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Keystone Literature Item Sampler 2019
The correct answer for each multiple?choice item is worth one L.F.2.3.5. Answer Key ... first line of the poem does not suggest solace; therefore ...
1st Grade
ELP 2.2.9 Answer questions about literary elements with simple spoken and written ELP 2.3.5 Identify features of poetry and recite simple poem.
Literature Item and Scoring Sampler 2015
The correct answer for each multiple?choice item is worth one point . Which sentence uses the word spring as it is used in the poem? ... L.F.2.3.5.
CASAS Competencies
2.3.5 Interpret information about time zones 2.7.5 Interpret literary materials such as poetry and literature ... 6.9.2 Estimate answers.
TRANSLATION AND INTERPRETATION OF CULTURAL
Feb 4 2017 2.3.5. Translation Procedures of Translating Culture-Specific Concepts ... answer. In his opinion Duranti (1997:24) cited in Thanasoulas ...
Eadar Dà Chànan: Self-Translation the Bilingual Edition and
2.3.5. The Gaelic and the English in the Self-Translated Poetry Pair make crucial choices answering social and political dynamics whilst moving between.
Keystone Biology Item Sampler 2017
The multiple-choice items require students to select the best answer from four of the passage best distinguishes it as narrative rather than poetry or.
2021 Pennsylvania Department of Education Keystone Literature
Item Information. Alignment. L.F.2.3.5. Answer Key. D. Depth of Knowledge. 3 p?value A. 8% p?
MJ Language Arts 3 through ESOL
D.2.3.5). After successfully completing this Reads and identifies literary forms (e.g. poetry
Keystone Literature Item Sampler 2018
options and record their answers in the spaces provided. poem. Students must understand different literary devices that are used in ... L.F.2.3.5.
[PDF] Types of Poems
Poetry which has three stanzas of seven, eight or ten lines and a shorter final Line 2 has two words that describe the title Line 3 has three words that tell the action Line 4 has four words that express the feeling, and line 5 has one word
[PDF] Grade 5 - Hawaii DOE
Stimulus Text: Read this poem and then answer the prompt that follows it Standard(s): RL-5 DOK: 2,3 Difficulty: H Item Type: Constructed Response
[PDF] English Core - CBSE Academic
c) 2, 3, 5 d) 1, 3, 5 Q10 Answer in 30-40 words i Seemingly small everyday wins are b) He was a gifted poet and writer and his literary works were noteworthy
[PDF] Grade 5, Grade 6, Grade 7, Grade 8, Grade 9, Grade *Secondary
2 Level Your 3 Level Five 3 Level Six Level Seven Level Eight 5 Listen to e story or poem to identify the emotional reaction of the main character d answering correctly (orally or written) questions after listening to the teacher or to
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75_1ELAGrade5SampleItems.pdf ELA Sample Item C1 T2
Version 1.0ELA.05.CR.1.02.038
Sample Item ID: ELA.05.CR.1.02.038
Grade/Model: 05/2b
Claim: 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Assessment
Target(s):
2: CENTRAL IDEAS: Identify or summarize central ideas/ key
eventsSecondary Target(s): n/a Standard (s): RL-2
DOK: 2
Difficulty: H
Item Type: Constructed Response
Score Points: 3
Correct Response: See scoring rubric
Stimulus/Passage(s: "Golden Keys"
Stimuli/Text
Complexity:
While poetry can be challenging for students, this particular poem is fairly straightforward. The quantitative measure places it in the2-3 grade level band. Because of the use of metaphor and a
couple of instances of archaic language, this poem is recommended for use at grade 4 or 5. Based on these sets of measures, this passage is recommended for assessment at grade 4 or 5. Please see the text complexity worksheet attached. Acknowledgement(s: Author: Fred Newtown Scott and Gordon A. SouthworthSource Location:
http://www.gutenberg.org/files/18909/18909 -h/18909-h.htm#Golden_Keys Source Publication Information: This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Original Publication: Scott, Fred N., and Southworth, Gordon A. Lessons in English: Book One. New York: Benj H. Sanborn & Co.,1916. Print. Item/Task Notes:
How this item/task
contributes to the sufficient evidence for this claim: To complete this task, students must write an appropriate response and cite evidence to support an inference about a theme in a literary text.Target-Specific
Attributes (
e.g., accessibility issues): Stimulus text should be on grade level. For CRs students will berequired to enter text using a keyboard; hearing or vision-impaired students may need alternate formats or support.
Stimulus Text:
Read this poem and then answer the prompt that follows it.ELA Sample Item C1 T2
Version 1.0Golden Keys
A bunch of golden keys is mine
To 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 this theme. Use details from the poem to support your response. Scoring Rubric3 A response:
ELA Sample Item C1 T2
Version 1.0 Gives sufficient evidence of the ability to use supporting evidence to interpret and explain inferences about a theme Includes some specific explanations that make reference to the text Adequately supports the inferences with relevant details from the text 2A response:
Gives some evidence of the ability to use supporting evidence to interpret 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 the text 1 A response: Gives limited evidence of the ability to use supporting evidence to interpret and explain inferences about a theme Includes explanations but they are not explicit or make only vague references to the text Supports the inference with at least one detail but the relevance of that detail to the text must be inferred 0 A response gets no credit if it provides no evidence of the ability to use supporting 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 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 manners. He or she uses "good morning" and "good night" to show that you should 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. He or she also explains that people should say "pardon" and "forgive me" to shoe people that whatever you did was not something you meant to do. At the end of the poem, the speaker explains that you should be polite and have manners all of the time because if you 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, the speaker explains when to use different kinds of good manners. At the beginning of the poem, 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 nice way. The speaker says that saying "thank you" and "please" are important to say when asking 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 the end of the poem, the speaker explains that you should be polite and have manners all of the time because if you do, you will be happy.ELA Sample Item C1 T2
Version 1.0Score Point 2 Sample:
The central idea of the poem is you should have good manners. In the poem, the speaker talks about good manners. The speaker says that saying "thank you" and "please" are important to say when asking for something or getting something from someone. He or she also explains that you shou ld say "pardon me" and "forgive me" to people so that they 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.
ELA Sample Item C1 T2
Version 1.0Worksheet: Text Complexity Analysis
Title Author Text Description
Golden Keys
A poem where the "golden keys" are polite phrases the speaker uses in everyday interactionsQualitative Measures Quantitative Measures
Meaning/Purpose:
Moderately complex: Understanding of the poem
depends upon understanding a single but fairly explicit use of figurative language: "golden keys" are polite phrases the speaker uses with others.Text Structure:
Slightly
complex:Straightforward. The first
stanza establishes the purpose, the middle stanzas are each examples of the "golden keys," and the final stanza is a conclusion.Language Features:
Slightly
complex: Mostly straightforward, contemporary language with a couple of exceptions ("ye," "unkindly harm"). Some figurative language, e.g., opening and cl osing a door at the beginning and end of the day.Some syntax that would be unusual in prose
but is very common in poetry. Simple poetic conventions (rhyming words).Knowledge Demands:
Slightly
complex: None beyond the understanding of this particular use of figurative language.Common Core State Standards Appendix A
Complexity Band Level (if applicable):
Lexile or Other Quantitative Measure of the
Text:
Lexile: 740L; grades 2-3
Flesch-Kincaid: 1.1
Word Count: 122
Considerations for Passage Selection
Passage selection should be based on the ELA
Content Specifications targets and the
cognitive demands of the assessment tasks.Potential Challenges a Text May Pose:
Accessibility Sentence and text structures Archaic language, slang, idioms, or other language challenges Background knowledge Bias and sensitivity issues Word countAdapted from the 2012 ELA SCASS work
Recommended Placement for Assessment: Grade 4 or 5 While poetry can be challenging for students, this particular poem is fairly straightforward. The quantitative measure places it in the 2-3 grade level band. Because of the use of metaphor and a couple of instances of archaic language, this poem is recomme nded for use at grade 4 or 5.Based on these sets of
measures, this passage is recommended for assessment at grade 4 or 5.ELA Sample Item C1 T6
Version 1.0
ELA.05.CR.01.06.040
Sample Item ID: ELA.05.CR.01.06.040
Grade: 05/1
Claim: Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Assessment Target: Target 6: TEXT STRUCTURES & FEATURES: Relate knowledge of text structures or text features (e.g., visual or graphic elements) to analyze interpret, or connect information within a textSecondary Target(s): n/a
Standard(s): RL-5
DOK: 2,3
Difficulty: H
Item Type: Constructed Response
Score Points: 2
Correct Response: See scoring rubric
Stimulus/Passage(s): Golden Keys" by Fred Newtown Scott and Gordon A. SouthworthStimuli/Text
Complexity: While poetry can be challenging for students, this particular poem is fairly straightforward. The quantitative measure places it in the2-3 grade level band. Because of the use of metaphor and a
couple of instances of archaic language, this poem is recommended for use at grade 4. Based on these sets of measures, this passage is recommended for assessment at grade 4.Please see text complexity worksheet attached.
Acknowledgement(s): Source Title: Golden Keys
Grade Band: 6-8
Author: Fred Newtown Scott and Gordon A. SouthworthSource Location:
http://www.gutenberg.org/files/18909/18909- h/18909-h.htm#Golden_Keys Original Publication: Scott, Fred N., and Southworth, Gordon A. Lessons in English: Book One. New York: Benj H. Sanborn & Co.,1916. Print.
Item/Task Notes: Stimulus text Lexile level is 750 (Typical Lexile text measures for 4 th grade 645-780)How this item/task
contributes to the sufficient evidence for this claim: To successfully complete the item, students must explain the purpose of a poem"s text structure.Target-Specific
Attributes (e.g.,
accessibility issues): Adapted presentation of stimulus text with clear differentiation between the stanzas of the poem is needed for students with visual impairment.Stimulus Text:
Read the poem and answer the question that follows.Golden Keys
ELA Sample Item C1 T6
Version 1.0
A bunch of golden keys is mine
To 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 two lines. Explain why the poet most likely divides the poem in this way. Support your answer with details from the poem.ELA Sample Item C1 T6
Version 1.0
2A response:
Gives sufficient evidence of the ability to explain why the poet organizes the poem in this particular way. 1A response:
Gives limited evidence of the ability to explain why the poet organizes the poem in this particular way. 0 A response gets no credit if it provides no evidence of the ability to explain why the poet organizes the poem in this particular way, includes no relevant information 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 manners the 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 manners the speaker exhibits in the poem. This makes the poem read like a list of good ways to act such as saying thank you, good night, and please.Score Point 1 Sample
The poet organizes the poem into
two-line stanzas to show that there are many times when good manners 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.ELA Sample Item C1 T6
Version 1.0
Worksheet: Text Complexity Analysis
Title Author Text Description
Golden Keys
A poem where the golden keys" are polite phrases the speaker uses in everyday interactionsQualitative Measures Quantitative Measures
Meaning/Purpose:
Moderately complex: Understanding of the poem
depends upon understanding a single but fairly explicit use of figurative language: golden keys" are polite phrases the speaker uses with others.Text Structure:
Slightly
complex:Straightforward. The first
stanza establishes the purpose, the middle stanzas are each examples of the golden keys," and the final stanza is a conclusion.Language Features:
Slightly
complex: Mostly straightforward, contemporary language with a couple of exceptions (ye," unkindly harm"). Some figurative language, e.g., opening and closing a door at the beginning and end of the day.Some syntax that would be unusual in prose
but is very common in poetry. Simple poetic conventions (rhyming words).Knowledge Demands:
Slightly
complex: None beyond the understanding of this particular use of figurative language.Common Core State Standards Appendix A
Complexity Band Level (if applicable):
Lexile or Other Quantitative Measure of the
Text:
Lexile: 740L; grades 2-3
Flesch-Kincaid: 1.1
Word Count: 122
Considerations for Passage Selection
Passage selection should be based on the ELA
Content Specifications targets and the
cognitive demands of the assessment tasks.Potential Challenges a Text May Pose:
Accessibility Sentence and text structures Archaic language, slang, idioms, or other language challenges Background knowledge Bias and sensitivity issues Word countAdapted from the 2012 ELA SCASS work
Recommended Placement for Assessment: Grade 4 or 5 While poetry can be challenging for students, this particular poem is fairly straightforward. The quantitative measure places it in the 2-3 grade level band. Because of the use of metaphor and a couple of instances of archaic language, this poem is recommended for use at grade 4 or 5.Based on these sets of
measures, this passage is recommended for assessment at grade 4 or 5.ELA Sample Item C1 T4
Version 1.0ELA.05.CR.1.04.039
Sample Item ID: ELA.05.CR.1.04.039
Grade/Model: 05/2
Claim: 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.Assessment
Target(s):
4: REASONING & EVIDENCE: Use supporting evidence to justify
interpretations (theme, events, conflicts/challenges, setting, character development/ interactions, point of view) Secondary Target(s): 1: KEY DETAILS: Use explicit details and implicit information from the text to support answers or inferences about information presented Standard(s: RL-2, RL-3, RL-6 (Secondary: RL-1, RL-3)DOK: 3
Difficulty: Medium
Item Type: Constructed Response
Score Points: 4
Correct Response: See rubric
Stimulus/Passage(s): The Fox as Herdsman"
Stimuli/Text
Complexity:
The passage is a straightforward example of a genre that should be familiar to most students. The quantitative and qualitative measures both suggest an appropriate placement at grade 3.Based on these sets of measures, this
passage is recommended for assessment at grade 3.Please see text complexity worksheet attached.
Acknowledgement(s: Source: This is an old Norse folktale.Item/Task Notes:
How this item/task
contributes to the sufficient evidence for this claim: To complete this task, students must write an appropriate response and cite evidence to support an inference about a character in a literary text.Target-Specific
Attributes (
e.g., accessibility issues): Stimulus text should be on grade level. For CRs students will be required to enter text using a keyboard; hearing or vision- impaired students may need alternate formats or support.Stimulus Text:
Read this text and then answer the prompt that follows it.The Fox as Herdsman
Once upon a time there was a woman who went out to hire a herdsman for her animals. On her way she met a bear. "Where are you going?" asked the bear.ELA Sample Item C1 T4
Version 1.0 "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 call the flock? Let me hear you." "Ow, Ow!" growled the bear. "No, no! That will not do," said the woman. And she went on her way. 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.ELA Sample Item C1 T4
Version 1.0 "Dil-dal-holom!" sang out the fox in a fine clear voice. "That's perfect!" said the woman. "I'll have you for my herdsman." She sent the fox to herd her flocks. The first day the fox was herdsman he ate up all the woman's goats. The next day he made an end of all her sheep. The third day he ate up all her cows. When he came home that day the woman asked what he had done with all her flocks. "Oh!" said the fox, "they are playing in the meadow over the hill." The woman was busy churning cream when he said this, but she thought she had better go and have a look at her flocks. While she was away the fox crept into the churn and ate up all the cream. Unable to find any of her flocks the woman hurried back to her house and found the fox eating up her cream. Now she understood what the fox had done, and she yelled at him to leave her house. She snatched up the last bit of cream that was left and threw it at the fox as he ran off. A dab landed on the end 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 as mischievous. Write a paragraph explaining why the fox's character is mischievous. Use details from the story to support your answer. Scoring Rubric 3A response:
Gives sufficient evidence of the ability to use supporting evidence to interpret 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 text 2A response:
ELA Sample Item C1 T4
Version 1.0 Gives some evidence of the ability to use supporting evidence to interpret and explain inferences about a character Includes general explanations that make few references to the text Partially supports the inferences with few relevant details from the text 1A response:
Gives limited evidence of the ability to use supporting evidence to interpret and explain inferences about a character Includes explanations, but they are not explicit or make only vague references to the textSupports the inference with at least one detail but the relevance of that detail to the text must be inferred
0 A response gets no credit if it provides no evidence of the ability to use supporting 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 he made 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 the churn and ate up all the cream."Score Point 4 Sample:
The fox is mischievous because he planned to eat the woman's animals when he asked to be her herdsman. "The first day the fox was the herdsman he ate up all the woman's goats. The next day he made an end of all her sheep. The third day he ate up all her cows." The fox shows that he is mischievous when he does not eat all of the animals at once. He eats them one flock at a time so that the woman doesn't notice her animals are missing right away. "Oh!" said the fox, "they are playing in the meadow over the hill." When the fox lies to the woman about where her animals are, the fox is mischievous. He knows that if he says the animals are out playing she won't look for them right away. "While she was away the fo x crept into the churn and ate up all the cream." The fox also knows that when she does go to look for her animals, he will have a chance to creep in and eat the woman's cream.Score Point 3 Sample:
The fox shows that he
is mischievous when he does not eat all of the animals at once. He eats them one flock at a time so that the woman doesn't notice her animals are missing right away. When the fox lies to the woman about where her animals are, the fox is mischievous. He knows that if he says the animals are out playing she won't look for them right away. The fox also knows that when she does go to look for her animals, he will have a chance to creep in and eat the woman's cream.ELA Sample Item C1 T4
Version 1.0Score Point 2 Sample:
The fox shows that he
is mischievous when he does not eat all of the animals at once. He eats them one flock at a time so that the woman doesn't notice her animals are missing right away. The fox knows that if he says the animals are out playing she won't look for her animals right away. The fox also knows that if she does go to look for her animals he will have a chance to creep in and eat the woman's cream.Score Point 1 Sample:
The fox shows that he
is mischievous when he does not eat all of the animals at once. The fox lies about where the animals are. The fox eats the woman's cream while she is looking for the animals.Score Point 0 Sample:
The fox is mischievous. He ate the woman's animals and cream.ELA Sample Item C1 T4
Version 1.0Worksheet: Text Complexity Analysis
Title Author Text Description
The Fox as Herdsman
A Norse folktale explaining why foxes have white-tipped tailsQualitative Measures Quantitative Measures
Meaning/Purpose:
Slightly complex: Most students will be familiar
with the folktale conventions. The opening "once upon a time" is a clear signal of the purpose of the text.Text Structure:
Slightly complex: Clear chronological order,
following conventions for this type of text (rule of three, repetition).Language Features:
Slightly complex: Sentences are generally
short and simple, with a few more complex structures in the final paragraphs. The vocabulary is contemporary and easy to follow, with few above grade level words. The foundational term - "herdsman" may need to be glossed to ensure that students are grounded in the text; however, it is a compound word that should be decodable by most students.Knowledge Demands:
Slightly complex
Common Core State Standards Appendix A
Complexity Band Level (if applicable):
Lexile or Other Quantitative Measure of the
Text:
Lexile: 680L; grades 4-5
Flesch-Kincaid: 1.8
Word Count: 417
: Very simple, concrete ideas.Considerations for Passage Selection
Passage selection should be based on the ELA
Content Specifications targets and the
cognitive demands of the assessment tasks.Potential Challenges a Text May Pose:
Accessibility Sentence and text structures Archaic language, slang, idioms, or other language challenges Background knowledge Bias and sensitivity issues Word countAdapted from the 2012 ELA SCASS work
Recommended Placement for Assessment: Grade 3
The passage is a straightforward example of a genre that should be familiar to most students. The quantitative and qualitative measures both suggest an appropriate placement at grade 3.Based on these sets of measures, this passage is
recommended for assessment at grade 3.ELA Sample Item C1 T1
Version 1.0ELA.05.SR.1.01.001
Sample Item ID: ELA.05.SR.1.01.030
Grade: 05/3
Claim: 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.Assessment
Target(s):
1: KEY DETAILS: Use explicit details and implicit information from
the text to support answers or inferences about information presentedSecondary Target(s): n/a
Standard(s): RL-1, RL-3
DOK: 1
Difficulty: M
Item Type: Selected Response
Score Points: 1
Key: C
Stimulus/Passage(s): Duke Ellington's Early Years"Stimuli/Text
Complexity:
The quantitative measure places this passage at the higher end of the grade band; the qualitative measures reinforce this placement. The vocabulary level and the inclusion of concepts that may be unfamiliar (primarily in the last paragraph) tip the scale in favor of grade 5. The passage is challenging for grade 4. Based on these sets of measures, this passage is recommended for assessment at grade 4 or 5.Please see text complexity worksheet attached.
Acknowledgement(s): Source: Library of Congress, America"s Story http://www.americaslibrary.gov/aa/ellington/aa_ellington_youth_1. htmlItem/Task Notes:
How this item/task
contributes to the sufficient evidence for this claim:In order to sho
w close reading of a literary text, a student must be able to draw on textual evidence to evaluate the validity of an inference about characters or people based on the information presented.Target-Specific
Attributes (
e.g.) accessibility issues): Students with visual impairment will need to be provided with audio/Braille/enlarged text versions of independent reading material.Stimulus Text:
Duke Ellington's Early Years
Duke Ellington was born in 1899 in Washington D.C., and from an early age he loved music. When he was four years old, he listened to his mother play a popular piano tune called "The Rosary" and he cried, saying, "It was so pretty. So pretty." Not long after that,ELA Sample Item C1 T1
Version 1.0 at the age of seven, he began to play piano himself. It seems that he knew he was going to go places. He told his next-door neighbor, Mr. Pinn, "One of these days I'm going to be famous." At age 15, Ellington worked at a soda fountain and wrote his first song, "Soda Fountain Rag." By his late teens, he was making enough money to help his parents move into a better house. One of Ellington's first professional gigs was a party where he played so long that his hand bled. He earned 75 cents. "It was the most money I had ever seen," he said. "I rushed all the way home to my mother with it. But I could not touch a piano key for weeks. . . " Ellington studied music during the ragtime era. Ragtime was a kind of popular American music consisting of off-beat dance rhythms that began with the honky-tonk pianists along the Mississippi and Missouri rivers. By the time he was 20, he and his friends formed a band that would be the foundation for his life's work. From 1923 to 1927, he and his band lived in New Yo rk City and made about 60 recordings. Their first big break came on December 4, 1927, at the opening night of what would turn out to be a long engagement at the Cotton Club in New York City's Harlem neighborhood. The Ellington Orchestra often broadcast live on radio from the Cotton Club, so their unique style of jazz became familiar to people across the country.Item Stem:
What about Duke Ellington remained the same from the time of writing his first song to appearing on live radio?Options:
A. making of music recordings
B. understanding of ragtime music
ELA Sample Item C1 T1
Version 1.0C. dedication to perfecting his craft
D. enjoyment working in a band
Distractor Analysis:
A. The opportunity to make recordings first emerged when he was 24 years old. B. His knowledge of ragtime music can be inferred to have grown, not remained the same, as he developed a unique style of jazz based on this type of music. C. KEY: From the writing of his first song at the age of 15 to national broadcasts at the age of 28, Ellington showed dedication to writing and playing music. D. Duke Ellington did not form his band until the age of 20.ELA Sample Item C1 T1
Version 1.0Worksheet: Text Complexity Analysis
Title Author Text Description
Duke Ellington"s Early Years Biographical information about the famous musicianQualitative Measures Quantitative Measures
Meaning/Purpose:
Slightly
complex: Clear, narrowly focused on biographical information about the subject.Text Structure:
Slightly
complex: Chronological, with clear connections and transition words.Language Features:
Moderately complex: Mostly literal and
straightforward. Some more difficult vocabulary (professional, rhythm, foundation, engagement, orchestra, unique) but most have sufficient context for students to glean the meaning. Some words are used in ways that may be unfamiliar to students (rag, break).Knowledge Demands:
Slightly
complexCommon Core State Standards Appendix A
Complexity Band Level (if applicable):
Lexile or Other Quantitative Measure of the
Text:
Lexile: 930L; grades 4-5
Flesch-Kincaid: 7.4
Word Count: 326
: Some concepts with which students may not be familiar (e.g., Ragtime,Harlem) are explained. Others (soda fountain,
honky-tonk) have sufficient context that students will understand their general meaning; an exact understanding is not necessary for comprehending the passage.Considerations for Passage Selection
Passage selection should be based on the ELA
Content Specifications targets and the
cognitive demands of the assessment tasks.Potential Challenges a Text May Pose:
Accessibility Sentence and text structures Archaic language, slang, idioms, or other language challenges Background knowledge Bias and sensitivity issues Word countAdapted from the 2012 ELA SCASS work
Recommended Placement for Assessment: Grade 4 or 5 The quantitative measure places this passage at the higher end of the grade band; the qualitative measures reinforce this placement. The vocabulary level and the inclusion of concepts that may be unfamiliar (primarily in the last paragraph) tip the scale in favor of grade 5. The passage is challenging for grade 4.Based on these sets of measures, this passage is
recommended for assessment at grade 4 or 5. Grade 5 ELA Sample SR Item Form C1 T7, T1 Version 1.0ELA.05.SR.1.07.031 C1 T7, T1
Sample Item ID ELA.05.SR.1.07.031
Grade/Model: 05/1
Claim: 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Assessment Target: 7: LANGUAGE USE: Identify or interpret figurative language (e.g., metaphors, similes, idioms), literary devices, or connotative meanings of words and phrases used in context Secondary Target(s): 1: KEY DETAILS: Use explicit details and implicit information from the text to support answers or inferences about information presentedStandard(s
):RL-4; L-5, L-5a, L-5b (Secondary: RL-1, RL-3)
DOK: 2
Difficulty: M
Item Type: Selected Response
Score Points: 1
Key: C
Stimulus/Passage(s): "Duke Ellington's Early Years"Stimuli/Text
Complexity:
The quantitative measure places this passage at the higher end of the grade band; the qualitative measures reinforce this placement. The vocabulary level and the inclusion of concepts that may be unfamiliar (primarily in the last paragraph) tip the scale in favor of grade 5. The passage is challenging for grade 4. Based on these sets of measures, this passage is recommended for assessment at grade 4 or 5.Please see text complexity worksheet attached.
Acknowledgement(s): Source: Library of Congress, America's Story http://www.americaslibrary.gov/aa/ellington/aa_ellington_youth_1.htmlItem/Task Notes:
How this task
contributes to the sufficient evidence for this claim: In order to show close, analytical reading, a student must be able to interpret the meanings of common idioms from the context.Target-Specific
Attributes (
e.g.,accessibility issues): Students with visual impairment will need to be provided with audio/Braille/enlarged text versions of independent reading material.
Text should be on grade level.
Stimulus Text:
Duke Ellington's Early Years
Duke Ellington was born in 1899 in Washington, D.C., and from an early age he loved music. When he was four years old, he listened to his mother play a popular piano tune called "The Rosary" and he cried, saying, "It was so pretty. So pretty." Not long after that, at the age of seven, he began to play piano himself. It seems that he Grade 5 ELA Sample SR Item Form C1 T7, T1 Version 1.0 knew he was going to go places. He told his next-door neighbor, Mr. Pinn, "One of these days I'm going to be famous." At age 15, Ellington worked at a soda fountain and wrote his first song, "Soda Fountain Rag." By his late teens, he was making enough money to help his parents move into a better house. One of Ellington's first professional gigs was a party where he played so long that his hand bled. He earned 75 cents. "It was the most money I had ever seen," he said. "I rushed all the way home to my mother with it. But I could not touch a piano key for weeks. . . " Ellington studied music during the ragtime era. Ragtime was a kind of popular American music consisting of off-beat dance rhythms that began with the honky-tonk pianists along the Mississippi and Missouri rivers. By the time he was 20, he and his friends formed a band that would be the foundation for his life's work. From 1923 to1927, he and his band lived in New York City and made about 60
recordings. Their first big break came on December 4, 1927, at the opening night of what would turn out to be a long engagement at the Cotton Club in New York City's Harlem neighborhood. TheEllington Orchestra often broadcast l
ive on radio from the Cotton Club, so their unique style of jazz became familiar to people across the country.Item Stem:
Read this sentence from the first paragraph.
It seems that he knew he was
going to go places. What does the underlined idiom mean in this sentence?Options:
A. Ellington was anxious to leave the home where he grew up. Grade 5 ELA Sample SR Item Form C1 T7, T1 Version 1.0 B. Ellington was prepared to visit many cities around the world. C. Ellington was determined to become a recognized entertainer. D. Ellington was eager to work to earn money to help his parents.Distractor Analysis:
A. Although the idiom refers to "going places," it does not mean leaving Washington and moving to New York. B. Although the idiom refers to "places," the meaning is not locations but a status in society. C. KEY: The idiom means that he realized that he was going to become famous as a musician and entertainer . D. Although this statement may be true, the idiom is not referring to his ability to help his parents better their financial situation. Grade 5 ELA Sample SR Item Form C1 T7, T1 Version 1.0Worksheet: Text Complexity Analysis
Title Author Text Description
Duke Ellington"s Early Years Biographical information about the famous musicianQualitative Measures Quantitative Measures
Meaning/Purpose:
Slightly
complex: Clear, narrowly focused on biographical information about the subject.Text Structure:
Slightly
complex: Chronological, with clear connections and transition words.Language Features:
Moderately complex: Mostly literal and
straightforward. Some more difficult vocabulary (professional, rhythm, foundation, engagement, orchestra, unique) but most have sufficient context for students to glean the meaning. Some words are used in ways that may be unfamiliar to students (rag, break).Knowledge Demands:
Slightly
complexCommon Core State Standards Appendix A
Complexity Band Level (if applicable):
Lexile or Other Quantitative Measure of the
Text:
Lexile: 930L; grades 4-5
Flesch-Kincaid: 7.4
Word Count: 326
: Some concepts with which students may not be familiar (e.g., Ragtime,Harlem) are explained. Others (soda fountain,
honky-tonk) have sufficient context that students will understand their general meaning; an exact understanding is not necessary for comprehending the passage.Considerations for Passage Selection
Passage selection should be based on the ELA
Content Specifications targets and the
cognitive demands of the assessment tasks.Potential Challenges a Text May Pose:
Accessibility Sentence and text structures Archaic language, slang, idioms, or other language challenges Background knowledge Bias and sensitivity issues Word countAdapted from the 2012 ELA SCASS work
Recommended Placement for Assessment: Grade 4 or 5 The quantitative measure places this passage at the higher end of the grade band; the qualitative measures reinforce this placement. The vocabulary level and the inclusion of concepts that may be unfamiliar (primarily in the last paragraph) tip the scale in favor of grade 5. The passage is challenging for grade 4.Based on these sets of measures, this passage is
recommended for assessment at grade 4 or 5. Grade 5 ELA Sample SR Item Form C1 T10 Version 1.0ELA.05.SR.1.10.032 C1 T10
Sample Item ID: ELA.05.SR.1.10.032
Grade/Model: 05/1
Claim: 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.Assessment
Target(s): 10: WORD MEANINGS: Determine intended or precise meanings of words, including domain-specific (tier 3) words and words with multiple meanings (academic/tier 2 words), based on context, word relationships (e.g., antonyms, homographs), word structure (e.g., common Greek or Latin roots, affixes), or use of resources (e.g., dictionary, glossary)Secondary Target(s): n/a
Standard(s): RI-4; L-4, L-5c
DOK: 1
Difficulty: M
Item Type: Selected Response
Score Points: 1
Key: B
Stimulus/Passage(s): "Throw Spears, Sing, Dance At Polynesian Culture Centre"Stimuli/Text
Complexity:
The quantitative measures most likely reflect the use of Hawaiian terms and proper nouns, most of which are explained. The qualitative measures suggest that this passage is appropriate for grade 5 or 6. Based on these sets of measures, this passage is recommended for assessment at grade 5 or 6.Please see text complexity worksheet attached.
Acknowledgement(s: http://teachingkidsnews.com/2011/11/01/throw-spears-sing- dance-at-polynesian-culture-centre/Item/Task Notes:
How this item/task
contributes to the sufficient evidence for this claim: In order to show close, analytical reading, a student must be able to determine the precise meaning of a word based on context and word structure.Target-Specific
Attributes (
e.g., accessibility issues): Students with visual impairment will need to be provided with audio/Braille/enlarged text versions of independent reading material. Text should be on grade level.Stimulus Text:
Throw Spears, Sing, Dance At Polynesian Culture Centre You may have seen pictures of Hawaii on postcards, with its beautiful beaches, lush gardens and fascinating volcanoes. But the Hawaiian islands are also rich in history and culture. On the north shore of Hawaii's island of Oahu, you'll find the Grade 5 ELA Sample SR Item Form C1 T10 Version 1.0 Polynesian Culture Centre. There, each group of Polynesian islands is represented in the form of a mini-village from that particular island chain. At the cultural centre, you can visit "Fiji" and play the drums. Then, turn around the corner to "Tonga" to take a lesson in spear throwing, or make a headband out of palm leaves. In "Samoa" learn about how they make tapa (used for cloth and paper) and watch a man climb barefoot, high up a coconut tree. Continue on to "Aotearoa" and see the exciting dancers perform the fearsome Haka. The staff, or people in the "villages," are actually from the places they represent; most of them are students from nearbyBrigham Young University.
After spending several hours visiting each village, you can stay longer and enjoy a buffet dinner (try the poi) with a show at the Polynesian Culture Centre's luau. In Hawaiian, luau means any type of gathering of family and friends. Dancers and singers perform traditional dances and songs while you eat your dinner. Afterwards, you can also catch the live theatre performance Ha- breath of Life at the Polynesian Culture Centre.Item Stem:
Read this sentence from the stimulus text.
Continue on to Aotearoa" and see the exciting dancers perform the fearsome Haka. Based on the root word and suffix, what does fearsome mean? Grade 5 ELA Sample SR Item Form C1 T10 Version 1.0Options:
A. complicated
B. astonishing
C. different
D. lengthy
Distractor Analysis:
A. Although the Haka dance may be complicated, "fearsome" means the extreme degree of a concept. B. KEY: Based on the text, in this context "fearsome" is used to describe the astonishing dancing performed in the Haka dance. C. Although the Haka dancers are described as "exciting," which implies they might be interesting, "fearsome" extends beyond the simplicity of "interest." D. Although the Haka dance may be lengthy, "fearsome" means the extreme degree of a concept. Grade 5 ELA Sample SR Item Form C1 T10 Version 1.0Worksheet: Text Complexity Analysis
Title Author Text Description
Throw Spears, Sing, Dance
at Polynesian CultureCenter
A promotional-type passage about visiting a cultural centerQualitative Measures Quantitative Measures
Meaning/Purpose:
Moderately complex: The promotional purpose
of the passage is revealed gradually through the reading.Text Structure:
Moderately complex: The information is
grouped by topic and includes some transitions.Language Features:
Moderately complex: The language is mostly
explicit and unfamiliar terms are defined.Knowledge Demands:
Moderately complex
Common Core State Standards Appendix A
Complexity Band Level (if applicable):
Lexile or Other Quantitative Measure of the
Text:
Lexile: 1070L; grades 6-8
Flesch-Kincaid: 9.3
Word Count: 277
:There are many
references to Hawaiian culture that are usually defined; some references (e.g., Fiji and Tonga) are not explained.Considerations for Passage Selection
Passage selection should be based on the ELA
Content Specifications targets and the
cognitive demands of the assessment tasks.Potential Challenges a Text May Pose:
Accessibility Sentence and text structures Archaic language, slang, idioms, or other language challenges Background knowledge Bias and sensitivity issues Word countAdapted from the 2012 ELA SCASS work
Recommended Placement for Assessment: Grade 5 or 6 The quantitative measures most likely reflect the use of Hawaiian terms and proper nouns, most of which are explained. The qualitative measures suggest that this passage is appropriate for grade5 or 6.
Based on these sets of
measures, this passage is recommended for assessment at grade 5 or 6.ELA Sample Item C2 T1
Version 1.0
ELA.05.CR.02.01.090
Sample Item ID: ELA.05.CR.02.01.090
Grade/Model: 05/3b
Claim: 2: Students can produce effective writing for a range of purpose and audiences. Assessment Target: 1: WRITE/REVISE BRIEF TEXTS: Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or authors' craft appropriate to purpose (closure, detailing characters, plot, setting, or an event)Secondary Target(s): n/a
Standard(s): W-3, W-3a, W-3b, W-3c, W-3d, and/or W-3eDOK: 2
Difficulty: M
Item Type: Constructed Response
Score Points: 3
Correct Response: See scoring rubric
Stimulus/Passage(s): "The Peaches"
Stimuli/Text
Complexity:
n/a (writing stimulus) Acknowledgement(s): Source Title: "The Peaches" From Rock A Bye Library. A Book Of Fables, Amusement For Good Little Children. Taggard &Thompson, 29 Cornhill, Boston, 1859
Author: Unknown
Source Location:
http://www.gutenberg.org/cache/epub/22539/pg22539.txtItem/Task Notes: How this item/task
contributes to the sufficient evidence for this claim: To successfully complete this item, students must demonstrate narrative strategies for coherence in constructing closure for a narrative.Target-Specific
Attributes (
e.g., accessibility issues): Adapted presentation of stimulus text is needed for students with visual impairment.Stimulus Text:
The Peaches
A farmer bought five peaches. He gave one to his wife and one to each of his four sons. The next day, he asked his sons what they had done with their peaches. The oldest son told him that he planted the seed of the peach in the ground to grow a peach tree. The second son told his father that he sold his peach so he could buy more. The youngest son told his father that he ate hisELA Sample Item C2 T1
Version 1.0
peach and half of his mother's, too. The third son told his father that he gave his peach to a sick neighbor. The father told his sons that one of them used his peach in the best way.Item Prompt:
Rewrite the story by adding dialogue, descriptive details, and a conclusion without changing the events or characters.Rubric for a 3-point CR item
3A response:
Gives sufficient evidence of the ability to write a story using narrative strategies (dialogue and description), chronology, and transitional strategies Includes a specific conclusion that clearly supports the text Fully supports the audience, purpose, and task with clearly relevant events from the text 2A response:
Gives some evidence of the ability to write a story using narrative strategies (dialogue and description), chronology, and transitional strategies Includes some conclusion that supports the text Adequately supports the audience, purpose, and task with mostly relevant events from the text 1 A response: Gives limited evidence of the ability to write a story using narrative strategies (dialogue and description), chronology, and transitional strategies Includes a conclusion but it is not explicit or makes only vague references to the text Supports the audience, purpose, and task with at least one event from the text but the relevance of that event to the text must be inferred 0 A response gets no credit if it provides no evidence of the ability to write a story using narrative strategies (dialogue and description), chronology, and transitional strategies, and includes no relevant information from the text, or is vague.ELA Sample Item C2 T1
Version 1.0
Scoring Notes:
A score point 3 response should include dialogue, description, and a conclusion, but does not necessarily need to provide excellent examples of all three. For instance, a response containing many examples of well -written dialogue but fewer pieces of description could qualify as a 3. A 2 response should contain adequate examples of dialogue and description, as well as including some transitional strategies and a relevant conclusion, whereas a 1 response contains very limited dialogue and description, and/or provides no examples of dialogue or description, and contains only a vague conclusion. A response should receive no points if it merely copies text from the prompt, and/or does not include dialogue, description, transitional strategies, or a conclusion, and/or is off-topic.Score Point 3 Sample:
One day an old farmer decided to buy five peaches. He had a wife and four sons, and he gave everyone in his family a beautiful ripe peach. Everyone was excited! They all thanked the farmer and then they ate their dinner and went to bed. The farmer wondered what all his sons had done with their peaches, so the next day he called everyone together and said, "Kids, what did you do with the peaches I gave you yesterday?" "I planted my peach outside," said the oldest son, who had brown hair and blue eyes and was very tall. "That way a peach tree will grow in our yard, and then we will all have peaches without having to buy them." The farmer said to his second son, "What did you do with your peach?" The second son said, "I sold my peach so I could get some money and then we could buy something that we need." The farmer said to the next son, "What did you do with your peach?" The third son said, "I ate my peach and half of mom's peach. They were so good!" And then the farmer said to the last son, "What did you do with your peach?" The last son, who had curly blond hair, said, "I gave it to the lady who lives next door since she's sick and I thought it was a nice thing to do." All the children were waiting for the farmer to say something about the peaches. They waited and waited. They started to get a little nervous about what their dad was thinking. Finally the farmer said, "One of you used his peach in the best way. And it was you!" He pointed to the oldest son. "You planted your peach so that we could have a peach tree. That was so smart! You were thinking about the future. I'm really proud of you." He gave his oldest son a big hug. "Now next year we can all eat lots and lots of peaches from the tree that you planted!" Everyone hugged the oldest son, and then they all decided to go outside and water the place where he had planted the peach, so that the peach tree would grow up big and strong and healthy.ELA Sample Item C2 T1
Version 1.0
Score Point 2 Sample:
One day a farmer bought some peaches. He gave all of his four sons a peach. Then he told them that they should do something with their peaches, and he went away. The next day, the farmer said, "What did you all do with your peaches?" The oldest son said he planted the peach in the garden to grow a peach tree. The second son said he sold his to get money. The next son said that he ate his peach and half of his mother's peach, and then the last son said that he gave his peach to their neighbor because she had the flu and couldn't get out of bed, and also she was old. The farmer said, "One of you used his peach in the best way. Who do you think that was?" The sons thought a lot, but they couldn't figure it out, so they asked the farmer to tell them. The farmer said, "It was my last son. He did the best thing with his peach. He gave it to someone else who needed it. We should all remember to be as nice to other people as he was to our neighbor." And all the sons said that they would.Score Point 1 Sample:
A farmer bought peaches and he gave them to his kids. He had four sons. Then later he asked them what they did with their peaches. One son said, "I planted the peach in the ground." The other sons said what they did too. One of them sold the peach, one of them ate his peach, and one of them gave his peach away to somebody sick. The farmer said that one of them did the best thing with his peach. But the kids didn't know who that was, so he told them.Score Point 0 Sample:
A farmer bought some peaches and gave them to his kids. The farmer asked what they did with them. One son planted the peach. Another son sold it. One son gave his peach away. One son ate his and half his mom's peach. The end.Grade 5 ELA Sample SR Item Form C2 T3
Version 1.0ELA.05.SR.2.03.033 C2 T3
Sample Item ID: ELA.05.SR.2.03.033
Grade/Model: 05/2b
Claim: 2. Students can produce effective writing for a range of purpose and audiences.Assessment
Target(s): 3: WRITE/REVISE BRIEF TEXTS: Write or revise one or more informational/explanatory paragraphs demonstrating ability to organize ideas by stating a focus, including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs or a conclusion appropriate to purpose and audience.Secondary Target(s): n/a
Standard(s): W-2a, W-2b, W-2c, W-2d, W-2e, and/or W-9DOK: 2
Difficulty: M
Item Type: Selected Response
Score Points: 1
Key: C
Stimulus/Passage(s): "Election of the President"
Stimuli/Text
Complexity:
The quantitative measures for this passage suggest that either grade 4 or grade 5 would be appropriate. Because of the denseness of ideas that may be unfamiliar to students and that require very careful reading, the recommended grade level for this passage is grade 5. Based on these sets of measures, this passage is recommended for assessment at grade 5.Please text complexity worksheet attached.
Acknowledgement(s): Source: Ben's Guide to the U.S. Government for Kids http://bensguide.gpo.gov/3-5/election/president.htmlItem/Task Notes:
How this item/task
contributes to the sufficient evidencefor this claim: In order to show effective writing and revision, a student must be able to demonstrate ability to edit in supplemental ideas and
through the addition of supporting evidence and elaboration.Target-Specific
Attributes (
e.g., accessibility issues): Students with visual impairment will need to be provided with audio/Braille/enlarged text versions of independent reading material. Text should be one grade below grade level.