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New York State administered the English Language Arts Tests in March 2022 and is now making approximately 75% of the questions from these tests available for review and use.

New York State Testing Program

Grade 6

English Language Arts Test

Released Questions

2022
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 2022 Exams

As in past years, the State Education Department (SED) is releasing large portions of th e 2022 NYS Grades 3-8 English Language Arts and Mathematics test materials for review, discussion, and use.

For 2022, included in these released materials are at least 75 percent of the test questions that appeared on

the 2022 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.

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.

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 their answer to an inferential question. These questions ask the student to make an inference (a claim, position, or conclusion)

based on their analysis of the passage, and then provide two pieces of text-based evidence to support their

answer.

The purpose of the short-response questions is to assess a student's ability to comprehend and analyze text.

In responding to these questions, students are expected to write in complete sentences. Responses require no

more than three complete sentences. The rubric used for evaluating short-response questions can be found in

the grade-level Educator Guides at http://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-

manuals.

Extended-Response Questions

Extended-response questions are designed to measure a student"s ability to write from sources. Questions that

measure Writing from Sources prompt students to communicate a clear and coherent analysis of one or two

texts. The comprehension and analysis required by each extended response is directly related to grade-

specific reading standards. Student responses are evaluated on the degree to which they meet grade-level writing

and language expectations. This evaluation is made by using a rubric that incorporates demands of grade-

specific New York State P-12 Reading and Language standards.

The integrated nature of the standards for ELA and literacy requires that students are evaluated across the

strands (Reading, Writing, and Language) with longer pieces of writing, such as those prompted by the

extended-response questions. The rubric used for evaluating extended-response questions can be found in the

grade-level Educator Guides at manuals.

New York State P-12 Learning Standards Alignment

The alignment to the New York State P-12 Learning Standards for English Language Arts is intended to identify the analytic skills necessary to successfully answer each question. However, some questions measure

proficiencies described in multiple standards, including writing and additional reading and language standards.

For example, two-point and four-point constructed-response questions require students to first conduct the analyses described in the mapped standard and then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-response questions, please refer to the rubrics. These Released Questions Do Not Comprise a “Mini Test"

To ensure it is possible to develop future tests, some content must remain secure. This document is not

intended to be representative of the entire test, to show how operational tests look, or to provide

information about how teachers should administer the test; rather, its purpose is to provide an overview of how

the test reflects the demands of the New York State P-12 Learning Standards.

The released questions do not represent the full spectrum of the standards assessed on the State tests, nor

do

they represent the full spectrum of how the standards should be taught and assessed in the classroom.

It should not be assumed that a particular standard will be measured by an identical question in future assessments.

2022 Grade 6 ELA Test Text Complexity Metrics for

Released Questions Available

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 th at 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.

Text Complexity Metrics for

2022

Grade 6 Passages

Passage Title

Word Count

Lexile

Flesch

-Kincaid ATOS

Qualitative

Review

Excerpt from Insignificant Events in the

Life of a Cactus 761 970 6.7 6.3

Appropriate

Excerpt from The Bat Scientists 687 980 7.3 6.6 Appropriate Excerpt from Greenglass House 668 970 7.1 7.0 Appropriate

Excerpt from A Legend of the Wooden

Shoes 778 920 5.2 6.5

Appropriate

Excerpt from Thomas Jefferson Builds

a Library 426 930 7 6.4

Appropriate

Excerpt from In Omaha, A Library with

No Books Brings Technology to All 428 990 8.1 8.0

Appropriate

New York State 2022 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

2.75 - 5.14 42 - 54 1.98 - 5.34 420 - 820 3.53 - 6.13 0.05 - 2.48

4 th -5 th

4.97 - 7.03 52 - 60 4.51 - 7.73 740 - 1010 5.42 - 7.92 0.84 - 5.75

6 th -8 th

7.00 - 9.98 57 - 67 6.51 - 10.34 925 - 1185 7.04 - 9.57 4.11 - 10.66

9 th -10 th

9.67 - 12.01 62 - 72 8.32 - 12.12 1050 - 1335 8.41 - 10.81 9.02 - 13.93

11 th -12 th

11.20 - 14.10 67 - 74 10.34 - 14.20 1185 - 1385 9.57 - 12.00 12.30 - 14.50

Source: Student Achievement Partners

Aven, a girl born without arms, feels nervous about performing with a group during an arts festival.

EExxcceerrpptt ffrroomm IInnssiiggnniiڀ

LLiiffee ooff aa CCaaccttuuss

by Dusti Bowling

I walked outside and was disappointed to

nd people weren"t already pouring in at the entrance—and more disappointed that Connor wasn"t out there. Around ten o"clock, a few people trickled in. As the morning wore on, the trickle became a steady ow.1 no idea what to expect of breakfast entertainers, but they weren"t bad. And except for a s ong about bacon or eggs benedict thrown in here and there, they mostly played normal country music.2 By late aѕernoon, the parking lot was fuller than it had ever been. I wandered around, enjoying the festivities and talking to the vendors 11 about their art.3 I found Zion, and we ate an obscene amount of junk food together in the rodeo arena. He was normally so strict about what he ate, so I was glad to see him relax a bit about that.4 We watched the large group of kids in the petting zoo. Some of them even gave Spaghetti a little attention, though he didn"t seem to care much.5 I introduced Zion to Josephine and Henry, shot a rubber snake at the shooting ra nge, and even stuck my face through a wooden painting of a cactus so Zion could take a picture. . . .6

At six o"clock, I le

Zion and made my way into the apartment to get changed for the evening events. Mom and I had gone shopping together the day before to pick out a new dress for the festival, and she had laid it out on my bed for me, perhaps worried I might pick something else to wear at the last minute.7

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Session 1

Read this story. Then answer questions 1 through 7. With a thumping heart, I carefully slipped the dress over my head and shimmied it down, tugging at the bottom with my toes. It took me a few minutes to get it all straightened and smoothed out. I stood up and looked at myself in the mirror over my dresser. . . .8 I gazed at myself in the mirror, wondering if I was really going to go out in front of other people looking like this. . . .9 sounds and smells of the festival—corn dogs and kettle corn and chili and funnel cakes. W alking over to the Flap-Jackeroos, I ran into Jessica and a large group of girls from soccer. . . .10 As they walked behind me, I spotted Zion sitting at a table by himself, munching on a box of popcorn. I walked with the girls over to him and introduced them. He mumbled a hello to the girls as he stared at his feet and tried to hide his popcorn b ehind his back.11 I made my way to the stage and stood at the bottom of the steps. When the lead singer of the Flap-Jackeroos saw me, he told the audience they had a special accompaniment, and I walked up the stairs to join them. He placed my guitar in front of a chair on the stage for me, and I sat down.12 But it wasn"t my guitar. It was the guitar we had found in the storage room hidden under the old desk. It was the guitar that had belonged to my mother. It had been c leaned, repaired, and restrung. I looked out into the audience and saw my parents watching me. Mom put her ngers to her mouth and blew me a kiss. I slipped my feet out of my owery We played “Tumbling Tumbleweeds," which I had been feverishly practicing all w eek, even though my part was quite simple. A large audience formed to watch as we played, and I saw that all their eyes were on me—me in my strappy pink dress. Me in my mother"s necklace, playing my mother"s guitar. Me with terribly beaming as the lead singer winked at me while we played. I looked out into the crowd and saw Jessica and the other girls watching me with excited faces. I saw Zion smiling a nd waving and I nodded back. I saw my parents, arms around each other, swaying to the music. . . .14

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GO ON _______________________ 11 vveennddoorrss:: people who sell things 22
ssaagguuaarroo:: a kind of cactus that is oѕen 15 feet tall, and can sometimes grow much taller

As the

reworks exploded over the lights of the city—millions of lights for millions of people - I didn't feel so insigni cant anymore. I felt as big as the giant saguaro 22
beside me. I felt like I was shining, and this time I thought maybe it wasn't just the moon. Maybe the light was in me.15

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How does paragraph 9 contribute to the development of a theme in the story?

Aby suggesting that Aven oѕen observes herself

Bby describing the care Aven puts into her appearance Cby showing Aven is worried about what people think Dby illustrating how Aven prepares herself for a performance How does paragraph 13 mmaaiinnllyy develop the character of the narrator? Aby informing the reader that the guitar belonged to the narrator"s mother Bby telling the reader that the narrator found the guitar in a storage closet Cby informing the reader that the narrator's parents were watching her D by telling the reader about the type of shoes the narrator wears while performing

What is the e

She thinks the audience is impressed with her ability to play the guitar. She hopes people will notice the objects which belong to her mother. She thinks it is remarkable that she is performing in front of an audience. She hopes that people appreciate how much she practiced during the week. 2 3

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What does the word “insigniڀ

Atalentless

Bbrave

Cunimportant

Daccepted

Which phrase from paragraph 15 bbeesstt conveys a theme of the story?

A“the ڀ

B“the lights of the city"

C"millions of people"

D"the light was in me"

Which detail bbeesstt represents how Aven changes at the end of the story? “. . . plucked at a string with one not quite steady toe." (paragraph 13) “. . . I saw that all their eyes were on me . . ." (paragraph 14) ". . . arms around each other, swaying to the music." (paragraph 14) "I felt as big as the giant saguaro . . ." (paragraph 15) 5 6

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Read this phrase from paragraph 15.

II ffeelltt lliikkee II wwaass sshhiinniinngg .. .. .. W hich sentence bbeesstt represents the meaning of this phrase?

AAven feels proud of who she is.

BAven is looking forward to more performances.

CAven understands she is more important than others. DAven is relieved the audience enjoyed her performance. 7

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Session 1

GO ON by Mary Kay Carson FFrroomm NNaattuurree BBooyy ttoo BBaattmmaann Merlin Tuttle can't remember a time when nature didn't fascinate him. Even as a little kid he collected seashells, brought home toads, and kept a journal of his wildlife observations. "I happened to get especially interested in bats beginning when I was about nine," says Merlin. He came across some bats living in an old cabin. him researching and reading about bats. When Merlin was a teenager, his family m oved to Tennessee. some and identi ed them in a book," remembers Merlin. book said that this was a species that lived in the same cave year round and didn"t migrate." Aѕer a year of watching when the bats entered and exited the cave, Merlin gured out that the books were wrong. mig rated.1 Armed with what he"d learned, high school kid Merlin Tuttle convinced scientists at bat bands and said, ‘Why don"t you go back and band them and see if you can gure out where they go,"" remembers Merlin. Ba t bands are small metal clips with identi cation numbers on them. b racelet. Merlin Tuttle ended up studying gray bats for many years. He visited their caves all across the southeastern United States through college and aѕer he became a bat scientist. “I eventually banded over forty thousand bats and traced some of the migrants all the way from Florida to the Virginia border," said Merlin. Because of his research, books had to be rewritten to say that gray bats not only migrate, but also oѕen t ravel a really long way.2 F Frroomm SScciieennttiisstt ttoo CCoonnsseerrvvaattiioonniisstt Merlin kept studying bats and other animals through college. He eventually got an advanced degree in mammalogy, the study of mammals, the kind of animals bats are. While Merlin became a respected bat scientist in the 1970s, bats themselves got very little respect. Merlin traveled around the world studying bats - Africa, Asia,3

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Read this article. Then answer questions 8 through 14. Latin America, and North America. “Everywhere I went, people were killing bats in large numbers just out of ignorance," says Merlin. Many people are afraid of bats. Bats live in dark spooky places like caves and abandoned buildings, and only come out at night. Merlin saw bat caves dynamited or bulldozed shut. Misguided farmers told him they killed bats to protect their fruit trees or crops. Even the caves where Merlin studied gray bats were under attack. In 1976 Merlin visited an Alabama cave that was o nce home to 250,000 gray bats. What he found shocked him. All the bats were gone.

Inside the cave were sticks, stones, ri

e cartridges, and reworks wrappers. Merlin Tuttle decided he had to do something to help the bats he loved to study, so he started an organization in 1982. It wasn"t easy. “When I started Bat Conservation International (BCI), most people would"ve rather paid to kill a bat than to save one," s

People misunderstand bats.

carrying, scary critters that want to bite. So Merlin set out to educate people about how gentle, amazing, and important bats really are.4 Photography quickly became an important tool. “People fear most what they un derstand least," explains Merlin. Bats are misunderstood partly because they are hard to see. Bats books about bats, most photographs showed bats with snarling teeth held up by their wings. Merlin knew the bats in the photographs looked frightening because they were scared and stressed. So he started taking his own photographs of bats at ease—bats just b eing bats. His stunning natural photos soon showed up in magazines and books. photos of bats

ځying, eating nectar, catching ڀ

bats for what they really are—and want to save them.5

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Session 1

GO ON Which statement represents a central claim of the article?

AEnvironments oѕen inځ

BBats are misunderstood creatures who need protecting. CPhotographs can help people overcome their fears of the unknown. DBats oѕen travel a great distance when they migrate. What does the information presented in the last two lines of paragraph 3 illustrate?

APeople forced the bats to leave the cave.

BBats had already migrated to another place.

CPeople enjoyed using the cave for activities.

DBats leѕ the cave because of the amount of garbage. Why does the author use words like “Misguided" (paragraph 3) and “misunderstand" paragraph 4) in the article? to suggest that bats have been the victims of myths to emphasize why a solution to bat removal is needed to explain why many bats travel great distances every year to indicate that books do not always give accurate information about bats 9 10

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Session 1

Read this sentence from paragraph 3.

“"EEvveerryywwhheerree II wweenntt,, ppeeooppllee wweerree kkiilllliinngg bbaattss iinn llaarrggee nnuummbbeerrss jjuusstt oouutt ooff iiggnnoorraannccee,,""

ssaayyss MMeerrlliinn.. W hich quotation from the article bbeesstt explains the cause of the "ignorance" described by Merlin?

A". . . Merlin ڀ

B“Many people are afraid of bats." (paragraph 3)

C"What he found shocked him." (paragraph 3)

D"Bats ځ

What is the mmaaiinn way paragraph 5 helps develop ideas in the article? Aby explaining the habits of bats during daytime hours

Bby describing the stress bats oѕen experience

Cby explaining why Merlin is interested in bat photographs Dby describing how Merlin helps people better understand bats 11 12

Session 1

GO ON Which detail would be mmoosstt important to include in a summary of the article? A Merlin Tuttle studied bats and helped educate the public aboutquotesdbs_dbs14.pdfusesText_20

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