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2018 released items ela g5
Lab For Bio 315 (BIO 315)
SUNY Cortland
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New York State Testing Program
Grade 5
English Language Arts Test
Released Questions
June 2018
New York State administered the English Language Arts Tests in
April 2018 and is now making approximately 75% of the questions from these tests available for review and use.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program
Grades 3–8 English Language Arts
Released Questions from 201 8 Exams
Background
In 2013, New York State began administering tests designed to assess student performance in accordance with the instructional shifts and rigor demanded by the new New York State P-12 Learning Standards in English Language Arts (ELA). To help in this transition to new assessments, the New York State Education Department (SED) has been releasing an increasing number of test questions from the tests that were administered to students across the State in the spring. This year, SED is again releasing large portions of the 201 8 NYS Grades 3–8 English Language Arts and Mathematics test materials for review, discussion, and use.
For 201 8, i ncluded in these released materials are at least 75 percent of the test questions that appeared on the 201 8 tests (including all constructed-response questions) that counted toward students’ scores. Additionally, SED is providing information about the released passages; the associated text complexity for each passage; and a map that details what learning standards each released question measures and the correct response to each question. These released materials will help students, families, educators, and the public better understand the tests and the New York State Education Department’s expectations for students.
Understanding ELA Questions
Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P-12 Learning Standards in English Language Arts. These questions ask students to analyze different aspects of a given text, including central idea, style elements, character and plot development, and vocabulary. Almost all questions, including vocabulary questions, will be answered correctly only if the student comprehends and makes use of the whole passage.
For multiple-choice questions, students select the correct response from four answer choices. Multiple- choice questions assess reading standards in a variety of ways. Some ask students to analyze aspects of text or vocabulary. Many questions require students to combine skills. For example, questions may ask students to identify a segment of text that best supports the central idea. To answer these questions correctly, a student must first comprehend the central idea and then show understanding of how that idea is supported. Questions tend to require more than rote recall or identification.
Short-Response Questions
Short-response questions are designed to assess New York State P-12 Reading and Language Standards. These are single questions in which a student uses textual evidence to support his or her answer to an inferential question. These questions ask the student to make an inference (a claim, position, or conclusion)
2018 Grade 5 ELA Test Text Complexity Metrics for
Released Questions Available on EngageNY
Selecting high-quality, grade-appropriate passages requires both objective text
complexity metrics and expert judgment. For the Grades 3–8 assessments based on the
New York State P-12 Learning Standards for English Language Arts, both quantitative
and qualitative rubrics are used to determine the complexity of the texts and their
appropriate placement within a grade-level ELA exam.
Quantitative measures of text complexity are used to measure aspects of text
complexity that are difficult for a human reader to evaluate when examining a text.
These aspects include word frequency, word length, sentence length, and text cohesion.
These aspects are efficiently measured by computer programs. While quantitative text
complexity metrics are a helpful start, they are not definitive.
Qualitative measures are a crucial complement to quantitative measures. Using
qualitative measures of text complexity involves making an informed decision about the
difficulty of a text in terms of one or more factors discernible to a human reader
applying trained judgment to the task. To qualitatively determine the complexity of a
text, educators use a rubric composed of five factors; f our of these factors are required
and one factor is optional. The required criteria are: meaning, text structure, language
features, and knowledge demands. The optional factor, graphics, is used only if a
graphic appears in the text.
To make the final determination as to whether a text is at grade-level and thus
appropriate to be included on a Grades 3–8 assessment, New York State uses a two-step
review process, which is an industry best-practice. First, all prospective passages
undergo quantitative text complexity analysis using three text complexity measures. If
at least two of the three measures suggest that the passage is grade-appropriate, the
passage then moves to the second step, which is the qualitative review using the text-
complexity rubrics. Only passages that are determined appropriate by at least two of
three quantitative measures of complexity and are determined appropriate by the
qualitative measure of complexity are deemed appropriate for use on the exam.
For more information about text selection, complexity, and the review process please
refer to: engageny/resource/new-york-state-passage-selection-resources- for-grade-3-8-assessments
engageny/resource/selection-of -authentic-texts-for-common-core- instruction-guidance-and-a-list-of -resources
engageny/resource/december-2014-nti-understanding-text- complexity-grades-9- 12
Text Complexity Metrics for 2018 Grade 5 Passages
Passage Title
Word Count Lexile Flesch
-Kincaid
Reading Maturity Metric
*
Degrees of Reading P
ower
*
Qualitative Review
Excerpt from The Woolly-Puff Rescue 772 800 - 900 5 55 Appropriate Mrs. Majeska and the Lost Gloves 611 800 - 900 4 51 Appropriate Excerpt from The Brooklyn Bridge: New York's Graceful Connection
731 700 - 800 6 55 Appropriate
Just Like Home 740 700 - 800 5 53 Appropriate
Excerpt from Young Ben Franklin 439 900 - 1000 7 58 Appropriate Excerpt from Printer's Ink 376 700 - 800 7 59 Appropriate
- Depending on when the passage was selected, either the Reading Maturity Metric or Degrees of Reading Power was used as the third quantitative metric.
New York State 2018 Quantitative Text Complexity Chart for Assessment and Curriculum
To determine if a text’s quantitative complexity is at the appropriate grade level, New
York State uses the table below. In cases where a text is excerpted from a large work,
only the complexity of the excerpt that students see on the test is measured, not the
large work, so it is possible that the complexity of a book might be above or below grade
level, but the text used on the assessment is at grade level. Because the measurement
of text complexity is inexact, quantitative measures of complexity are defined by grade
band rather than by individual grade level and then paired with the qualitative review by
an educator.
Grade Band ATOS
Degrees of Reading Power Flesch-Kincaid
The Lexile Framework
Reading Maturity SourceRater 2 nd– 3 rd 2 – 5 42 – 54 1 – 5 420 – 820 3 – 6 0 – 2. 4 th– 5 th 4 – 7 52 – 60 4 – 7 740 – 1010 5 – 7 0 – 5. 6 th– 8 th 7 – 9 57 – 67 6 – 10 925 – 1185 7 – 9 4 – 10. 9 th– 10 th 9 – 12 62 – 72 8 – 12 1050 – 1335 8 – 10 9 – 13. 11 th– 12 th 11 – 14 67 – 74 10 – 14 1185 – 1385 9 – 12 12 – 14. Source: Student Achievement Partners
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TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
Be sure to read all the directions carefully.
Most questions will make sense only when you read the whole passage. You may read the passage more than once to answer a question. When a question includes a quotation from a passage, be sure to keep in mind what you learned from reading the whole passage. You may need to review both the quotation and the passage in order to answer the question correctly.
Read each question carefully and think about the answer before making your choice.
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2018 released items ela g5
Course: Lab For Bio 315 (BIO 315)
University: SUNY Cortland
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