s that extend acrss the prficiency levels fr a particular grade level, describe the same cntent tpic in terms f increasingly difficult language tasks. The fllwing examples shws the Science standard exemplified by PI s in the Reading dmain. English Language Prficiency Standard 4: English language learners cmmunicate infrmatin, ideas, and cncepts necessary fr academic success in the cntent area f SCIENCE. Language Dmain: READING prcess, interpret, and evaluate written language, symbls, and text with understanding and fluency 6 Cpyright State f Wiscnsin. All rights reserved. 3-5 Intrductin

7 Each test item n the ACCESS fr ELLs is written t address a specific perfrmance indicatr, which, in turn, addresses a specific prficiency level. The illustratin belw highlights ne PI fr Grade Level K-2 at Prficiency Level 2. This PI becmes the starting pint fr develping a test item. Classify living rganisms (such as birds and mammals) using pictures r icns 3-5 Intrductin Cpyright State f Wiscnsin. All rights reserved. 7

8 Items in the ACCESS fr ELLs test are arranged int theme flders, which are cllectins f test items rganized alng sme cntent tpic. Fr example, a theme flder fr grades 9-12, Reading, Science may cnsist f 3-6 items related t the water cycle. Each theme flder addresses three prficiency levels, r three perfrmance indicatrs, and the items always increase in difficulty thrughut the flder. English Language Prficiency Standard 4: English language learners cmmunicate infrmatin, ideas, and cncepts necessary fr academic success in the cntent area f SCIENCE. Language Dmain: READING prcess, interpret, and evaluate written language, symbls, and text with understanding and fluency Match surces f data depicted in tables, charts, r graphs frm scientific studies with research questins Extract infrmatin n the use f data presented in text and tables Interpret data presented in text and tables in scientific studies 8 Cpyright State f Wiscnsin. All rights reserved. 3-5 Intrductin

9 Theme flders cnsist f a theme graphic fllwed by items that crrespnd t the three prficiency levels/perfrmance indicatrs being assessed. The items may als have additinal graphic stimuli, and the respnse chices will be either graphic r text depending n the grade levels and tier being tested. Belw is a sample theme flder fr Science, Listening, fr Grades 1-2, Tier A. Since this is a Tier A flder, the prficiency levels cvered are 1, 2, and 3. Theme Graphic 3-5 Intrductin Cpyright State f Wiscnsin. All rights reserved. 9

12 L35A_LA_Breakfast Time Part B Breakfast Time Lk at the big picture. It shws Mari having breakfast with his mther and father. Pause 3 secnds. I will nw read yu a stry abut breakfast time at Mari s hme. I will read yu the stry ne part at a time. Listen carefully. Number 1 Mari likes t ck breakfast fr his family in their kitchen. Pause. Find the picture that shws smething in the kitchen. G t the tp f the next page. Number 2 Every Saturday mrning, Mari prepares breakfast. Find the picture that shws n what day he makes breakfast. Pause. Number 3 First, he cuts up apples and ranges, and puts them n a plate. Find the picture that shws what kind f fruit he cuts up. Pause. Number 4 Then he makes pancakes, which he cvers with hney. What des he make? Pause. 12 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Listening Scripts

13 L35B_LA_USPresidents Number 5 His family enjys eating the breakfast that Mari makes. But nw there are s many dirty dishes! Pause. Turn the page. What will Mari prbably d after breakfast? Part B Frmer United States Presidents The United States has had many presidents. Here is a timeline that shws the first five presidents and when they served in ffice. Pause 3 secnds. Number 6 What years did the furth president serve? Pause. G t the tp f the next page. Number 7. Take a mment nw t read the answer chices. Pause 5 secnds. Nw listen t Number 7 Which presidents are in the crrect rder frm earliest t latest? Pause. Number 8 Which president n the timeline served the shrtest term? Pause. Turn the page. 3-5 Samples Listening Scripts Cpyright State f Wiscnsin. All rights reserved. 13

14 L35C_SC_Density Part C Density Ramn s class is learning abut the density f different bjects. Number 9 The density f water is 1. Ramn s class learned that if smething is mre dense than water, it sinks. If smething is less dense than water, it flats. Pause. G t the tp f the next page. Number 10. Take a mment nw t read the answer chices. Pause 5 secnds. Nw listen t... If the density f cal is mre than 1 and the density f a wax crayn is less than 1, chse the picture that shws what will happen when the tw bjects are placed in a beaker f water. Number 10 The density f steel is abut 8. When Ramn puts a steel ball in water it sinks. Hwever, when he carefully lays a steel paperclip n the water, he can make it flat. He wants t knw why. His teacher explains that the surface tensin f the water can hld up a paper clip because it is light, but it culd nt a hld up a heavy steel ball. Ramn learns frm this experiment that in additin t density, anther characteristic affects whether an bject will flat n water. Pause. What characteristic is this? Number 11. Take a mment nw t read the answer chices. Pause 5 secnds. Nw listen t... Number 11 The teacher tells Ramn t carefully add a sapy slutin t the water and then put in a steel ball and a paper clip, just as he did befre. She explains that water has surface tensin. That means, water mlecules n the surface stick tightly tgether. Sap, hwever, will prevent the water mlecules n the surface frm sticking tgether tightly. Ramn adds sap t the water and then puts in the steel ball and the paper clip. What will prve what the teacher says? Pause. This is the end f the Listening Test. 14 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Listening Scripts

18 L35A_LA_Breakfast Time Part A: Breakfast Time 1 LA P1 identify elements f stries frm ral directins supprted by illustratins (such as characters r settings) 18 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Listening

2 LA P1 identify elements f stries frm ral directins supprted by

meanings frm ral descriptins (such as frm ral reading f realistic

match t illustratins LA P3 identify the main idea(s) r make predictins

and select frm illustratins 3-5 Samples Listening Cpyright State f

19 2 LA P1 identify elements f stries frm ral directins supprted by illustratins (such as characters r settings) 3 4 LA P2 select literal meanings frm ral descriptins (such as frm ral reading f realistic fictin) and match t illustratins 5 LA P2 select literal meanings frm ral descriptins (such as frm ral reading f realistic fictin) and match t illustratins LA P3 identify the main idea(s) r make predictins frm ral discurse (such as frm ral reading f realistic r science fictin) and select frm illustratins 3-5 Samples Listening Cpyright State f Wiscnsin. All rights reserved. 19

20 L35B_SS_US Presidents Part B: Frmer United States Presidents SS P2 arrange infrmatin n timelines, graphs, charts, maps, r ther visual aids accrding t ral directins 20 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Listening

21 7 Adams, Madisn, Washingtn Madisn, Jeffersn, Adams Jeffersn, Washingtn, Adams Washingtn, Jeffersn, Mnre SS P3 rder r sequence infrmatin n timelines, graphs, charts, maps, r ther visual aids frm ral directins 8 Adams Jeffersn Madisn Mnre SS P4 interpret infrmatin n timelines, graphs, charts, maps, r ther visual aids frm ral directins 3-5 Samples Listening Cpyright State f Wiscnsin. All rights reserved. 21

physical states f matter, living and nn-living things, frces in nature, r

22 L35C_SC_Density Part C: The Density f Objects 9 SC P3 make predictins r hyptheses abut science experiments frm ral descriptins pertaining t physical states f matter, living and nn-living things, frces in nature, r weather patterns 22 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Listening

23 10 SC P4 The bject s shape The bject s clr The bject s weight The bject s size cmpare/cntrast relatinships that verify r cntradict hyptheses as described rally in science experiments pertaining t physical states f matter, living and nn-living things, frces in nature, r weather patterns 11 The steel ball will flat. The paper clip will flat. The steel ball will sink. The paper clip will sink. SC P5 shw prf r disprf f hyptheses based n results frm science experiments read rally pertaining t physical states f matter, living and nn-living things, frces in nature, r weather patterns 3-5 Samples Listening Cpyright State f Wiscnsin. All rights reserved. 23

26 R35A_LA_Angela Pepper Part A: Angela and Pepper This is a stry abut a girl named Angela and her dg, Pepper. Angela had a dg. His name was Pepper. Angela lved Pepper. Angela thught he was perfect. She tk Pepper t the park. But ne day when Angela wasn t lking, Pepper ran ff. Angela went hme very sad. Her dad said, Dn t wrry. I believe we ll find Pepper sn. Then ne day Angela saw a sign n a tree. It said, Fund: Small Dg. There was an address n the sign. Angela went t the huse with her father. The wman at the huse asked, Hw d I knw he is yur dg? Angela said, Well, I knw he has white spts. The wman tk Angela and her dad t the backyard. Pepper was there. When he saw Angela, he ran t her. Then the wman knew that Pepper was Angela s dg. Angela said, I think he is the best dg in the wrld. I believe yu re right abut that dg, the wman said. He is a very gd dg. I am happy that yu have fund him again. 26 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Reading

27 1 Which ne is Pepper? LA P1 2 match labels r identify facts frm pictures and phrases (e.g., I see, there is ) I knw he has white spts. Which key wrds in this sentence tell yu it is a fact? I knw he has white spts 3 LA P2 identify language assciated with stating facts fund in shrt fictin r nnfictin text supprted by pictures r graphics (e.g., I knw that, it is true that ) Which sentence tells yu a fact, nt a persn s pinin? LA P2 Angela thught he was perfect. Angela saw a sign n a tree. I am happy that yu have fund him. identify language assciated with stating facts fund in shrt fictin r nnfictin text supprted by pictures r graphics (e.g., I knw that, it is true that ) 3-5 Samples Reading Cpyright State f Wiscnsin. All rights reserved. 27

28 4 I think he is the best dg in the wrld. Which key wrds tell yu that this sentence is an pinin? LA P3 best and dg dg and wrld wrld and he is I think and best identify language assciated with stating pinins fund in fictin r nn-fictin text (e.g., I think that...; We believe that ; It culd be... ) 5 Which states an pinin? LA P3 She tk him t the park. The sign said, Fund: Small Dg. Hw d I knw this is yur dg? I believe yu re right abut that dg. identify language assciated with stating pinins fund in fictin r nn-fictin text (e.g., I think that...; We believe that ; It culd be... ) 28 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Reading

30 R35B_LA_Mystery Part B: Slving a Mystery Lana frgt her sweater in science class, s she and Babu went t get it during recess. When they entered the science classrm, they saw that the class gldfish, Rme and Juliet, were nt in their fishbwl. The fishbwl was brken and there was water n the flr. What happened? asked Lana. I think smene threw a baseball thrugh the windw and it brke the fishbwl, said Babu. I knw that Javier and Ali were playing baseball earlier. Maybe they accidentally brke the windw. There is n baseball in here, said Lana, but the windw is wide pen. I think a cat came in and gt the fish. Babu replied, It is true that the windw is pen, but I dn t think a cat brke the fishbwl. Then Mr. Ortiz walked int the rm carrying a large aquarium filled with water, and Rme and Juliet were inside the aquarium. Yu were prbably wndering what happened, said Mr. Ortiz. I brke the fishbwl when I was feeding Rme and Juliet, s I had t put them in this aquarium. Lana and Babu smiled. That slves the mystery! they said. 30 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Reading

31 6 I knw that Babu and Ali were playing baseball earlier. Which key wrd in this sentence tells yu it is a fact, nt a persn s pinin? knw playing earlier 7 LA P2 identify language assciated with stating facts fund in shrt fictin r nnfictin text supprted by pictures r graphics (e.g., I knw that, it is true that ) I think smene threw a baseball thrugh the windw. Which wrd in this sentence tells yu it is a persn s pinin? think smene baseball LA P3 identify language assciated with stating pinins fund in fictin r nn-fictin text (e.g., I think that...; We believe that ; It culd be... ) 8 Which sentence cntains a persn s pinin? LA P4 The windw is wide pen. There is n baseball in here. I dn t think a cat brke the windw. I brke the fishbwl earlier tday. differentiate between statements f fact and pinin fund in varius reading selectins 3-5 Samples Reading Cpyright State f Wiscnsin. All rights reserved. 31

32 R35C_SI_ScienceFieldTrip Part C: Science Field Trip Here is a handut Sam s teacher passed ut at schl. Let s visit a new science museum! We re ging n an exciting field trip t a new science museum dwntwn. Here is the infrmatin yu need t knw: WHEN? Friday, May 20th, leaving schl at 9 AM tgether as a class WHERE? T a new city science museum dwntwn that pened this mnth WHAT TO BRING? Paper and a pencil fr taking ntes n the Space Shuttle exhibit, and yur student ID card 9 What subject is this activity fr? PE Art Histry Science SI P3 identify main ideas frm visually supprted, explicit text (such as frm schl permissin slips, ntes abut schl events) 32 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Reading

33 10 Why did Sam s teacher make this handut and give it t the class? SI P4 T infrm students abut an upcming event T encurage students t wrk tgether as a team T annunce that a new science class is available T remind students that keeping their student ID cards is imprtant identify main ideas and majr details (such as frm schl annuncements, and dress r discipline cdes) 11 What d yu think Sam will need t d after May 20th? Take a trip dwntwn Replace his student ID card G t the pening f a museum Write a reprt abut space travel SI P5 make inferences abut main ideas and use details as supprting evidence (such as frm cmic bks) 3-5 Samples Reading Cpyright State f Wiscnsin. All rights reserved. 33

36 W35C_IT_GrasshpperAnts Part A: The Grasshpper and the Ants Read the stry. This is an ancient stry written by a man called Aesp. Read the stry. As yu read, think abut hw the grasshpper and the ants remind yu f yurself. During the summer, a grasshpper jumped arund a field. Every day he saw ants carrying fd. The grasshpper wuld say, Cme play with me and have sme fun. Every day the ants said, We can t stp nw because there is wrk t be dne. The grasshpper played all summer and the ants kept wrking. The grasshpper said, Cme play with me. One day the grasshpper asked the ants why they were wrking s hard. They said that they were string fd fr the winter. They tld the grasshpper that he shuld be wrking, t. The ants said, Yu shuld be wrking t. The grasshpper just laughed. He said that there was plenty f time befre winter and hpped ff t play. The grasshpper laughed at the ants. When the winter came, the ants ate the fd they had stred during the summer. But the grasshpper was hungry because he had played all summer instead f wrking. Winter came and the grasshpper had n fd. 36 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Writing

37 Nw it s yur turn t write! Prepare t write a cmpsitin abut hw yu are like the grasshpper r the ants. Think abut the grasshpper and the ants, then think abut yurself. Are yu mre like the grasshpper OR the ants? ❶ Prepare Yur Ideas Think carefully abut these questins t get ideas fr yur writing. Are yu mre like the grasshpper r the ants? What is the first example f hw yu are like this character frm the stry? What is the secnd example f hw yu are like this character frm the stry? What is the third example f hw yu are like this character frm the stry? Turn t the next page t write yur plan. DO NOT WRITE HERE. Mdel Perfrmance Indicatrs LA P3 LA P4 LA P5 cmpare/cntrast persnal infrmatin r experiences with thse f thers using descriptive language cmpse persnal narratives r autbigraphical sketches prduce pieces that make persnal cnnectins r integrate persnal experiences with literature (such as assume character s rle r relate t events) SI P3 SI P4 SI P5 cmpse using expanded sentences with sme cmplexity cmpse using a variety f sentence lengths and levels f cmplexity cmpse using a variety f sentence lengths and levels f cmplexity with clear meaning 3-5 Samples Writing Cpyright State f Wiscnsin. All rights reserved. 37

38 Plan Yur Writing Use this page t rganize yur ideas. Yu can make ntes, an utline, a web, r any ther kind f rganizer. Add details. Make sure yur plan includes: Intrductin First Example Secnd Example Third Example Cnclusin 38 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Writing

39 ❸ Write Yur Cmpsitin Nw write yur cmpsitin abut hw yu are like the grasshpper r the ants. When yu have finished, be sure t check yur writing. 3-5 Samples Writing Cpyright State f Wiscnsin. All rights reserved. 39

41 Nw check yur writing. Ask yurself: Did I write an intrductin? Did I give three examples f hw I am like the grasshpper r the ants? Did I write a cnclusin? Des my writing make sense? Did I write in cmplete sentences? Did I use crrect punctuatin and spelling? Did I write my best? 3-5 Samples Writing Cpyright State f Wiscnsin. All rights reserved. 41

44 Flder A T1 Nw we are ging t talk abut science and math. Each f us has a heart. Our hearts are always beating. We re ging t talk abut heart rates -- hw fast yur heart beats. Lk at this picture. I m ging t read what s in the bx next t the picture. Yu can fllw alng while I read it alud. The average child s heart rate is abut 90 beats per minute. There are 60 minutes in an hur. Hw many times des a child s heart beat in ne hur? (Well, t figure that ut we take) 90 beats per minute x 60 minutes per hur = 5,400 beats per hur That s a lt! Nw I am ging t ask yu sme questins abut this picture. Q1: (Pint t HEART) What is this? Q2: (Pint t ARM) What bdy part is this? Q3: (Pint t 90) What number is this? Q4: (Pint t x ) What des this (math symbl) mean? Q5: (Pint t = ) What des this (math symbl) mean? Q6: (Pint t 5,400) Can yu say this number? The average child s heart rate is abut 90 beats per minute. There are 60 minutes in an hur. Hw many times des a child s heart beat in ne hur? 90 beats per minute x 60 minutes per hur = 5,400 beats per hur Mdel Perfrmance Indicatrs SC P1 name rganisms r parts f systems depicted visually (such as fd webs r bimes) MA P1 tell place values f large whle numbers (such as using manipulatives fr numbers f 3 t 7 digits) 44 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Speaking

45 Flder A (cntinued) T2 Lk at these pictures. Q1: (Pint t BABY) What is this? Q2: (Pint t CHILD) What is this? Q3: (Pint t ADULT) What is this? Q4: (Sweep acrss pictures) Hw are these three pictures similar (OR) alike (OR) the same? Q5: (Sweep acrss pictures) Hw are they different in age? Mdel Perfrmance Indicatrs SC P2 classify r give examples f rganisms r types f systems depicted visually MA P2 describe large whle numbers frm pictures f everyday bjects 3-5 Samples Speaking Cpyright State f Wiscnsin. All rights reserved. 45

46 Flder A (cntinued) T3 Nw we re ging t talk abut hw heart rates change. Remember we said that a child s heart rate is abut 90 beats per minute. This is shwn in this graph here (Pint t 90). Here s the child (Pint t CHILD) and the graph shws us 90 (Pint t BAR LABELED 90 ) beats per minute (Pint t Beats Per Minute n VERTICAL AXIS). Nw let me ask yu sme questins abut this graph. Q1: (Pint t BABY AND 130 n bar graph) What des this part f the graph shw us? Q2: (Pint t ADULT AND 70) What des this part f the graph shw us? Q3: (Pint t r encircle ENTIRE GRAPH) When yu lk at the whle graph, what d yu learn abut hw heart rates change as we grw? (OR) What d we learn frm the entire graph? (OR) What des this whle graph shw us? Q4: (If necessary) What is the difference between a baby s heart rate and a child s heart rate? Q5: (If necessary) Hw did yu figure that ut? (OR) Hw d yu knw that? Mdel Perfrmance Indicatrs SC P3 describe hw rganisms r systems wrk frm shrt text with visual supprt MA P3 give examples f large whle numbers frm real life experiences 46 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Speaking

47 Flder A (cntinued) T4 Nw we re ging t talk sme mre abut hw heart rates change. We saw hw a persn s heart rate changes as they grw frm a baby t a child t an adult. Nw we are ging t see hw a child s heart rate changes as she des different activities. This is anther graph. It shws the heart rate f a girl named Alicia as she des different activities, like sleeping, running, and reading. (Pint t ALICIA DOING ACTIVITIES at bttm f page.) This graph shws Alicia s heart rate as she des these things. (Pint t GRAPH.) Q1: Lk at this graph and tell me what happens t Alicia s heart rate when she des these different activities. Q2: (As necessary) Tell me mre. (OR) Can yu tell me anything else? (OR) Can yu elabrate? (OR) Can yu give me mre details? (OR) Can yu be mre specific? Mdel Perfrmance Indicatrs SC P4 explain r discuss hw the functins f rganisms r systems impact everyday life MA P4 explain use/reasns fr large whle numbers presented rally frm math texts 3-5 Samples Speaking Cpyright State f Wiscnsin. All rights reserved. 47

48 Flder A (cntinued) T5 (Nte: Picture is repeated fr student.) Q1: Why d yu think Alicia s heart rate changes when she is ding these different activities? (OR) In general, what d yu think is the relatinship between Alicia s heart rate and her activities? (OR) Can yu see any relatinship between Alicia s heart rate being lwer and higher and what she des? (Pause.) Explain that t me. Q2: Nw imagine that Alicia wants t ride her bike. (Abut) what number d yu think her heart rate will be? Q3: Explain t me why yu say that. (OR) Why d yu say that? Q4. (As necessary) Can yu elabrate? (OR) Can yu give me mre details? (OR) Can yu be mre specific? (OR) Can yu give me an example? Mdel Perfrmance Indicatrs SC P5 hypthesize r describe the causes r effects f changes in rganisms r systems MA P5 create wrd prblems invlving large whle numbers presented rally frm grade level math texts 48 Cpyright State f Wiscnsin. All rights reserved. 3-5 Samples Speaking

50 Answer Keys Listening Part A: Breakfast Time 1 - A 2 - B 3 - A 4 - C 5 - C Part B: US Presidents 6 - C 7 - D 8 - A Part C: Density f Objects 9 - B 10 - C 11 - D Reading Part A: Angela and Pepper 1 - C 2 - A 3 - B 4 - D 5 - D Part B: Slving a Mystery 6 - A 7 - A 8 - C Part C: Science Field Trip 9 - D 10 - A 11 - D 50 Cpyright State f Wiscnsin. All rights reserved. 3-5 Appendix

Getting Involved O. Responsibilities of a Member. People Are Depending On You. Participation Is Important. Think It Through

Getting Involved O. Responsibilities of a Member. People Are Depending On You. Participation Is Important. Think It Through f Getting Invlved O Literature Circles can be fun. It is exciting t be part f a grup that shares smething. S get invlved, read, think, and talk abut bks! Respnsibilities f a Member Remember a Literature