AZELLA Practice Test for Grades 4-5

Introduction to the AZELLA Practice Test for Grades 4-5 

Dear Teachers and Parents, 

The Arizona English Language Learner Assessment (AZELLA) is a crucial tool used to measure English language proficiency among students who are learning English as a second language. This practice test is designed to help prepare 4th and 5th grade students for the actual AZELLA, familiarizing them with the format, types of questions, and skills assessed. 

Purpose of the Test:

The AZELLA evaluates students' abilities in four key areas of English language proficiency:

1. Listening
2. Speaking
3. Reading
4. Writing

These skills are essential for academic success across all subject areas and for effective communication in English-speaking environments. 

Test Structure:

This practice test mirrors the structure of the actual AZELLA, including:

- Listening comprehension questions based on short passages- Reading comprehension questions using grade-appropriate texts
- A writing task to assess composition skills
- A speaking task to evaluate oral language proficiency

Content and Complexity:

- The test incorporates academic content from various subjects, including science and social studies, to reflect the language demands of the classroom.
- The language complexity is tailored to the 4th-5th grade level, with a Lexile range of 720-850 for reading passages.
- Both Tier 2 (general academic) and Tier 3 (domain-specific) vocabulary are included to assess a wide range of language skills.

Scoring:
- Multiple-choice questions have one correct answer.
- Writing and speaking tasks are scored using rubrics that consider factors such as vocabulary use, grammatical accuracy, and coherence of ideas.

How to Use This Practice Test:

For Teachers:
- Administer the test under conditions similar to the actual AZELLA.
- Use the results to identify areas where students may need additional support.
- Provide targeted instruction based on the performance in each section.

For Parents:
- Encourage your child to take the practice test seriously.
- Review the results with your child, celebrating strengths and identifying areas for improvement.
- Support your child's English language development through reading, conversation, and engagement with English-language media.

Remember, this practice test is a tool to help prepare students for the AZELLA. It's not just about achieving a high score, but about developing the English language skills necessary for academic and personal success.

By working together, teachers, parents, and students can use this practice test as a stepping stone towards English language proficiency and overall academic achievement.AZELLA Practice Test for Grades 4-5

Teacher Directions:
1. Provide each student with a copy of the test and an answer sheet.
2. Read the student directions aloud.
3. Allow students 60 minutes to complete the test.
4. Monitor students during the test, but do not provide any assistance with content.
5. Collect all materials at the end of the testing period.

Student Directions:
This test will assess your English language skills in reading, writing, listening, and speaking. Read each question carefully and choose the best answer. For writing tasks, provide clear and detailed responses. Take your time and do your best work.

Section 1: Reading Comprehension (20 minutes)

Read the following passage and answer questions 1-5.

The Water Cycle: Nature's Recycling System

Water is constantly moving and changing on Earth. This process is called the water cycle. It begins when the sun heats water in oceans, lakes, and rivers. The water turns into vapor and rises into the air. This is called evaporation. As the vapor cools, it forms tiny water droplets in clouds. This is condensation. When the droplets get too heavy, they fall back to Earth as precipitation - rain, snow, or hail. Some of this water soaks into the ground, while some flows into rivers and eventually back to the oceans. Plants also release water vapor through their leaves in a process called transpiration. This continuous movement of water is crucial for all life on our planet.

1. What is the main idea of this passage?
a) The importance of oceans and lakes
b) How clouds are formed
c) The continuous movement of water on Earth
d) Why plants need water

2. Which of the following is NOT a form of precipitation mentioned in the text?
a) Rain
b) Snow
c) Hail
d) Fog

3. What happens during the process of evaporation?
a) Water droplets form in clouds
b) Water vapor rises into the air
c) Water falls from the sky
d) Plants release water through their leaves

4. Put the following stages of the water cycle in the correct order:
1. Condensation
2. Evaporation
3. Precipitation

a) 2, 1, 3
b) 1, 3, 2
c) 3, 2, 1
d) 2, 3, 1

5. Based on the passage, what does the word "crucial" most likely mean?
a) Unnecessary
b) Harmful
c) Essential
d) Mysterious

Section 2: Vocabulary and Language Use (15 minutes)

6. Choose the word that best completes the sentence:
The scientist conducted an ________ to test her hypothesis about plant growth.
a) experiment
b) expedition
c) explanation
d) exploration

7. Which word is a synonym for "constant" in the context of the water cycle?
a) Irregular
b) Continuous
c) Occasional
d) Rare

8. Choose the correct form of the verb to complete the sentence:
By next month, the students ________ their science fair projects.
a) will complete
b) completing
c) completed
d) completes

9. Which sentence uses the underlined word correctly?
a) The monument was erected to commemorate the city's founding.
b) The chef erected a delicious meal for the guests.
c) The teacher erected the students to sit quietly.
d) The flowers erected beautifully in the garden.

10. Choose the best transition word to connect the sentences:
The early settlers faced many challenges. ________, they persevered and built thriving communities.
a) However
b) Therefore
c) Meanwhile
d) Nevertheless

Section 3: Writing (15 minutes)

11. Write a paragraph explaining how the water cycle affects your daily life. Use at least three vocabulary words from the reading passage and include specific examples.

Section 4: Listening Comprehension (5 minutes)

Teacher: Read the following passage aloud to students. Then, read each question and the answer choices, allowing time for students to mark their answers.

Listen carefully to the following information about a important figure in American history:

Harriet Tubman was an African American abolitionist and political activist. Born into slavery, she escaped and subsequently made some 13 missions to rescue approximately 70 enslaved people, including family and friends, using the network of antislavery activists and safe houses known as the Underground Railroad. During the American Civil War, she served as an armed scout and spy for the Union Army. In her later years, Tubman was an activist in the movement for women's suffrage.

12. What was Harriet Tubman's main accomplishment according to the passage?
a) Writing books about slavery
b) Rescuing enslaved people
c) Fighting in the Civil War
d) Becoming a politician

13. What was the Underground Railroad?
a) A secret train system
b) A network of safe houses and activists
c) A tunnel beneath the ground
d) A railroad company

14. How did Tubman contribute to the Union Army during the Civil War?

a) As a nurse
b) As a general
c) As a scout and spy
d) As a teacher

Section 5: Speaking (5 minutes)

Teacher: Conduct this section one-on-one with each student. Read the prompt and allow the student time to respond orally.

15. Imagine you could travel back in time to meet Harriet Tubman. What would you ask her, and why? Provide at least two questions and explain your reasons for asking them.

Answer Key and Scoring Guide:
1. c
2. d
3. b
4. a
5. c
6. a
7. b
8. a
9. a
10. d

11. Scoring rubric:
- 3 points: Uses 3 vocabulary words correctly, provides clear examples, and demonstrates understanding of the water cycle's impact on daily life.
- 2 points: Uses 2 vocabulary words correctly, provides some examples, and shows partial understanding of the topic.
- 1 point: Uses 1 vocabulary word correctly, provides limited examples, and shows minimal understanding of the topic.
- 0 points: Does not use vocabulary words correctly, lacks examples, or does not address the topic.

12. b
13. b
14. c
15. Scoring rubric:
- 3 points: Provides two relevant questions with clear, thoughtful explanations.
- 2 points: Provides two questions with basic explanations.
- 1 point: Provides one question with a limited explanation.
- 0 points: Does not provide relevant questions or explanations.

This unit test covers various aspects of English language proficiency, including reading comprehension, vocabulary, grammar, writing, listening, and speaking. It incorporates content from science (water cycle) and social studies (Harriet Tubman and American history) while maintaining an appropriate Lexile level for 4th-5th grade students. The test includes both Tier 2 and Tier 3 academic vocabulary throughout the questions and passages.
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AZELLA Practice Test for Grades 4-5


Teacher Directions:
1. Provide each student with a copy of the test and an answer sheet.
2. Read the student directions aloud.
3. Administer each section according to the time limits provided.
4. Monitor students during the test, but do not provide any assistance with content.
5. For speaking tasks, assess students individually.

Student Directions:
This test will assess your English language skills in reading, writing, listening, and speaking. Read or listen to each question carefully and choose the best answer. For writing and speaking tasks, provide clear and detailed responses.

Section 1: Listening (15 minutes)

Teacher: Read each passage and question aloud twice. Allow students time to mark their answers.

Listen carefully to the following information about a science experiment:

"Today, we're going to conduct an experiment about plant growth. We'll plant two sets of bean seeds. One set will be placed in sunlight, while the other will be kept in a dark closet. We'll water both sets equally and observe them for two weeks. This experiment will help us understand how light affects plant growth."

1. What is the main purpose of this experiment?
a) To see how water affects plants
b) To understand the effect of light on plant growth
c) To determine which beans grow faster
d) To learn about different types of seeds

2. How long will the experiment last?
a) One day
b) One week
c) Two weeks
d) One month

3. What factor will be different between the two sets of seeds?
a) The amount of water
b) The type of seed
c) The amount of light
d) The temperature

Now listen to a short presentation about a historical figure:

"Cesar Chavez was an important civil rights leader. He worked to improve conditions for farm workers in the United States. Chavez organized peaceful protests and strikes. He believed in non-violent methods to bring about change. His efforts led to better pay and working conditions for many workers."

4. Who was Cesar Chavez?
a) A famous athlete
b) A civil rights leader
c) A movie star
d) A scientist

5. What method did Chavez use to bring about change?
a) Violent protests
b) Non-violent methods
c) Legal battles
d) Political campaigns

Section 2: Reading (20 minutes)

Read the following passage and answer questions 6-10.

The Grand Canyon: A Natural Wonder

The Grand Canyon is one of the most famous natural landmarks in the United States. Located in Arizona, it stretches for 277 miles and is up to 18 miles wide in some places. The Colorado River carved the canyon over millions of years, creating steep cliffs and colorful rock layers.

The Grand Canyon is home to many plants and animals. Some species, like the Grand Canyon pink rattlesnake, are found nowhere else in the world. Native American tribes have lived in and around the canyon for thousands of years. Today, the Grand Canyon is a popular destination for tourists from all over the world. Visitors can hike, take boat trips on the river, or simply enjoy the breathtaking views.

6. Where is the Grand Canyon located?
a) California
b) Arizona
c) New Mexico
d) Utah

7. What created the Grand Canyon?
a) An earthquake
b) A volcano
c) The Colorado River
d) Ancient humans

8. Which statement is TRUE according to the passage?
a) The Grand Canyon is 18 miles long.
b) All the animals in the Grand Canyon can be found elsewhere.
c) The Grand Canyon was formed quickly.
d) Native Americans have lived near the canyon for a long time.

9. What does the word "carved" mean in the context of the passage?
a) Drew
b) Cut
c) Built
d) Painted

10. What is the main idea of this passage?
a) The Colorado River is very powerful.
b) The Grand Canyon is a unique and important natural landmark.
c) Arizona has many beautiful places to visit.
d) Native Americans have an interesting history.

Section 3: Writing (20 minutes)

11. Write a paragraph about a place you would like to visit. Explain why you want to go there and what you would do on your trip. Use at least three descriptive words and two linking words (such as "because," "however," or "therefore").

Section 4: Speaking (5 minutes per student)

Teacher: Conduct this section one-on-one with each student. Read the prompt and allow the student time to respond orally.

12. Look at this picture of the Grand Canyon. Describe what you see and explain why you think people like to visit this place. Speak for at least 30 seconds.

[Note: In an actual test, an appropriate image of the Grand Canyon would be provided.]

Answer Key and Scoring Guide:

1. b

2. c

3. c

4. b

5. b

6. b

7. c

8. d

9. b

10. b

11. Writing Scoring Rubric (0-3 points):

    3 points: Writes a clear paragraph with at least three descriptive words and two linking words. Ideas are well-organized and show good command of English.

    2 points: Writes a basic paragraph with some descriptive words and at least one linking word. Ideas are somewhat organized with a few grammatical errors.

    1 point: Writes a simple paragraph with limited vocabulary and organization. May have several grammatical errors.

    0 points: Unable to write a coherent paragraph or does not attempt the task.

12. Speaking Scoring Rubric (0-3 points):

    3 points: Speaks clearly for at least 30 seconds, providing a detailed description and explanation. Uses varied vocabulary and grammatical structures.

    2 points: Speaks for close to 30 seconds, providing a basic description and explanation. Uses some varied vocabulary with a few errors.

    1 point: Speaks for less than 30 seconds with limited description. Uses basic vocabulary and may have several errors.

    0 points: Unable to respond or provides an extremely limited response.

This unit test aligns with the AZELLA Performance Level Descriptors for grades 4-5, assessing listening, reading, writing, and speaking skills. It incorporates academic content from science and social studies, uses grade-appropriate vocabulary, and includes tasks that assess students' ability to identify main ideas, understand academic vocabulary, and produce coherent spoken and written

 responses.  Certainly! I'll generate 5 reading comprehension passages based on Arizona 4th grade reading standards, incorporating science and social studies content. These passages will be between 300-400 words and set at a Lexile level of 720-850, suitable for preparing students for the AZELLA test.

Passage 1: The Sonoran Desert Ecosystem

The Sonoran Desert, which covers parts of Arizona, California, and Mexico, is a unique and fascinating ecosystem. Despite its harsh conditions, this desert is home to a diverse array of plants and animals that have adapted to survive in the hot, dry climate.

One of the most iconic plants of the Sonoran Desert is the saguaro cactus. These giant cacti can grow up to 60 feet tall and live for over 200 years. They provide homes for many desert animals, including woodpeckers, owls, and bats. The saguaro's white flowers bloom at night and are pollinated by bats and moths.

Another interesting plant is the ocotillo, which looks like a bunch of long, spiny sticks. During the rare desert rains, the ocotillo quickly grows leaves and produces bright red flowers, attracting hummingbirds and other pollinators.

The Sonoran Desert is also home to many animals that have special adaptations for desert life. The desert tortoise, for example, can store water in its bladder for long periods and dig deep burrows to escape the heat. The kangaroo rat is so well-adapted to the dry environment that it never needs to drink water, getting all the moisture it needs from the seeds it eats.

Despite its harsh appearance, the Sonoran Desert is a delicate ecosystem. Human activities, such as urban development and the introduction of non-native species, can disrupt the balance of this unique environment. Conservation efforts are crucial to protect the plants and animals that call this desert home.

(Word count: 398)

Passage 2: The Ancient Hohokam People of Arizona

Long before Arizona became a state, the Hohokam people lived and thrived in the Sonoran Desert. The Hohokam, whose name means "those who have gone" in the O'odham language, inhabited central and southern Arizona from about 1 AD to 1450 AD.

The Hohokam were master farmers who developed sophisticated irrigation systems to grow crops in the desert. They dug hundreds of miles of canals to bring water from rivers to their fields. Some of these canals were over 10 feet deep and 30 feet wide! This advanced irrigation system allowed them to grow corn, beans, squash, and cotton in the harsh desert environment.

In addition to farming, the Hohokam were skilled craftspeople. They created beautiful pottery decorated with intricate designs and made jewelry from shells traded from the Gulf of California. The Hohokam also built large, multi-story buildings called "Great Houses," which served as community centers and places of worship.

One of the most famous Hohokam sites is Casa Grande Ruins National Monument in Coolidge, Arizona. The "Big House" at this site is a four-story building made of caliche, a cement-like material made from desert soil. It's believed that this structure may have been used for astronomical observations.

Around 1450 AD, the Hohokam culture mysteriously disappeared. Scientists have different theories about what happened, including severe drought, floods, or social conflicts. Today, many modern Native American tribes, including the Akimel O'odham and Tohono O'odham, consider themselves descendants of the Hohokam.

The legacy of the Hohokam can still be seen in Arizona today. Some modern canals follow the same paths as the ancient Hohokam irrigation systems, and their art and building techniques continue to inspire people in the Southwest.

(Word count: 399)

Passage 3: The Rock Cycle: Earth's Recycling Program

Did you know that rocks are constantly changing? The rock cycle is nature's way of transforming rocks from one type to another. This process can take thousands or even millions of years, but it's happening all around us, shaping the Earth's surface.

There are three main types of rocks: igneous, sedimentary, and metamorphic. Igneous rocks form when hot, molten rock (magma) cools and solidifies. This can happen below the Earth's surface or above ground when volcanoes erupt. Granite and basalt are examples of igneous rocks.

Sedimentary rocks form when small particles of rock, sand, or organic matter are pressed and cemented together over time. These particles, called sediments, are often carried by water or wind and deposited in layers. Sandstone and limestone are common sedimentary rocks.

Metamorphic rocks are formed when existing rocks are exposed to extreme heat and pressure deep within the Earth. This process changes the rock's structure without melting it completely. Marble, which comes from limestone, is a well-known metamorphic rock.

The rock cycle connects these three types of rocks in a never-ending process. Rocks at the Earth's surface are constantly being worn down by wind, water, and ice in a process called weathering. The broken-down rock particles become sediments, which can form new sedimentary rocks.

If rocks are pushed deep into the Earth by tectonic forces, they may melt due to high temperatures and pressure, becoming magma. When this magma cools, it forms new igneous rocks. If the rocks don't melt but are changed by heat and pressure, they become metamorphic rocks.

Understanding the rock cycle helps us appreciate how dynamic our planet is. The next time you pick up a rock, remember that it has a long history and may continue to change in the future!

(Word count: 399)

Passage 4: The American Revolution: A Fight for Independence

The American Revolution was a crucial period in United States history when the thirteen American colonies fought to become an independent nation. This war, which lasted from 1775 to 1783, changed the course of history and led to the birth of a new country.

The conflict began because many colonists were unhappy with how Great Britain was treating them. The British government imposed taxes on the colonies without giving them representation in Parliament. This led to the famous phrase, "No taxation without representation!" The colonists also resented British control over their trade and daily lives.

Several events sparked the revolution. The Boston Tea Party in 1773 was a protest where colonists dumped British tea into Boston Harbor. In response, the British imposed harsh laws, which the colonists called the "Intolerable Acts." These actions increased tensions between the colonies and Great Britain.

The war officially began in April 1775 with the Battles of Lexington and Concord in Massachusetts. Colonial militia, known as "minutemen" because they could be ready to fight at a minute's notice, faced off against British soldiers. The news of these battles spread quickly, and soon the revolution was underway.

On July 4, 1776, the Continental Congress adopted the Declaration of Independence, formally stating that the colonies were free from British rule. This document, largely written by Thomas Jefferson, outlined the colonists' reasons for separating from Great Britain and declared their right to self-government.

The war was difficult for the Americans, who were fighting against a powerful empire. However, with help from France and the leadership of General George Washington, they eventually prevailed. The war ended in 1783 with the Treaty of Paris, which recognized the United States as an independent nation.

The American Revolution's ideas of liberty, equality, and self-government continue to inspire people around the world today.

(Word count: 399)

Passage 5: The Water Cycle: Nature's Continuous Journey

Water is always on the move, traveling in a never-ending cycle that shapes our planet. This process, known as the water cycle or hydrologic cycle, is crucial for life on Earth. It involves the continuous movement of water within the Earth and atmosphere.

The water cycle has several main stages. It begins with evaporation, where the sun heats water in oceans, lakes, and rivers, turning it into water vapor. This invisible vapor rises into the atmosphere. Plants also release water vapor through their leaves in a process called transpiration.

As the water vapor rises, it cools and condenses into tiny water droplets, forming clouds. This stage is called condensation. When the droplets become too heavy, they fall back to Earth as precipitation - rain, snow, sleet, or hail.

Some of this precipitation soaks into the ground, becoming groundwater. Plants can absorb this water through their roots. Some groundwater seeps slowly into rivers and lakes or emerges as springs. Water that doesn't soak in becomes surface runoff, flowing over the land into streams and rivers, eventually making its way back to the oceans.

The water cycle is important for many reasons. It provides fresh water for plants, animals, and humans. It helps distribute heat around the planet, influencing climate and weather patterns. The cycle also plays a role in shaping the Earth's surface through processes like erosion.

Human activities can affect the water cycle. Pollution can contaminate water sources, and excessive use of groundwater can deplete aquifers faster than they can refill. Climate change is also impacting the water cycle, altering precipitation patterns and increasing evaporation rates in some areas.

Understanding the water cycle helps us appreciate the importance of water conservation and protecting our water resources. Every drop of water we use is part of this amazing natural cycle!

(Word count: 398)