ELA.05.CR.1.02
ELA Sample Item C1 T2ELA.05.CR.1.02.038Sample Item ID:Grade/Model:Claim:AssessmentTarget(s):Secondary Target(s):Standard (s):DOK:Difficulty:Item Type:Score Points:Correct :Acknowledgement(s:Item/Task Notes:How this item/taskcontributes to thesufficient evidencefor this claim:Target-SpecificAttributes (e.g.,accessibility issues):ELA.05.CR.1.02.03805/2b1. Students can read closely and analytically to comprehend arange of increasingly complex literary and informational texts.2: CENTRAL IDEAS: Identify or summarize central ideas/ keyeventsn/aRL-22HConstructed Response3See scoring rubric“Golden Keys”While poetry can be challenging for students, this particular poemis fairly straightforward. The quantitative measure places it in the2-3 grade level band. Because of the use of metaphor and acouple of instances of archaic language, this poem isrecommended for use at grade 4 or 5. Based on these sets ofmeasures, this passage is recommended for assessment atgrade 4 or 5.Please see the text complexity worksheet attached.Author: Fred Newtown Scott and Gordon A. SouthworthSource 9-h/18909h.htm#Golden KeysSource Publication Information: This eBook is for the use ofanyone anywhere at no cost and with almost no restrictionswhatsoever. You may copy it, give it away orre-use it under the terms of the Project Gutenberg Licenseincluded with this eBook or online at www.gutenberg.orgOriginal Publication: Scott, Fred N., and Southworth, Gordon A.Lessons in English: Book One. New York: Benj H. Sanborn & Co.,1916. Print.To complete this task, students must write an appropriateresponse and cite evidence to support an inference about a themein a literary text.Stimulus text should be on grade level. For CRs students will berequired to enter text using a keyboard; hearing or visionimpaired students may need alternate formats or support.Stimulus Text:Read this poem and then answer the prompt that follows it.Version 1.0
ELA Sample Item C1 T2Golden KeysA bunch of golden keys is mineTo make each day with gladness shine."Good morning!" that's the golden keyThat unlocks every door for me.When evening comes, "Good night!" I say,And close the door of each glad day.When at the table "If you please"I take from off my bunch of keys.When friends give anything to me,I'll use the little "Thank you" key."Excuse me," "Beg your pardon," too,When by mistake some harm I do.Or if unkindly harm I've given,With "Forgive me" key I'll be forgiven.On a golden ring these keys I'll bind,This is its motto: "Be ye kind."I'll often use each golden key,And so a happy child I'll be.Item Prompt:The central theme of the poem is that manners are important.Write a paragraph explaining the key points that support thistheme. Use details from the poem to support your response.3Scoring RubricA response:Version 1.0
ELA Sample Item C1 T2 Gives sufficient evidence of the ability to use supporting evidence tointerpret and explain inferences about a theme Includes some specific explanations that make reference to the textAdequately supports the inferences with relevant details from thetextA response: 210 Gives some evidence of the ability to use supporting evidence tointerpret and explain inferences about a theme Includes general explanations that make few references to the text Partially supports the inferences with few relevant details from thetextA response: Gives limited evidence of the ability to use supporting evidence tointerpret and explain inferences about a theme Includes explanations but they are not explicit or make only vaguereferences to the text Supports the inference with at least one detail but the relevance ofthat detail to the text must be inferredA response gets no credit if it provides no evidence of the ability to usesupporting evidence to interpret and explain inferences about a theme,includes no relevant information from the text, or is vague.Scoring Notes:Response may include but is not limited to the central idea of the poem being theimportance of having good manners. The speaker compares good manners to goldenkeys. He or she probably uses gold for the keys because gold is good like having goodmanners and being polite. In the poem, the speaker explains when to use different kindsof good manners. He or she uses “good morning” and “good night” to show that youshould start and end your day happy. The poet says that saying “thank you” and “please”are important to say when asking for something or getting something from someone. Heor she also explains that people should say “pardon” and “forgive me” to shoe people thatwhatever you did was not something you meant to do. At the end of the poem, thespeaker explains that you should be polite and have manners all of the time because ifyou do, you will be happy.Score Point 3 Sample:The central idea of the poem is the importance of having good manners. In the poem, thespeaker explains when to use different kinds of good manners. At the beginning of thepoem, the speaker compares good manners to “golden keys.” The poem starts by using“good morning” and “good night” to show that you should start and end your day in a niceway. The speaker says that saying “thank you” and “please” are important to say whenasking for something or getting something. People should say “pardon” and “forgive me”to show that people know whatever you did was not something you meant to do. At theend of the poem, the speaker explains that you should be polite and have manners all ofthe time because if you do, you will be happy.Version 1.0
ELA Sample Item C1 T2Score Point 2 Sample:The central idea of the poem is you should have good manners. In the poem, the speakertalks about good manners. The speaker says that saying “thank you” and “please” areimportant to say when asking for something or getting something from someone. He orshe also explains that you should say “pardon me” and “forgive me” to people so thatthey know whatever you did was not something you meant to do.Score Point 1 Sample:The central idea is have good manners, and you will be a nice person.Score Point 0 Sample:The central idea is to not misbehave.Version 1.0
ELA Sample Item C1 T2Worksheet: Text Complexity AnalysisTitleAuthorGolden KeysText DescriptionA poem where the “golden keys” arepolite phrases the speaker uses ineveryday interactionsRecommended Placement for Assessment: Grade 4 or 5While poetry can be challenging for students, this particularpoem is fairly straightforward. The quantitative measure placesit in the 2-3 grade level band. Because of the use of metaphorand a couple of instances of archaic language, this poem isrecommended for use at grade 4 or 5. Based on these sets ofmeasures, this passage is recommended for assessment atgrade 4 or 5.Qualitative MeasuresQuantitative MeasuresMeaning/Purpose:Moderately complex: Understanding of the poemCommon Core State Standards Appendix AComplexity Band Level (if applicable):depends upon understanding a single but fairlyexplicit use of figurative language: “golden keys”are polite phrases the speaker uses with others.Text Structure:Slightly complex: Straightforward. The firststanza establishes the purpose, the middlestanzas are each examples of the “goldenkeys,” and the final stanza is a conclusion.Language Features:Slightly complex: Mostly straightforward,contemporary language with a couple ofexceptions (“ye,” “unkindly harm”). Somefigurative language, e.g., opening and closing adoor at the beginning and end of the day.Some syntax that would be unusual in prosebut is very common in poetry. Simple poeticconventions (rhyming words).Knowledge Demands:Slightly complex: None beyond the understandingof this particular use of figurative language.Lexile or Other Quantitative Measure of theText:Lexile: 740L; grades 2-3Flesch-Kincaid: 1.1Word Count: 122Considerations for Passage SelectionPassage selection should be based on the ELAContent Specifications targets and thecognitive demands of the assessment tasks.Potential Challenges a Text May Pose: AccessibilitySentence and text structuresArchaic language, slang, idioms, or otherlanguage challengesBackground knowledgeBias and sensitivity issuesWord countAdapted from the 2012 ELA SCASS workVersion 1.0
ELA Sample Item C1 T6ELA.05.CR.01.06.040Sample Item ID:Grade:Claim:Assessment Target:Secondary Target(s):Standard(s):DOK:Difficulty:Item Type:Score Points:Correct y:Acknowledgement(s):Item/Task Notes:How this item/taskcontributes to thesufficient evidencefor this claim:Target-SpecificAttributes (e.g.,accessibility issues):ELA.05.CR.01.06.04005/1Claim 1: Students can read closely and analytically tocomprehend a range of increasingly complex literary andinformational texts.Target 6: TEXT STRUCTURES & FEATURES: Relate knowledgeof text structures or text features (e.g., visual or graphicelements) to analyze interpret, or connect information within atextn/aRL-52,3HConstructed Response2See scoring rubric“Golden Keys” by Fred Newtown Scott and Gordon A. SouthworthWhile poetry can be challenging for students, this particular poemis fairly straightforward. The quantitative measure places it in the2-3 grade level band. Because of the use of metaphor and acouple of instances of archaic language, this poem isrecommended for use at grade 4. Based on these sets ofmeasures, this passage is recommended for assessment atgrade 4.Please see text complexity worksheet attached.Source Title: Golden KeysGrade Band: 6–8Author: Fred Newtown Scott and Gordon A. SouthworthSource Location: h.htm#Golden KeysOriginal Publication: Scott, Fred N., and Southworth, Gordon A.Lessons in English: Book One. New York: Benj H. Sanborn & Co.,1916. Print.Stimulus text Lexile level is 750(Typical Lexile text measures for 4th grade 645–780)To successfully complete the item, students must explain thepurpose of a poem’s text structure.Adapted presentation of stimulus text with clear differentiationbetween the stanzas of the poem is needed for students withvisual impairment.Stimulus Text:Read the poem and answer the question that follows.Golden KeysVersion 1.0
ELA Sample Item C1 T6A bunch of golden keys is mineTo make each day with gladness shine."Good morning!" that's the golden keyThat unlocks every door for me.When evening comes, "Good night!" I say,And close the door of each glad day.When at the table "If you please"I take from off my bunch of keys.When friends give anything to me,I'll use the little "Thank you" key."Excuse me," "Beg your pardon," too,When by mistake some harm I do.Or if unkindly harm I've given,With "Forgive me" key I'll be forgiven.On a golden ring these keys I'll bind,This is its motto: "Be ye kind."I'll often use each golden key,And so a happy child I'll be.Item Prompt:The poet organizes the poem into stanzas that have only twolines. Explain why the poet most likely divides the poem in thisway. Support your answer with details from the poem.Version 1.0
ELA Sample Item C1 T62A response: 1A response: 0Gives sufficient evidence of the ability to explain why the poetorganizes the poem in this particular way.Gives limited evidence of the ability to explain why the poet organizesthe poem in this particular way.A response gets no credit if it provides no evidence of the ability to explainwhy the poet organizes the poem in this particular way, includes no relevantinformation from the text, or is vague.Scoring Notes:Responses may include but are not limited to:The poet organizes the poem into two-line stanzas to highlight or emphasize the different mannersthe speaker exhibits in the poem.The organization of many short stanzas makes the poem read like a list of good ways to act.Score Point 2 Sample:The poet organizes the poem into two-line stanzas to highlight or emphasize the different mannersthe speaker exhibits in the poem. This makes the poem read like a list of good ways to act such assaying thank you, good night, and please.Score Point 1 SampleThe poet organizes the poem into two-line stanzas to show that there are many times when goodmanners can be used. It shows all the different situations when people can say thank you.Score Point 0 Sample:The poet organizes the poem into two-line stanzas.Version 1.0
ELA Sample Item C1 T6Worksheet: Text Complexity AnalysisTitleAuthorGolden KeysText DescriptionA poem where the “golden keys” arepolite phrases the speaker uses ineveryday interactionsRecommended Placement for Assessment: Grade 4 or 5While poetry can be challenging for students, this particularpoem is fairly straightforward. The quantitative measure placesit in the 2-3 grade level band. Because of the use of metaphorand a couple of instances of archaic language, this poem isrecommended for use at grade 4 or 5. Based on these sets ofmeasures, this passage is recommended for assessment atgrade 4 or 5.Qualitative MeasuresQuantitative MeasuresMeaning/Purpose:Moderately complex: Understanding of the poemCommon Core State Standards Appendix AComplexity Band Level (if applicable):depends upon understanding a single but fairlyexplicit use of figurative language: “golden keys”are polite phrases the speaker uses with others.Text Structure:Slightly complex: Straightforward. The firststanza establishes the purpose, the middlestanzas are each examples of the “goldenkeys,” and the final stanza is a conclusion.Language Features:Slightly complex: Mostly straightforward,contemporary language with a couple ofexceptions (“ye,” “unkindly harm”). Somefigurative language, e.g., opening and closing adoor at the beginning and end of the day.Some syntax that would be unusual in prosebut is very common in poetry. Simple poeticconventions (rhyming words).Knowledge Demands:Slightly complex: None beyond the understandingof this particular use of figurative language.Lexile or Other Quantitative Measure of theText:Lexile: 740L; grades 2-3Flesch-Kincaid: 1.1Word Count: 122Considerations for Passage SelectionPassage selection should be based on the ELAContent Specifications targets and thecognitive demands of the assessment tasks.Potential Challenges a Text May Pose: AccessibilitySentence and text structuresArchaic language, slang, idioms, or otherlanguage challengesBackground knowledgeBias and sensitivity issuesWord countAdapted from the 2012 ELA SCASS workVersion 1.0
ELA Sample Item C1 T4ELA.05.CR.1.04.039Sample Item ID:Grade/Model:Claim:AssessmentTarget(s):Secondary Target(s):Standard(s:DOK:Difficulty:Item Type:Score Points:Correct y:Acknowledgement(s:Item/Task Notes:How this item/taskcontributes to thesufficient evidence forthis claim:Target-SpecificAttributes (e.g.,accessibility issues):ELA.05.CR.1.04.03905/21. Students can read closely and analytically to comprehend arange of increasingly complex literary and informational texts.4: REASONING & EVIDENCE: Use supporting evidence to justifyinterpretations (theme, events, conflicts/challenges, setting,character development/ interactions, point of view)1: KEY DETAILS: Use explicit details and implicit informationfrom the text to support answers or inferences about informationpresentedRL-2, RL-3, RL-6 (Secondary: RL-1, RL-3)3MediumConstructed Response4See rubric“The Fox as Herdsman”The passage is a straightforward example of a genre that shouldbe familiar to most students. The quantitative and qualitativemeasures both suggest an appropriate placement at grade 3.Based on these sets of measures, this passage isrecommended for assessment at grade 3.Please see text complexity worksheet attached.Source: This is an old Norse folktale.To complete this task, students must write an appropriateresponse and cite evidence to support an inference about acharacter in a literary text.Stimulus text should be on grade level. For CRs students will berequired to enter text using a keyboard; hearing or visionimpaired students may need alternate formats or support.Stimulus Text:Read this text and then answer the prompt that follows it.The Fox as HerdsmanOnce upon a time there was a woman who went out to hire aherdsman for her animals. On her way she met a bear.“Where are you going?” asked the bear.Version 1.0
ELA Sample Item C1 T4“I’m going to hire a herdsman,” answered the woman.“Why not have me for a herdsman?” said the bear.“Well, why not,” said the woman, “if you only know how to callthe flock? Let me hear you.”“Ow, Ow!” growled the bear.“No, no! That will not do,” said the woman. And she went on herway.When she had gone a little farther she met a wolf.“Where are you going?” asked the wolf.“I’m going to hire a herdsman,” said the woman.“Why not have me for a herdsman?” said the wolf.“Well, why not, if you can call the flock? Let me hear you call,”said the woman.“Oooo, Oooo!” howled the wolf.“Oh no, that will not do,” said the woman.After she had gone on a while longer she met a fox.“Where are you going?” asked the fox.“I’m just going out to hire a herdsman,” answered the woman.“Why not have me for a herdsman?” asked the fox.“Well, do you know how to call the flock?” asked the woman.Version 1.0
ELA Sample Item C1 T4“Dil-dal-holom!” sang out the fox in a fine clear voice.“That’s perfect!” said the woman. “I’ll have you for myherdsman.” She sent the fox to herd her flocks.The first day the fox was herdsman he ate up all the woman’sgoats. The next day he made an end of all her sheep. The thirdday he ate up all her cows. When he came home that day thewoman asked what he had done with all her flocks.“Oh!” said the fox, “they are playing in the meadow over thehill.”The woman was busy churning cream when he said this, but shethought she had better go and have a look at her flocks. Whileshe was away the fox crept into the churn and ate up all thecream. Unable to find any of her flocks the woman hurried backto her house and found the fox eating up her cream. Now sheunderstood what the fox had done, and she yelled at him toleave her house. She snatched up the last bit of cream that wasleft and threw it at the fox as he ran off. A dab landed on theend of his tail, and still today foxes have white tips on their tails.Item Prompt:In this story, the fox’s character can be described asmischievous. Write a paragraph explaining why the fox’scharacter is mischievous. Use details from the story to supportyour answer.32Scoring RubricA response: Gives sufficient evidence of the ability to use supporting evidence tointerpret and explain inferences about a character Includes some specific explanations that make reference to the text Adequately supports the inferences with relevant details from the textA response:Version 1.0
ELA Sample Item C1 T4 Gives some evidence of the ability to use supporting evidence tointerpret and explain inferences about a character Includes general explanations that make few references to the text 1A response: Gives limited evidence of the ability to use supporting evidence tointerpret and explain inferences about a characterIncludes explanations, but they are not explicit or make only vaguereferences to the text 0Partially supports the inferences with few relevant details from the textSupports the inference with at least one detail but the relevance ofthat detail to the text must be inferredA response gets no credit if it provides no evidence of the ability to usesupporting evidence to interpret and explain inferences about a character,includes no relevant information from the text, or is vague.Scoring Notes:Response may include but is not limited to the following text:“The first day the fox was herdsman he ate up all the woman’s goats. The next day hemade an end of all her sheep. The third day he ate up all her cows.” “Oh!” said the fox,“they are playing in the meadow over the hill.” “While she was away the fox crept into thechurn and ate up all the cream.”Score Point 4 Sample:The fox is mischievous becaus
Response may include but is not limited to the central idea of the poem being the importance of having good manners. The speaker compares good manners to golden keys. He or she probably uses gold for the keys because gold is good like having good manners and being polite. In the poem, the speaker explains when to use different kinds of good .
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
ELA.EE.RL.8.3 Identify which incidents in a story or drama lead to subsequent action. ELA.EE.RL.8.5 Compare and contrast the structure of two or more texts. ELA.C2.1 ELA.EE.W.8.2.b Write one or more facts or details related to the topic. ELA.EE.W.8.2.c Write complete thoughts as appropriate.
ELA.EE.RL.3.2 Associate details with events in stories from diverse cultures. ELA.EE.RL.3.3 Identify the feelings of characters in a story. ELA.EE.RL.3.5 Determine the beginning, middle, and end of a familiar story with a logical order. ELA.EE.RI.3.1 Answer who and what questions to demonstrate understanding of details in a text.
ELA Writing FSA (Grades 4 –5) The Writing component of the ELA assessment consists of one text-based constructed-response item (students read a variety of texts and respond to a prompt). ELA Reading (Grades 3 –5) ELA Reading assessments contain 56–66 items. ELA Reading sessions are administered over
02 NYS ELA 07 1 ELA Grade 7 2018 TS0256 Rose 030 02 NYS ELA 08 1 ELA Grade 8 2018 TS0258 Teal (Green) 3
