NEBRASKA STATE ACCOUNTABILITY ENGLISH LANGUAGE ARTS ITEM .

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NEBRASKA STATEACCOUNTABILITYENGLISH LANGUAGE ARTSITEM AND SCORING SAMPLERGRADE 3Nebraska State Accountability assessments are administered by the Nebraska Department of Education (NDE).301 Centennial Mall South – P.O. Box 94987 – Lincoln, Nebraska 68509 – (402) 471-2495

NeSAELA SamplerTable of ContentsINFORMATION ABOUT THE ITEM AND SCORING SAMPLERGeneral Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Sampler Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose and Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Item Format and Scoring Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Depth of Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Item and Scoring Sampler Format. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Additional Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PASSAGES AND ITEMSPassage 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Evidence-Based Selected Response Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Auto-Scored Constructed Response item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Text Dependent Analysis Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Text Dependent Analysis Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Example Student Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Passage 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Evidence-Based Selected Response Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Auto-Scored Constructed Response Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Text Dependent Analysis Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Text Dependent Analysis Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Example Student Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Independent Writing Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41NeSA-English Language Arts Item and Scoring Sampler – Grade 3ii

NeSAELA SamplerInformation About the Item and Scoring SamplerGENERAL INTRODUCTIONThe Nebraska Department of Education provides districts and schools with tools to assist in deliveringfocused instructional programs aligned to the state assessment system. These tools include Table ofSpecifications documents, administration manuals, and content-based item and scoring samplers. ThisItem and Scoring Sampler is a useful tool for Nebraska educators in the preparation of local instructionalprograms and the statewide NeSA-ELA.SAMPLER CONTENTSThis sampler contains reading passages with test questions (items) that have been written to align to theassessment indicators that are based on the Nebraska College- and Career-Ready English Language ArtsStandards. The passages represent some of the genres approved by NDE to appear on an operationalNebraska College- and Career-Ready NeSA-ELA. The test questions provide a simulation of the types ofitems that will appear on an operational Nebraska College- and Career-Ready NeSA-ELA. Each sample testquestion has been through a rigorous review process to ensure alignment with the assessment indicators.PURPOSE AND USESThe purpose of the sampler is to expose teachers and administrators to new item types and to show howthese items align to the revised Nebraska College- and Career-Ready English Language Arts Standards. Manyof the items provided in the sampler will be accessible to students in the form of ELA Practice Tests, GuidedPractice Tests, and Online Tools Training resources.ITEM FORMAT AND SCORING GUIDELINESThe Nebraska College- and Career-Ready NeSA-ELA has four types of test questions. For grade 3, thetypes of test questions are Multiple-Choice (MC), Evidence-Based Selected Response (EBSR), Auto-ScoredConstructed Response (ASCR), and Text Dependent Analysis (TDA).Multiple Choice (MC):All MC items have four answer choices, including three distractors and one correct answer. Distractorsrepresent common misconceptions, incorrect logic, common misinterpretations, unsound reasoning, casualreading, etc. A correct response to an MC item is worth one point.Evidence-Based Selected Response (EBSR):EBSR items have two parts and are designed to elicit an evidence-based response based on what a studenthas read from either an Informational Text or Literature stimulus passage. Each EBSR item is linked to apassage or passage set. Part A of an EBSR item is similar to a typical MC test question. A student analyzes apassage and chooses a single, best (correct) answer from four answer choices. Part B of an EBSR item elicitsevidence from the stimulus passage and requires that the student select one or two answers based on theresponse the student provided in Part A. Part B is also different from Part A in that it may have more thanfour answer options, which is typical of an MC item. Each EBSR (Part A and Part B combined) is worth twopoints.NeSA-English Language Arts Item and Scoring Sampler – Grade 31

NeSAELA SamplerInformation About the Item and Scoring SamplerAuto-Scored Constructed Response (ASCR):ASCR item types provide a new forum in which to address higher-level thinking skills without the use ofhand-scored test questions. Using the expansive features and functions of online testing, developers willincorporate technical enhancements to the test question, the response area, and/or the stimulus. Itemtypes may include drag-and-drop, hot-spot, and in-line selection of multiple answers from drop-downmenus. Students will be able to manipulate information within dynamic tasks such as dragging and pastingelements, highlighting text, and selecting multiple answers from a variety of presentation methods. EachASCR test question is worth one or two points.Text Dependent Analysis (TDA):Similar to an EBSR item, the TDA Writing Prompt is designed to elicit an evidence-based response from astudent who has read either an Informational Text or Literature passage during the test event. The TDA is anon-demand, text-based writing piece that requires students to provide evidence from the text to supportanalysis, reflection, or ideas and opinions. Students must draw on basic writing skills while inferring andsynthesizing information from the passage (making use of and referencing content from the passage tosupport the analysis) in order to develop a comprehensive response. Students will be given a TDA Writer’sChecklist to assist in composing their response. The TDA will be scored using a holistic scoring rubricdesigned to provide a measurement of writing, conventions, and reading. The TDA is in alignment acrossgrades 3–8 and 11 with the NeSA-ELA Standards indicated on the rubric. Each TDA Writing Prompt testquestion is scored using a rubric and will be reported to reading and writing.DEPTH OF KNOWLEDGEIn addition to being aligned to the standards, the sample items included in this sampler were also developedwith a particular emphasis on cognitive complexity, or Depth of Knowledge (DOK). The DOK level is alsoprovided for each item in this sampler in the Item Information Table. DOK measures the level of cognitivedemand required to complete an assessment item. The following descriptions show the expectations of theDOK levels in greater detail.Level 1 (Recall of Information) generally requires students to identify, list, or define, often asking themto recall who, what, when, and where. Consequently, this level usually asks students to recall facts, terms,concepts, and trends and may ask them to identify specific information contained in documents, excerpts,quotations, maps, charts, tables, graphs, or illustrations. Items that require students to “describe” and/or“explain” could be classified at Level 1 or Level 2, depending on what is to be described and/or explained. ALevel 1 “describe” and/or “explain” would require students to recall, recite, or reproduce information.Level 2 (Basic Reasoning) includes the engagement of some mental processing beyond recalling orreproducing a response. A Level 2 “describe” and/or “explain” would require students to go beyond adescription or explanation of recalled information to describe and/or explain a result or “how” or “why.”Level 3 (Complex Reasoning) requires reasoning, using evidence, and thinking on a higher and moreabstract level than Level 1 and Level 2. Students will go beyond explaining or describing “how and why”to justifying the “how and why” through application and evidence. Level 3 questions often involve makingconnections across time and place to explain a concept or “big idea.”NeSA-English Language Arts Item and Scoring Sampler – Grade 32

NeSAELA SamplerInformation About the Item and Scoring SamplerITEM AND SCORING SAMPLER FORMATSample questions are provided in this sampler, along with any related stimulus information such as apassage or graphic. Following each test question is an item information table.Example Response Item Information TableItem InformationAlignmentAnswer KeyDepth of KnowledgeFocusAssignedIndicatorAssigned indicator definitionOption AnnotationsCorrect AnswerAssigned DOKBrief answer option analysis or rationaleSkill/TaskAll Text Dependent Analysis items in this sampler are supported by an item information table, the TDAScoring Rubric, and annotated sample student responses at each score point.The NeSA-ELA is administered primarily online. Although there is a paper-pencil format, the examples in thissampler include samples of students’ responses in online format.ADDITIONAL INFORMATIONFor more information related to the Nebraska plan and schedule for making the transition to NeSA-EnglishLanguage Arts, see http://www.education.ne.gov/Assessment and select the link on the left titled “ELATransition.”NeSA-English Language Arts Item and Scoring Sampler – Grade 33

NeSAELA SamplerPassages and ItemsPASSAGE 1Luke’s Paper CraneLuke sat down and opened his reading book. A folded paper crane fell out. Luke picked it upand held it in his hand. His ojiichan (grandfather) had made it for him when he came to visit fromJapan. Ojiichan had taken the paper wrapped around a pair of wooden chopsticks that he usedto eat meals and folded it into a crane. He was always making things out of pieces of paper. Lukemissed his grandfather.He held up his grandfather’s gift. The crane had been flattened between the pages of hisbook, so Luke gently pulled to straighten its neck. As he folded down its wings, his friend Briannoticed.“Luke, what’s that?” Brian asked.“It’s something my grandfather made me,” he said, showing it to Brian. Now all the kids inthe class wanted to see it too.“Luke, what do you have that’s more interesting than reading?” his teacher, Mr. Cruz, asked.“Sorry,” Luke said, putting his paper crane away. When Mr. Cruz returned to his desk, Luketook another peek at his paper crane.“Luke,” Mr. Cruz said, “may I please have that? You may have it back after school.”8Luke could hardly wait for the school day to end. When it was finally over, he sped like aracecar up to Mr. Cruz’s desk. “Mr. Cruz, may I have my paper crane back?”“Of course, Luke,” Mr. Cruz said, smiling. He opened his drawer and took out the papercrane. “I just hope next time you will pay more attention in class.”“Yes, Mr. Cruz,” Luke said. Then he gently flattened the paper crane and carefully tucked itbetween the pages of his book.“Did you make that crane, Luke?” his teacher asked. “It’s very nice.”“No, my grandfather made it for me,” Luke said proudly. “It reminds me of him, so I like tokeep it with me.”“Ah, yes, Luke,” Mr. Cruz said. “I understand. I also have one of those specially folded birdsmade by my grandfather. He could make all kinds of paper animals.”“Did your grandfather grow up in Japan, like mine, Mr. Cruz?” Luke asked.NeSA-English Language Arts Item and Scoring Sampler – Grade 34

NeSAELA SamplerPassages and Items“Oh, no,” he said, laughing. “My grandfather grew up in Spain. A long time ago, the Spanishlearned how to fold paper animals from the Japanese. In Spanish, we call a paper crane apajarita. My grandfather folded paper animals his whole life. I always think of him when I makeone myself.”“He sounds just like my grandfather,” Luke said.The next day, Luke opened his book in class. His paper crane was missing! He looked underthe table and in his desk.Luke was so upset. He couldn’t wait until he could look for it after class. When all the kidshad gone out to recess, Luke stayed behind.“Luke, aren’t you going to go outside?” Mr. Cruz asked.“I’ve lost my grandfather’s paper crane,” he said, trying not to show he was upset.“Oh, Luke,” Mr. Cruz said, feeling bad, “let me help you look for it.” Mr. Cruz and Lukelooked all over the classroom but couldn’t find it.“Would it help to make one yourself?” Mr. Cruz asked Luke.“No,” he said, shaking his head. “I never learned how to make one from my grandfather.”“Would you like to learn, Luke?” Mr. Cruz asked. “I can teach you.”“Could you?” Luke asked excitedly. “I would really like to send one to my grandfather.”“Of course, Luke.” Mr. Cruz reached into his desk. He took out several pairs of woodenchopsticks wrapped in paper.Luke’s eyes grew wide. He was so happy. “Thank you, Mr. Cruz!” he said, smiling at histeacher.NeSA-English Language Arts Item and Scoring Sampler – Grade 35

NeSAELA SamplerPassages and ItemsMULTIPLE-CHOICE ITEMS1.In paragraph 8, how does the author use a literary device?A.The author uses a simile to show how quickly Luke moved.B.The author uses personification to compare Luke’s speed to a racecar.C.The author uses an idiom to explain why Luke wanted the school day to end.D.The author uses onomatopoeia to describe the sound Luke’s feet make as he moves.Item InformationAlignment3.1.6.cAnswer KeyADepth of Knowledge2FocusLiterary DeviceIdentify and explain why authors use literary devices(e.g., simile, alliteration, onomatopoeia, imagery, rhythm,personification, hyperbole, idioms).Option AnnotationsThe student is asked to determine how the author uses aspecific literary device in a specific paragraph of the story.Option A is the correct answer since the author says “hesped like a racecar,” which is a simile indicating high speed.Options B and D are not correct since the author does notuse personification or onomatopoeia in describing Luke’smovement. Option C is incorrect since paragraph 8 does notindicate Luke wanted the school day to end.NeSA-English Language Arts Item and Scoring Sampler – Grade 36

NeSAELA Sampler2.Passages and ItemsWhich detail from the story BEST shows that Mr. Cruz is an understanding person?A.He wants all students in the class to finish their work.B.He helps a student who has lost a special paper crane.C.He knows how people in different countries learned to fold paper.D.He can create a paper crane using the paper that is wrapped around chopsticks.Item InformationAlignment3.1.6.bAnswer KeyBDepth of Knowledge2FocusCharacter TraitsIdentify and describe elements of literary text (e.g., characters,setting, plot, point of view).Option AnnotationsThe student is asked to select a detail from the story thatshows that the teacher is “understanding.” Option B is thecorrect answer since his offer to help Luke make a newpaper crane indicates he understands that the lost crane wasspecial to Luke. Options A, C, and D are accurate facts fromthe story, but they do not support the idea that Mr. Cruz is“understanding.”NeSA-English Language Arts Item and Scoring Sampler – Grade 37

NeSAELA Sampler3.Passages and ItemsWhich comparison between cultures is made in the story?A.languagesB.schoolC.friendsD.artworkItem InformationAlignment3.1.6.hCompare and contrast similar themes, topics, and/or patternsof events in literary and informational texts to develop amulticultural perspective.Answer KeyDOption AnnotationsDepth of Knowledge2The student is asked to identify the kind of cultural comparisonmade in the story. Option D is the correct answer since themaking of folded-paper art in both Spain and Japan arecompared in the story. Options A, B, and C are not topicscompared between cultures in the story.FocusMulticulturalPerspectiveNeSA-English Language Arts Item and Scoring Sampler – Grade 38

NeSAELA Sampler4.Passages and ItemsWhat is the author’s purpose for writing “Luke’s Paper Crane”?A.to persuade the reader to visit a different countryB.to explain to the reader how to fold a paper craneC.to entertain the reader by telling about a child’s paper cra

NeSA-English Language Arts Item and Scoring Sampler – Grade 3 3 NeSA ELA Sampler Information About the Item and Scoring Sampler ITEM AND SCORING SAMPLER FORMAT Sample questions are provided in this sampler, along with any related stimulus information such as a passage or graphic . Following each test question is an item information table .

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