STUDENT NAME:__________________________________

STUDENT SCORE: _________________________________

MISSISSIPPI ASSESSMENT PROGRAM (MAP)

ENGLISH LANGUAGE ARTS
PRACTICE TESTLET
GRADE 5

Carey M. Wright, Ed.D., State Superintendent of Education

J.P. Beaudoin, Ed.D., Chief Research and Development Officer

February 2016
 A Joint Publication

Division of Research and Development, Office of Student Assessment

 Dr. J.P. Beaudoin, Chief Research and Development Officer
 Walt Drane, Director of Operations and Test Security
 Marion Jones, Director of Support Services
 Richard Baliko, NAEP State Coordinator
 Sharon Prestridge, Special Populations Coordinator
 Vincent Segalini, MAP Program Coordinator
 Patrice Williams, MKAS Coordinator

Office of the Chief Academic Officer

 Dr. Kim Benton, Chief Academic Officer
 Jean Massey, Executive Director, Office of Secondary Education
 Nathan Oakley, Executive Director, Office of Elementary Education and Reading
 Trudy Cook, Lead Professional Development Coordinator
 Victoria Johnson, Office Director ELA
 Dr. Kymyona Burk, State Literacy Director
 Dana Danis, ELA Professional Development Coordinator
 Felicia Jackson-Stewart, ELA Professional Development Coordinator

The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for
the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
basis of race, sex, color, religion, national origin, age, or disability in the provision of
educational programs and services or employment opportunities and benefits. The following
office has been designated to handle inquiries and complaints regarding the non-discrimination
policies of the above-mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Suite 203
Jackson, Mississippi 39201
(601) 359-3511

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 Introduction

Purpose

The practice testlet is designed to provide students with an authentic opportunity to

practice items that are aligned to the Mississippi College- and Career-Readiness Standards and
that mirror those that will appear on the ELA MAP assessment. The testlet is also intended to
provide teachers with data to drive classroom instruction and provide direct feedback to students.

Structure

The ELA testlet is formatted as a true performance task. There is a passage and writing
prompt. The writing prompt was written to measure reading, writing, and language MS CCRS.
Students will read the passage and answer a series of multiple-select items. These multiple-select
items will help the students unpack the text and develop their thinking for the writing task.

Directions

1. Allow students to read the text, complete the multiple-select items, and the writing
task. Teachers should follow the MAP Testing Time Guidance for the writing tasks.
2. Teachers will review student responses to the multiple-select items and score the
writing tasks using the MAP Writing Rubric.
3. Teachers should review the results to determine the needed instructional approach
(reteaching).
4. Teachers can utilize the testlets as teaching tools to help students gain deeper
understanding of the MS CCRS.
5. The writing tasks and the scored responses can be used as models for future student
writing.
6. At the bottom left of each page is an item tag, which will contain the item number,
grade level, suggested DOK level, and the standard aligned to the item.

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 DIRECTIONS
Read the passage. Then read the questions about the passage. Choose the best answer and mark it in
this test book.

“A Smoother Ride”
A 13-year-old boy helped to create a smartphone application that alerts
drivers about potholes
by TFK Kid Reporter Reed Lindsey

1 Chokwe Selassie is on a mission to help drivers avoid potholes. The eighth-

grader was inspired to kick off his crusade on a recent morning, when his mother
was driving him to school. Their car was damaged as it went over a huge pothole
in the middle of the street in their hometown of Jackson, Mississippi. “I decided I
was going to do something about the pothole problem in my city," Chokwe, 13,
told TFK. His solution: a smartphone application that warns drivers when there is a
pothole ahead.
2 Chokwe developed the smartphone application with his friends Rodriguez
Ratliff and Emmanuel Brooks. "When the smartphone application detects a

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pothole, it is highlighted in red,” Chokwe says. “And if you get close to the
pothole, your phone will warn you with a beep.” Drivers can also use the
smartphone application to report any potholes they encounter, and to look for other
routes they can take to avoid roads that have them.
3 The smartphone application relies on current available information about the
streets of Jackson, according to Chokwe. “It works by using the city’s 311 call
system, so it uses information already stored in a database,” he says. Through the
call system, citizens dial 3-1-1 to report non-emergency problems—which include
potholes. As Chokwe and his friends built the encoding for the smartphone
application prototype, they also went street by street throughout the city. They
determined that focusing on the 10 busiest streets in Jackson would give them a
large enough sample size to test the prototype.
4 To get some help in developing the smartphone application, the boys took
part in a Minority Male Makers Program sponsored by Verizon and held at Jackson
State University. The program provides nearly 1,000 African-American middle-
school boys across the country with training in advanced technology.
5 "The students were really excited to participate and learn new things,”
Valerie Bradley says. She is Chokwe's principal at Blackburn Middle School.
“They learned 3-D printing and design, and how to create smartphone
applications." Through the program, Chokwe says, he and his friends received
encouragement and guidance.
6 Although the smartphone application isn’t yet available for sale, Chokwe is
already looking for ways to improve it. The prototype remains limited to 10 streets
in Jackson, but he hopes to add more, so that it includes every street in the city.
And then he wants to go even farther. “I want to keep working on the smartphone
application until it’s nationwide," Chokwe says.

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 1. Which statement below describes the process of developing a smartphone
application?

a. It is easy to do.
b. It is best left to adults.
c. It can be very dangerous.
d. It takes a lot of time and help.

01-GR5-LV2-RI.5.8

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 2. This item has two parts. First answer Part A. Then answer Part B.

Part A

What does the word determined mean as it is used in paragraph 3?

a. hesitated
b. decided
c. discovered
d. cancelled

Part B

What words from paragraph 3 best help the reader identify the meaning
of determined?
a. “already stored”
b. “went street by street”
c. “citizens dial 3-1-1”
d. “current available information”

02-GR5-LV2-RI.5.4

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 3. Which paragraph does the map of the City of Jackson best help the reader
understand?

a. Paragraph 1
b. Paragraph 2
c. Paragraph 3
d. Paragraph 6

03-GR5-LV3-RI.5.7

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 4. What information from the passage supports the claim that technology is
very important to create a smartphone application?

a. “‘When the smartphone application detects a pothole, it is highlighted

in red,’ Chokwe says.” (paragraph 2)
b. “As Chokwe and his friends built the encoding for the smartphone
application prototype, they also went street by street throughout the
city.” (paragraph 3)
c. “They determined that focusing on the 10 busiest streets in Jackson
would give them a large enough sample size to test the prototype.”
(paragraph 3)
d. “Through the program, Chokwe says, he and his friends received
encouragement and guidance.” (paragraph 5)

04-GR5-LV2-RI.5.1

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 5. Based on information from the passage, what was most needed to help
Chokwe and his friends develop the smartphone application?

a. time to find potholes

b. support from adults
c. transportation to look for potholes
d. cellphones to test the smartphone application

05-GR5-LV2-RI.5.3

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 6. Which two main ideas are best supported throughout the passage?

a. The best smartphone applications are often the most practical.

b. Most smartphone applications are created by accident, and adults are
the only people who can create useful smartphone applications.
c. Developing smartphone applications takes a long time, and it costs a
lot to create a smartphone application.
d. The best inventions are those created by children, and adults are not
helpful when it comes to creating smartphone applications.
e. Creating a useful smartphone application requires updated technology,
and when adults encourage children they can contribute to their
community.

06-GR5-LV2-RI.5.2

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 7. Which statement best compares how the author presents information in
in the passage?

a. In the first half of the passage, the author describes how Chokwe
developed the smartphone application. In the second half, the author
explains how Chokwe received support to help develop the
smartphone application.
b. In the first half of the passage, the author explains how Chokwe’s
friends helped create the smartphone application. In the second half,
the author describes how the smartphone application works.
c. In the first half of the passage, the author describes how the pothole
destroyed Chokwe’s mother’s car. In the second half, the author
explains how the city repaired Chokwe’s mother’s car.
d. In the first half of the passage, the author explains what motivated
Chokwe to create the smartphone application. In the second half, the
author describes how the smartphone application works with
technology.

07-GR5-LV2-RI.5.5

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 8. The word prototype is used in paragraphs 3 and 6. Which phrase in the
passage is most helpful in determining the meaning of the word
prototype?

a. “remains limited to 10 streets” (paragraph 6)

b. “large enough sample size to test” (paragraph 3)
c. “relies on current available information” (paragraph 3)
d. “isn’t yet available for sale” (paragraph 6)

08-GR5-LV2-RI.5.4

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Writing Prompt
9. You have read the passage “A Smoother Ride.” According to the
information in the passage, to create a smartphone application,
technology and adult support is needed to create a smartphone
application. Is this statement true? Use details from the passage to
support your opinion.

Your writing will be scored based on the development of ideas,

organization of writing, and language conventions of grammar, usage,
and mechanics.

09-GR5-LV3-RI.5.8, W.5.1, L.5.1-3

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 English Language Arts Writing Rubric

Performance Range Advanced Proficient Basic Minimal

12 11-9 8-5 4-1 0

Standard ID Standard Score of

4 points 3 points 2 points 1 point 0 points
The writing is clear, The writing is The writing is vague The writing is The writing is
consistently focused, generally clear and and shows only unclear, and shows a unclear, shows no
and shows a complete focused, and shows a partial understanding lack of understanding understanding of the

MAP TESTLET-ELA-GRADE 5
understanding of the general of the given task. of the given task. given task, and uses
given task. Ideas are understanding of the Ideas are somewhat Ideas are developed no reasoning with
fully developed by given task. Ideas are developed by using with limited little to no evidence
using logical and adequately developed some reasoning and reasoning, little to no from the text and
Development convincing reasoning, by using logical some evidence from evidence from the descriptions and
W.5.1-3 well-chosen evidence reasoning, sufficient the text and text, and descriptions details that are
of Ideas
from the text, and and appropriate descriptions and and details that are irrelevant and/or

MISSISSIPPI DEPARTMENT OF EDUCATION©

details that are evidence from the details that may be irrelevant and/or inaccurate.
specific, relevant, and text, and descriptions irrelevant, may be inaccurate.
accurate based upon and details that are, merely listed, and
the text. for the most part, may or may not be
relevant and accurate found in the text.
based upon the text.

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 Standard ID Standard Score of
4 points 3 points 2 points 1 point 0 points
The writing The writing The writing The writing shows an The writing lacks
demonstrates demonstrates demonstrates attempt at planning, evidence of planning
evidence of planning evidence of planning evidence of planning but the progression of (random order) or a
and a purposeful, and a progression of with some logical ideas is not always progression of ideas,
logical progression of ideas that allows the progression of ideas logical, making it making it difficult for
ideas that allows the reader to follow the that allows the reader more difficult for the the reader to follow
reader to easily writer’s ideas. Words, to follow the writer’s reader to follow the the writer’s message
follow the writer’s clauses, and ideas. Words, writer’s message or or ideas. Words,
ideas. Words, transitions are used clauses, and ideas. Words, clauses, and

MAP TESTLET-ELA-GRADE 5
clauses, and effectively to clarify transitions are used clauses, and transitions are lacking
transitions are used the relationships somewhat transitions are used or used ineffectively
frequently and among claims, consistently to clarify sparingly and to clarify the
effectively to clarify reasons, details, the relationships sometimes relationships among
Writing
W.5.1-3 the relationships and/or evidence. The among claims, ineffectively to claims, reasons,
Organization among claims, writing contains an reasons, details, clarify the details, and/or

MISSISSIPPI DEPARTMENT OF EDUCATION©

reasons, details, introduction and and/or evidence. The relationships among evidence. There is a
and/or evidence. The conclusion that writing contains a claims, reasons, lack of an
writing contains an contribute to the basic introduction details, and/or introduction and/or
effective introduction cohesiveness of the and conclusion that evidence. The writing conclusion resulting
and conclusion that response. contribute to contains an in a lack of
contribute to cohesiveness that introduction and cohesiveness and
cohesiveness and may be formulaic in conclusion that are clarity.
clarity of the structure. inappropriate and/or
response. disconnected,
resulting in a lack of
cohesiveness and
clarity.

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 Standard ID Standard Score of
4 points 3 points 2 points 1 point 0 points
The writing The writing maintains The writing fails to
establishes and a tone inappropriate maintain tone
maintains tone to task, purpose, appropriate to task,
appropriate to task, and/or audience. purpose, and
purpose, and Word choice is audience. Words are
audience. Word limited, clichéd, and functional and simple
choice is precise, repetitive. Sentences and/or may be
Language effective, and show little or no inappropriate to the
purposeful. Sentences variety in length and task. The sentences

MAP TESTLET-ELA-GRADE 5
Conventions
L.5.1 and 5.3 are fluent and varied structure, and some may contain errors in
of Grammar in length and may be awkward construction or are
and Usage structure. The leading to a simple and lack
writing may contain monotonous reading. variety, making the
a few minor errors in The writing may essay difficult to
grammar and usage, contain a pattern of read. The writing

MISSISSIPPI DEPARTMENT OF EDUCATION©

but they do not errors in grammar may contain
interfere with and usage that egregious errors in
meaning. occasionally impedes grammar and usage
meaning. that impede meaning
The writing The writing The writing
demonstrates a demonstrates an demonstrates very
consistent command inconsistent limited command of
of the conventions of command of the the conventions of
standard English conventions of standard English
(punctuation, standard English (punctuation,
Language
capitalization, (punctuation, capitalization,
L.5.2 Conventions spelling). The writing capitalization, spelling). The writing
of Mechanics may contain a few spelling). The writing may contain
minor errors in may contain a pattern egregious errors in
mechanics but they of errors in mechanics that
do not interfere with mechanics that impede meaning.
meaning. occasionally impedes
meaning.

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Answer Key

Item Answer Standard Point Value

1 D RI.5.8 1
2A and 2B B, B RI.5.4, RI.5.1 2
3 B RI.5.7 1
4 B RI.5.1 1
5 B RI.5.3 1
6 A, E RI.5.2 2
7 A RI.5.5 1
8 D RI.5.4 1
9 Answers will vary RI.5.8, W.4.1, L.4.1, 12
L.4.2, L.4.3
Total Available Points 22

Scoring Rules
Step #1: Items #1 and 3-5 and 7-8 are selected-response items worth 1 point each, for a total
of 6 points.
Step #2: Items #2 and # 6 are 2-point items. In Item #2, students must answer both parts correctly.
They must answer Part A correctly to receive 1 point. In Item #6, students must get both
answers correct to earn both points and 1of 2 answers correct to earn 1 point. to receive 2
points.
Step #3: Item #9 is a constructed-response item worth 12 total points (See Writing Rubric).
Step #4: Add the total points earned by the student in steps #1-3.
Step #5: Divide the total points in step #4 by the total available points.
Step #6: Determine if the student earned at least 80% of the total points.
Readability Metric1
Word Count Lexile Level Flesch-Kincaid Level
410 1010 9.6

1
See Mississippi Assessment Program (MAP) Blueprint Interpretive Guide for grade specific guidelines.

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