An opportunity to work together to raise

the level of achievement in our schools​.

Una oportunidad de trabajar juntos para incrementar
el nivel de logro en nuestras escuelas.
Dear Families & Students,

I wanted to take this opportunity to invite you to work together in preparing for the annual New York State English
As A Second Language Achievement Test (NYSESLAT). This review packet has been created to assist you in
becoming familiar with the NYSESLAT.

Once a year, the NYSESLAT is administered to measure the English language proficiency of students who have
been identified as English Language Learners (ELLs).

Attached you will find review materials and information on the specifics of the NYSESLAT that will help your child
prepare for this assessment. A summary of the test section and the directions have been translated in order to
assist families with preparing their child for the NYSESLAT. In order to assist students, passages and questions
have not been translated ​since the NYSESLAT is administered in English only.

Please know that when you practice this NYSESLAT review packet with your child, Google Translate or the Google
Translate Smartphone Application may assist you in administering the Speaking, Listening, Reading and Writing
portions of the test by translating them for you. However, your child is advised not to use these resources when
practicing for the NYSESLAT since your child must take the test in English.

You can access the Google Translate website at: ​https://translate.google.com/

You can also access the Google Translate Smartphone Application through the App store on your smartphone.
There is no cost to use the Google App.

If you have any questions or concerns regarding the upcoming NYSESLAT assessment, please call the Bilingual
Department at (845) 326-1307.

I hope you find these resources valuable and as always, your support is appreciated.

Thank you,

Linda Bradt
ECSDM Director of ENL, Bilingual & World Languages
Estimadas Familias y Estudiantes,

Quería tomar esta oportunidad para invitarles a trabajar juntos en la preparación anual del Examen del Estado de
Nueva York de Rendimiento en el Aprendizaje del Inglés como Segundo Idioma (NYSESLAT). Este paquete de
revisión ha sido creado para ayudarles a familiarizarse con el NYSESLAT.

Una vez al año, el NYSESLAT es administrado para medir el dominio del idioma Inglés a los estudiantes que han
sido identificados como Aprendices del Idioma Inglés (ELLs).

Adjunto encontrará materiales de revisión e información sobre los específicos del NYSESLAT que ayudará a su
hijo(a) a prepararse para esta evaluación. Un resumen de la sección del examen y las instrucciones han sido
traducidas con el fin de ayudar a las familias con la preparación de sus hijos para el NYSESLAT. Para poder
ayudar a los estudiantes, los pasajes y preguntas ​no han sido traducidas​ ya que el NYSESLAT es administrado en
Inglés solamente.

Por favor sepa que cuando ustedes practican este paquete de revisión del NYSESLAT con su hijo(a), la aplicación
de Google Translate o del teléfono inteligente de Google Translate puede ayudar en la administración de las
porciones del examen de Expresión Oral, Auditiva, Lectura y Escritura al traducirlas para ustedes. Empero, se
recomienda a su hijo(a) no utilizar estos recursos cuando está practicando para el NYSESLAT ya que su hijo(a)
debe tomar la prueba en Inglés.

Ustedes pueden acceder el sitio web en Google Translate al:​ https://translate.google.com/

Ustedes también pueden acceder la aplicación del teléfono inteligente de Google Translate a través de la tienda de
aplicaciones en su teléfono inteligente. No hay ningún costo para usar la aplicación de Google.

Si ustedes tienen alguna pregunta o preocupación respecto a la evaluación del NYSESLAT que se aproxima, por
favor llame al Departamento Bilingüe al (845) 326-1307.

Espero que ustedes encuentren estos recursos valiosos y, como siempre, su apoyo es apreciado.

Gracias,

Linda Bradt
Directora de ENL, Bilingüe e Idiomas Mundiales de ECSDM
The New York State English As A Second Language Achievement Test (NYSESLAT) is designed to measure the
English language proficiency of students who have been identified as an English Language Learner (ELL).
Students who have been identified as an ELL and take the NYSESLAT, will be determined to be at one of the 5
following English proficiency levels below:
1-Entering 2-Emerging 3- Transitioning 4- Expanding 5- Commanding

The NYSESLAT is administered annually an the test is given over a series of days. It is expected that a student
attend school on the designated NYSESLAT testing days in order to ensure the correct amount of language
support services are provided to each ELL student in the future.

The NYSESLAT is a language based test that focuses upon a student being able to demonstrate English language
competency within 4 the modalities of language learning. The 4 modalities are Speaking, Listening, Reading &
Writing. The NYSESLAT ​is not ​a test of content knowledge. A student may demonstrate language competency
without content accuracy and will be scored accordingly based on five performance level descriptors as defined
below:

•1- ​ ​ENTERING​ (Beginning- Level 1): A student at the Entering level has great dependence on supports and
structures to advance his or her academic language skills. As measured by the NYSESLAT, a student at this level
has yet to meet the linguistic demands necessary to demonstrate proficiency in a variety of academic contexts
within this grade level.

•2- ​EMERGING​ (​ Low Intermediate- Level 2): A student at the Emerging level has some dependence on supports
and structures to advance his or her academic language skills. As measured by the NYSESLAT, a student at this
level has yet to meet the linguistic demands necessary to demonstrate proficiency in a variety of academic
contexts within this grade level.

•3- ​ ​TRANSITIONING​ (Intermediate- Level 3): A student at the Transitioning level shows some independence in
advancing his or her academic language skills. As measured by the NYSESLAT, a student at this level has yet to
meet the linguistic demands necessary to demonstrate proficiency in a variety of academic contexts within this
grade level.

•4- ​EXPANDING​ (Advanced- Level 4): A student at the Expanding level shows great independence in advancing his
or her academic language skills. As measured by the NYSESLAT, a student at this level is approaching the
linguistic demands necessary to demonstrate proficiency in a variety of academic contexts within this grade level.

•5- ​COMMANDING​ (Proficient- Level 5): A student at the Commanding level is now designated as a Former ELL.
As measured by the NYSESLAT, a student at this level has met the linguistic demands necessary to demonstrate
proficiency in a variety of academic contexts within this grade level. After testing Commanding on the NYSESLAT,
students previously enrolled in the Bilingual program will be removed from the Bilingual program due to their high
level of English proficiency. ​Within the Middletown City School District, Former ELL students will receive
supportive services for 2 years by an English as a New Language (ENL) teacher.
The following charts outline the specific features of the test by grade band.

NYSESLAT FEATURES - Grade Band- GRADES K- 12

Grade Test Modality Administration Questions Estimated Time *

K-12 SPEAKING Individual 12 15 minutes

K LISTENING Indiv. or Group 19 35-40 minutes

K READING Indiv. or Group 18 35-40 minutes

K WRITING Indiv. or Group 8 35-40 minutes

1-12 Session 1 ​(L/R/W) Indiv. or Group L:8 R:8 W:1 SCR 35-55 minutes

1-12 Session 2 ​(L/R/W) Indiv. or Group L:8 R:8 W:1 SCR 35-55 minutes

1-12 Session 3 ​(L/R/W) Indiv. or Group L:8 R:8 W:1 SCR 35-55 minutes
*The NYSESLAT is an U ​ NTIMED​ test.
The times outlined above are estimated times that it may take a student to complete each modality.

NYSESLAT FEATURES - Grade Band- GRADES K- 12

Test Types of Questions/ Responses
Modality
Multiple Choice Short Written Extended Written Oral Response
(Grades K-12) Response Response (Grades K-12)
(Grades K-12) (Grades 1-12)

SPEAKING

LISTENING

READING

WRITING
La Evaluación del Rendimiento en el Aprendizaje del Inglés como Segundo Idioma del Estado de Nueva York
(NYSESLAT) está diseñado para medir el dominio del idioma Inglés de los estudiantes que han sido identificados
como Aprendices del Idioma Inglés (ELL). Los estudiantes que han sido identificados como ELL y toman el
NYSESLAT, serán determinados para estar en uno de los siguientes 5 niveles de dominio inglés:

1-Inicial ​ 2-Emergente 3- En Transición 4- En Expansión 5- Competente

El NYSESLAT es administrado anualmente y el examen se realiza a través de una serie de días. Se espera que un
estudiante asista a la escuela en los días designados del examen de NYSESLAT para poder determinar la cantidad
correcta de los servicios de apoyo de lenguaje que son proporcionados a cada estudiante ELL en el futuro.

El NYSESLAT es un examen basado en el lenguaje que se enfoca en que un estudiante sea capaz de demostrar
competencia en el idioma Inglés dentro de 4 modalidades de aprendizaje del idioma. Las 4 modalidades son
Expresión Oral, Comprensión Auditiva, Lectura y Escritura. El NYSESLAT ​no es ​un examen​ de conocimiento del
contenido. Un estudiante puede demostrar competencia del idioma sin la precisión del contenido y será calificado
como corresponde basado en cinco descriptores de nivel de rendimiento como se define a continuación:

• 1​- ​ ​INICIAL​ ​(Principiante-Nivel 1): Un estudiante en el nivel Principiante tiene gran dependencia en los apoyos y estructuras para
progresar en sus habilidades de lenguaje académico. ​Según las medidas del NYSESLAT, un estudiante que se encuentra en este nivel
todavía tiene que cumplir con​ las exigencias lingüísticas necesarias para demostrar dominio en una variedad de contextos
académicos dentro de este nivel de grado.

• 2- ​ ​EMERGENTE​ ​ (Intermedio Bajo- Nivel 2) ​Un estudiante en el nivel Emergente tiene cierta dependencia en los apoyos y
estructuras para progresar en sus habilidades aun no e lenguaje académico. Según las medidas del NYSESLAT, un estudiante que se
encuentra en este nivel todavía tiene que cumplir con las exigencias lingüísticas necesarias para demostrar dominio en una variedad
de contextos académicos dentro de este nivel de grado.

• 3- ​ ​EN TRANSICIÓN​ (Intermedio- Nivel 3): Un estudiante en el nivel de Transición demuestra cierta independencia​ en el progreso
de sus habilidades de lenguaje académico. Según las medidas del NYSESLAT, un estudiante que se encuentra en este nivel todavía
tiene que cumplir con las exigencias lingüísticas necesarias para demostrar dominio en una variedad de contextos académicos
dentro de este nivel de grado.

• 4- ​ ​EN EXPANSIÓN​ (Avanzado- Nivel 4): ​Un estudiante del nivel en Expansión muestra una amplia independencia en el
progreso/progresando de sus habilidades de lenguaje académico. Según las medidas del NYSESLAT, un estudiante en este nivel se
aproxima a las exigencias lingüísticas necesarias para demostrar su dominio en una variedad de contextos académicos dentro de
este nivel de grado.

• 5- ​COMPETENTE​ (Dominante- Nivel 5): Un estudiante en el nivel Competente es ahora designado como antiguo ELL. ​Según las
medidas del NYSESLAT, ​ un estudiante en este nivel ha cumplido con las exigencias lingüísticas necesarias para demostrar dominio
en una variedad de contextos académicos dentro de este nivel de grado. Después de probar Competente en el NYSESLAT, los
estudiantes previamente inscritos en el programa Bilingüe serán removidos del programa Bilingüe debido a su alto nivel de dominio
del Inglés. ​Dentro del Distrito Escolar de la Ciudad de Middletown, los antiguos estudiantes ELL recibirán servicios de apoyo
durante 2 años por un maestro de Inglés como Nuevo Lenguaje (ENL)​.

Las tablas siguientes describen las características específicas de la prueba de la banda de grado.
CARACTERÍSTICAS de NYSESLAT - Banda de Grado-Grados K-12
Grado Modalidad Administración Preguntas Tiempo Estimado*
del Examen

K-12 EXPRESIÓN ORAL Individual 12 15 minutos

K COMPRENSIÓN Indiv. o Grupo 19 35-40 minutos

AUDITIVA

K LECTURA Indiv. o Grupo 18 35-40 minutos

K ESCRITURA Indiv. o Grupo 8 35-40 minutos

1-12 Sesión 1 (L/R/W) Indiv. o Grupo L:8 R:8 W:1 SCR 35-55 minutos

1-12 Sesión 2 (L/R/W) Indiv. o Grupo L:8 R:8 W:1 SCR 35-55 minutos

1-12 Sesión 3 (L/R/W) Indiv. o Grupo L:8 R:8 W:1 SCR 35-55 minutos
*​ El NYSESLAT es un examen S​ IN LIMITE DE TIEMPO.   
Los tiempos indicados arriba son tiempos estimados que puede tomarle a un estudiante completar cada modalidad.

CARACTERÍSTICAS DEL NYSESLAT - Banda de Grado- Grados K-12

Modalidad del  Tipos de Preguntas/Respuestas 
Examen 
  Preguntas de Opción Múltiple  Respuesta Escrita Corta   Respuesta Escrita Extendida   Respuesta Oral 
(grados K-12)  (grados K-12)  (grados 1-12)  (grados K-12 ) 

EXPRESIÓN ORAL       
 

COMPRENSIÓN       
 
AUDITIVA 

LECTURA       
 

ESCRITURA     
   
During the SPEAKING portion of the NYSESLAT students are going to listen to a story or a statement
and then will be asked to answer a question in English. Students may also be asked to look at a picture
and describe what they see.
Durante la porción de la EXPRESIÓN ORAL del NYSESLAT los estudiantes van a escuchar un cuento o una declaración y
luego se les pedirá responder a una pregunta en Inglés. Los estudiantes también se les puede pedir mirar un dibujo y
describir lo que ven.

Directions:​ You will hear a question. Listen and then answer. Remember to answer in English.
Instrucciones:​ Escucharás una pregunta. Escucha y luego responde. Recuerda que debes responder en Inglés.

Sample 1:
SAY: Look at the pictures below.

These are two Pilgrim girls, they help their parents around the farm. They like to help their mom
in the kitchen.

QUESTION: What are some other things they like to do?

Sample 2:
SAY: Look at the pictures below.

These two Native American children are playing the drum and a flute. They want to perform at
the Pow Wow Festival. A Pow Wow Festival is a celebration of all things Native American like: food,
music, and dance.

QUESTION: Why do you think children would be excited to be part of the Pow Wow Festival?
During the LISTENING portion of the NYSESLAT students are going to listen to a story or a
passage and then will be asked to answer multiple choice questions based on that passage.
They will only listen to the passage once.
Durante la porción de la COMPRENSIÓN AUDITIVA del NYSESLAT los estudiantes van a escuchar una historia o un
pasaje y luego se les pedirá que respondan a preguntas de opción múltiple basadas en ese pasaje. Ellos sólo van a
escuchar el cuento una vez.

Directions​:​ Parents/Guardians please read the passage below aloud to your child once. Then reread
the selected sentence and the questions. Ask your child to answer the questio​n​ WITHOUT looking at
the passage.
Instrucciones:​ Padres/Guardianes por favor lean el siguiente pasaje en voz alta a su hijo(a) una vez. Luego, vuelva a leer
la oración seleccionada y las preguntas. Pídale a su hijo(a) que responda a la pregunta ​SIN mirar el pasaje.​

Parent/ Guardian Listening Page- ​Página de Comprensión Auditiva para el Padre/Guardián

SAMPLE #1
Heading West: Learn About a Pioneer's Life
This text is adapted from an original work from ​Readworks.org

Long ago, people traveled west across the United States to settle in new places. Those
people were called pioneers. Most pioneers moved west to start a new life.

Many pioneers built log cabins. Log cabins are houses made from logs and mud.
Pioneers stacked logs on top of one another. Then they put mud in between the logs to keep
out the wind and rain. Most log cabins were small because it took pioneers so long to build
them. Many log cabins had only one room. Most pioneers burned a fire to keep their log cabins
warm.

Most pioneers made their own clothing. It was usually made of leather, cotton, or wool.
Pioneers dried animal skins to make leather. They used the leather to make shoes and belts.
Pioneers spun wool or cotton into yarn and wove it into cloth. Women would make wool yarn
with a special tool called a spinning wheel.
 At first, pioneer children learned math, reading, and writing at home. Pioneer parents
taught their children. As more people came to town, workers built a schoolhouse. Then the
pioneers hired a teacher for the children.

At first, pioneers had to get their own food. They picked berries and nuts. Pioneers also
hunted and fished. They planted crops such as corn and squash. When towns formed, the
pioneers built small stores called general stores. People could buy supplies such as flour,
coffee, and salt there.

Source: Readworks.org

Directions:​ Read the questions and choices to your child. Your child will choose ONE answer.
Instrucciones:​ ​Lea las preguntas y elecciones a su hijo(a). Su hijo(a) elegirá UNA respuesta.

1. ​What words or phrases tell the meaning of pioneers?

A. People, traveled west and settled in new places
B. Pioneers, hunted and fished
C. Moved west, new life
D. Pioneers, build log cabins

Listen to the passage again​. ​Escucha el pasaje de nuevo.

“Many pioneers built log ​cabins​. Log ​cabins​ are houses made from logs and mud.
Pioneers stacked logs on top of one another. Then they put mud in between the logs to keep
out the wind and rain. Most log ​cabins​ were small because it took pioneers so long to build
them. Many log ​cabins​ had only one room. Most pioneers burned a fire to keep their log
cabins​ warm.”

2. ​Which word has the same meaning as ​cabins?

A. Towns
B. Stores
C. Houses
D. Apartments

3. ​Which sentence tells the main idea of the passage?

A. Most pioneers made their own clothing.
B. Many pioneers built log cabins.
C. The life of a pioneer.
D. Children learned reading and writing at home.
 Student Listening Page- ​Página de Comprensión Auditiva para el Estudiante

Heading West: Learn About a Pioneer's Life

Source: Readworks.org

Answer the questions below.

1. ​What words or phrases tell the meaning of pioneers?

A. People, traveled west and settled in new places
B. Pioneers, hunted and fished
C. Moved west, new life
D. Pioneers, build log cabins
2. ​Which word has the same meaning as ​cabins?
A. Towns
B. Stores
C. Houses
D. Apartments

3. ​Which sentence tells the main idea of the passage?

A. Most pioneers made their own clothing.
B. Many pioneers built log cabins.
C. The life of a pioneer.
D. Children learned reading and writing at home.
Parent/ Guardian Listening Page- ​Página de Comprensión Auditiva para el Padre/Guardián
SAMPLE #2

Traditional Native American Homes

Many people have heard of cone-shaped tepees. They are probably the most
well-recognized traditional Native American home. However, traditional Native American
houses came in many other shapes and sizes.

On the Northwest coast, tribes lived in slant-roofed houses. These houses were built out
of cedar planks. The houses were huge – around 40 feet wide and 10 feet high.

The Iroquois built even bigger houses. They were called longhouses. Longhouses were
about 100 feet long. There was enough room in them for a large extended family. Parents,
children, grandparents, uncles, aunts, and cousins all lived together. No one was left out.

In California, most tribes dwelled in simpler houses. Small shelters were covered in
earth or brush. Other California tribes built redwood plank houses.

Farming tribes in the Southwest built pueblos. Pueblos looked a lot like apartment
houses. They were made out of stone or adobe. Adobe is a clay mixture. It is usually made into
bricks. The bricks are dried in the sun.

In the Midwest, around the Great Lakes, women were in charge of building wigwams.
Even the young girls made tiny wigwams for their dolls. Wigwams are tent-like houses. They
have frames made of wooden poles. A lot of these tribes moved from place to place. Everyone
had to carry their belongings on their backs. When they moved, all they left behind were the
frames of their wigwams.

Source: Readworks.org
 Parents/Guardians please read the sentences below again to your child.
Padres/Guardianes por favor lean la siguiente oraciones de nuevo a su hijo(a).

“Farming tribes in the Southwest built pueblos. Pueblos looked a lot like apartment
houses. They were made out of stone or ​adobe​. ​Adobe​ is a clay mixture. It is usually made
into bricks. The bricks are dried in the sun.”

Ask your child the questions below.

Pregúntele a su hijo(a) la siguiente preguntas.

1. What words or phrases tell the meaning of ​adobe​?

A. Farming tribes
B. Clay mixture
C. Bricks
D. Pueblos

2. Which pair of phrases or sentences from the passage describes a wigwam?

A. cone shaped teepees, slant-roofed houses
B. made out of stone or adobe, clay mixture
C. about 100 feet long, enough room in them
D. tent-like houses, frames made of wooden poles

Parents/Guardians please read the sentences below again to your child.

Padres/Guardianes por favor lean la siguiente oraciones de nuevo a su hijo(a).

“The Iroquois built even bigger houses. ​They​ were called longhouses. Longhouses were about
100 feet long. There was enough room in them for a large extended family. Parents, children,
grandparents, uncles, aunts, and cousins all lived together. No one was left out.”

3. What word tells the meaning of ​they?

A. Longhouses
B. Iroquois
C. Parents
D. Family
 Student Listening Page- ​Página de Comprensión Auditiva para el Estudiante

Traditional Native American Homes

Source: Readworks.org

Answer the questions below.

1. What words or phrases tell the meaning of ​adobe​?

A. Farming tribes
B. Clay mixture
C. Bricks
D. Pueblos

2. Which pair of phrases or sentences from the passage describes a wigwam?

A. cone shaped teepees, slant-roofed houses
B. made out of stone or adobe, clay mixture
C. about 100 feet long, enough room in them
D. tent-like houses, frames made of wooden poles
3. What word tells the meaning of ​they?
A. Longhouses
B. Iroquois
C. Parents
D. Family
During the READING portion of the NYSESLAT students will read passages and answer
questions about each passage as a measurement of their English reading comprehension.
DO NOT translate any portion of these reading passages.
Durante la parte de LECTURA del NYSESLAT los estudiantes leerán pasajes y contestarán preguntas sobre cada pasaje
como una medida de su comprensión de lectura en Inglés.
NO traduzca ninguna parte de estos pasajes de lectura.

Directions:​ Read the passage. Then answer the questions using evidence from the text.
Instrucciones:​ Lea el pasaje. Luego responda a las preguntas usando evidencia del texto.

The Clever Coyote

(A Native American Story) Retold by Lin Donn

1 O​nce upon a time, long ago, a monster stole all the buffalo from the plains
and put them in his mountain hideout.
2 "There," beamed the monster. "I have enough food to last forever."
3 Coyote, a wild dog, called all the people and all the animals together
in a great meeting to figure out what they could do. No one had an idea. They
were too afraid of the monster to think at all.
4 "I scouted the monster," Coyote spoke up. "He lives with a very small boy."
5 "We cannot hurt a child," said one of the people. "Not even to get back
our buffalo."
6 "That is understood," Coyote nodded. "But I was thinking .... a small boy
must be very lonely with no one love except a horrible monster. I think we should
 give him a pet to love. When the chance arises, the pet we send can set the
buffalo free."
7 All the people and all the animals thought that was a marvelous idea.
8 First, they sent Mouse to win the heart of the small boy. The boy liked Mouse
and took him home. But the monster told the boy to send Mouse away. Next,
the people sent Killdeer, a bird. But the bird fared no better.
9 Coyote called another meeting. "I think," Coyote told all the people and all
the animals, "that I must go myself."
10 That very day, Coyote set out for the monster's ​lair​. When the boy saw Coyote,
his eyes brightened. The boy loved Coyote immediately and took him home. The
monster was very angry. "Get that mangy dog out of here before I eat you both!"
11 The boy and Coyote ran out of the lair. The boy sat down. He tried not to cry,
but a tear ran down one cheek. Coyote licked it away.
12 "Poor dog," said the boy. "I bet you're hungry."
13 Coyote put back his head and howled. That is the sound Coyote makes to
comfort you.
14 The buffalo heard Coyote's cry. It frightened them. They began shuffling and
stamping their feet the way buffalo do when they are nervous.
15 The more the boy cried, and the more Coyote howled to make him feel better,
the more frightened the buffalo became. One buffalo became so afraid that he began
to run. The other buffalo ran after him. They ran and ran until they had scattered all
over the Plains. The monster ran after the buffalo. While the monster was gone,
Coyote took the small boy to live with the people.
16 The monster hunted and hunted, but the buffalo had scattered without a trace.
Late that night, when the monster returned to his lair, young warriors were waiting.
They killed the monster, much to the relief of one small boy and all of the people and
all of the animals.
17 That is why the ​elders​ say it is Coyote to whom we owe the buffalo. Even today,
the people still give thanks to clever Coyote. If it had not been for the smart head
and warm heart of one little dog, that horrible monster would have kept all the
buffalo for himself forever.
lair​ ​– a den or resting place for a wild animal
elders​ – of greater ager, older

Source: http://nativeamericans.mrdonn.org
​Directions:​ Answer the following questions using “​The Clever Coyote​.”

​1) What words or phrases show the main idea of this passage?

A. people still give thanks to clever Coyote.

B. coyote was clever and people got their buffalo back
C. a monster stole all the buffalo from the plains
D. the smart head and warm heart of one little dog

Read this paragraph from the passage again.

Coyote​, a wild dog, called all the people and all the animals together in
a great meeting to figure out what they could do. No one had an idea.
They were too afraid of the monster to think at all.

2​) Which words explain the meaning of ​coyote​?

A. a wild dog
B. small boy
C. all the animals
D. poor dog

3) How did the coyote help solve the problem?

A. They sent the mouse to win the heart of the small boy.
B. The monster was killed by the warriors.
C. The people sent Killdeer, but the bird fared no better.
D. Coyote howled to make the boy feel better and freightened the buffalo.
Directions: Read the passage below.

Daily Lives of Colonists in the 1700s

​Source: colonistsdailylives.weebly.com

Most families lived on farms in rural areas, so there were lots of animals to take care
of. Children were in charge of feeding and watering all the animals. They had to milk the
cows and collect the chicken eggs. They would gather fruits and vegetables from the
garden and would sometimes run errands for their parents.

Boys that lived on farms would help their fathers with things. They would help hunt birds
and other animals for the meat they ate every day. If there was a body of water nearby,
boys would sometimes fish for food too. They helped harvest the crops, like wheat and
corn, in the fall. Boys that lived in the city would build furniture, sell things at the markets,
and repair household items.

The girls were in charge of sweeping, cooking, knitting, and sewing. To sew, the women
would need thread, so they would first have to sheer the sheep to get their wool. They
would use a spinning wheel to spin the wool into thread. Then they would use that thread
to sew clothing, blankets, and other things. Girls would also help make candles and soap.
To make candles, they would tie string to a stick and then put the strings into a pot of
boiling wax and tallow. Once they had the first coating of wax, they would let it harden.
Then they would add another layer. They would keep doing this until the candle was the
 perfect thickness. In large families, the older girls would usually be in charge of watching
and taking care of the younger children.

​Directions:​ Answer the following questions using “​Daily Lives of Colonists in the
1700s”.

​Read these sentences from the passage again.

​Children were in charge of feeding and watering all the animals. ​They​ had to milk the cows
and collect the chicken eggs. ​They​ would gather fruits and vegetables from the garden and
would sometimes run errands for their parents.

1) ​What word explains the meaning of​ they​?

A. Chicken eggs
B. Farm animals
C. Children
D. Fruits and vegetables

2) ​What groups of words describes the main idea of this passage?

A. Boys that lived in the city, build furniture

B. Families lived on farms, lots of animals to take care of
C. Girls would help make candles, milk cows
D. Children incharge of animals, boys and girls helped their parents on the farm

Read these sentences from the passage again.

To sew, the women would need thread, so they would first have to sheer the sheep to get
their wool. They would use a spinning wheel to spin the wool into thread. Then they would
use that thread to sew clothing, blankets, and other things.
3) ​According to the passage, women sewed clothing and blankets. What tool is
used to make thread?

A. Sheep
B. Needle
C. Spinning wheel
D. All of the above
During the WRITING portion of the NYSESLAT students will read along as the text is being read
aloud. Students will be asked to write about the passage using ideas from the passage and
their own thoughts.
Durante la parte de ESCRITURA del NYSESLAT los estudiantes siguen con la vista a medida que el texto es leído en voz
alta. Se les pedirá a los estudiantes escribir sobre el pasaje usando las ideas del pasaje y sus propias ideas.

Directions: ​ Read this passage again. Then you will be asked to write about the passage.
Instrucciones:​ Lea el pasaje de nuevo. Luego, se le pedirá escribir sobre el pasaje.

The Clever Coyote

(A Native American Story) Retold by Lin Donn

1 O​nce upon a time, long ago, a monster stole all the buffalo from the plains
and put them in his mountain hideout.
2 "There," beamed the monster. "I have enough food to last forever."
3 Coyote, a wild dog, called all the people and all the animals together
in a great meeting to figure out what they could do. No one had an idea. They
were too afraid of the monster to think at all.
4 "I scouted the monster," Coyote spoke up. "He lives with a very small boy."
5 "We cannot hurt a child," said one of the people. "Not even to get back
our buffalo."
6 "That is understood," Coyote nodded. "But I was thinking .... a small boy
must be very lonely with no one love except a horrible monster. I think we should
 give him a pet to love. When the chance arises, the pet we send can set the
buffalo free."
7 All the people and all the animals thought that was a marvelous idea.
8 First, they sent Mouse to win the heart of the small boy. The boy liked Mouse
and took him home. But the monster told the boy to send Mouse away. Next,
the people sent Killdeer, a bird. But the bird fared no better.
9 Coyote called another meeting. "I think," Coyote told all the people and all
the animals, "that I must go myself."
10 That very day, Coyote set out for the monster's ​lair​. When the boy saw Coyote,
his eyes brightened. The boy loved Coyote immediately and took him home. The
monster was very angry. "Get that mangy dog out of here before I eat you both!"
11 The boy and Coyote ran out of the lair. The boy sat down. He tried not to cry,
but a tear ran down one cheek. Coyote licked it away.
12 "Poor dog," said the boy. "I bet you're hungry."
13 Coyote put back his head and howled. That is the sound Coyote makes to
comfort you.
14 The buffalo heard Coyote's cry. It frightened them. They began shuffling and
stamping their feet the way buffalo do when they are nervous.
15 The more the boy cried, and the more Coyote howled to make him feel better,
the more frightened the buffalo became. One buffalo became so afraid that he began
to run. The other buffalo ran after him. They ran and ran until they had scattered all
over the Plains. The monster ran after the buffalo. While the monster was gone,
Coyote took the small boy to live with the people.
16 The monster hunted and hunted, but the buffalo had scattered without a trace.
Late that night, when the monster returned to his lair, young warriors were waiting.
They killed the monster, much to the relief of one small boy and all of the people and
all of the animals.
17 That is why the ​elders​ say it is Coyote to whom we owe the buffalo. Even today,
the people still give thanks to clever Coyote. If it had not been for the smart head
and warm heart of one little dog, that horrible monster would have kept all the
buffalo for himself forever.
lair​ ​– a den or resting place for a wild animal
elders​ – of greater ager, older

Source: http://nativeamericans.mrdonn.org
 Now read the directions below.

In the passage, the coyote was very smart and brave towards the monster. Write a
story about a time that you had to be brave. How were you brave? What did you do?
Write two paragraphs answering the question. Use ideas in the passage and your own
thoughts to tell the story.

✓ Checklist:
❏ Write about the topic.
❏ Plan your writing from beginning to end.
❏ Use your own ideas and ideas from the passage.
❏ Support your answer with details.
❏ Use complete sentences.
❏ Check your writing for grammar, capitalization, punctuation, and spelling.

Use the lines below for your writing. Remember to use information from the passage to support
your thoughts.
 Reread the passage below​.

Daily Lives of Colonists in the 1700s

​ Source: colonistsdailylives.weebly.com

Most families lived on farms in rural areas, so there were lots of animals to take care of. Children
were in charge of feeding and watering all the animals. They had to milk the cows and collect the
chicken eggs. They would gather fruits and vegetables from the garden and would sometimes run
errands for their parents.
Boys that lived on farms would help their fathers with things. They would help hunt birds and other
animals for the meat they ate every day. If there was a body of water nearby, boys would sometimes
fish for food too. They helped harvest the crops, like wheat and corn, in the fall. Boys that lived in the
city would build furniture, sell things at the markets, and repair household items.
The girls were in charge of sweeping, cooking, knitting, and sewing. To sew, the women would need
thread, so they would first have to sheer the sheep to get their wool. They would use a spinning wheel
to spin the wool into thread. Then they would use that thread to sew clothing, blankets, and other
things. Girls would also help make candles and soap. To make candles, they would tie string to a stick
and then put the strings into a pot of boiling wax and tallow. Once they had the first coating of wax, they
would let it harden. Then they would add another layer. They would keep doing this until the candle
was the perfect thickness. In large families, the older girls would usually be in charge of watching and
taking care of the younger children.
Now read the directions below.

In the passage, children play an important role during colonial times in the 1700s. Explain
how life was like for children during colonial times. Write one paragraph answering the
question. Use facts and details from the passage to support your thoughts.

✓ Checklist:
❏ Write about the topic.
❏ Plan your writing from beginning to end.
❏ Use your own ideas and ideas from the passage.
❏ Support your answer with details.
❏ Use complete sentences.
❏ Check your writing for grammar, capitalization, punctuation, and spelling.

Use the lines below for your writing. Remember to use information from the passage to support
your thoughts.