SPRING 2015 NYESLAT PASSAGE REVIEW CRITERIA Passage ID: Grade band: 1-2 Passage Reviewer: Modality: Reading/Listening Recommend Passage For Use? Date: ☐ 5 – YES, this is an exemplar (minor revisions only) ☐ 4 – Yes (minor revisions only) ☐ 3 – Yes (with revisions) ☐ 2 – Yes (with significant revisions) ☐ 1 – No (would require complete rewrite) Grade-Level TOMs Strong Support Weaker Support OVERARCHING PASSAGE QUALITY: The passage supports measurement of student proficiency relative to the linguistic demands of the grade-level classroom within the four language modalities Potential Issues/Concerns/Notes: YES ☐ NO ☐ EDITS REQUIRED? If yes, please see accompanying edits in MS word doc w/track changes If Passage Is Not Recommended for Use, Please Explain Grade Band: 1-2 NYSESLAT06b_2014.05.01 1 REVIEW CHECKLIST FOR POTENTIAL NYESLAT ASSESSMENT PASSAGES Passage ID: Passage Reviewer: Genre: (check one) Informational ☐ Literary ☐ Type: (check one) Narrative ☐ Date: Narrative Fiction ☐ Argumentative ☐ Paired Narrative ☐ Paired Narrative Fiction ☐ Mixed Pair Other: Expository ☐ Instructional ☐ Poetry ☐ Paired Argumentative ☐ Subject Area Science ☐ Social Studies ☐ ELA ☐ Math ☐ Quantitative and Qualitative Analysis of Text Complexity Comments/Describe Evaluate quantitative measures of text complexity submitted Are at least two quantitative measures provided? ☐ YES ☐ NO Is readability level appropriate for the grade band? ☐ YES ☐ NO Evaluate qualitative measures of text complexity Levels of Meaning/Purpose (single or multiple levels of meaning; explicit or implicit purpose) Text Structure (simple, well-marked and conventional structure; complex structure) Final evaluation of grade-level complexity Using both measures (Quantitative provided/Qualitative), is ☐ YES text appropriate for suggested grade band? ☐ NO ( if no, explain below/provide suggested grade-level ) Grade Band: 1-2 NYSESLAT06b_2014.05.01 2 Analysis of Graphics (if present) Evaluate supportive graphic characteristics Does the suggested graphic support and help interpret the written text? Can an item be written using the graphic? Evaluate non-supportive graphic characteristics Passage writer includes description of graphic Evaluate graphic characteristics Is the graphic accurate? Does the graphic support the written text? Is the graphic appropriate for the grade level? Grade Band: 1-2 NYSESLAT06b_2014.05.01 Yes/No Comments ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO 3 Analysis of Text Complexity and Suitability for ELLs Knowledge base: Prior knowledge and/or experience should not be necessary for comprehension. Is all information necessary for comprehension in the passage itself? Word level: Are the non-construct words, phrases used appropriate for ELLs? (no unrelated, unnecessary, irrelevant words?) Word level: Is the vocabulary used targeted for the lower grade of the grade band? Sentence level: Are the conjunctions, transitions, tenses, and voice used appropriate for ELLs? (no lengthy, confusing, or ambiguous sentences?) Discourse level: Are the pronouns used and their antecedents clear for ELLs? Text structure: Is the overall organization of the text appropriate for ELLs? (e.g., flashback, changes in timeframes, implied chronology, etc. should be used only if absolutely necessary to the text). Idiomatic speech and figurative language are avoided unless being measured Yes/ No Comments ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO ☐ YES ☐ NO Universal design for learning guidelines based on Comments Yes/ No NY UDL checklist (Language Appropriateness) The passage uses commonly used words—simpler ☐ YES ☐ NO is better. The passage uses vocabulary appropriate for the ☐ YES ☐ NO grade level. The passage avoids technical terms unrelated to ☐ YES ☐ NO the content. The passage contains no unnecessary words. ☐ YES ☐ NO The passage avoids ambiguous or multiple☐ YES ☐ NO meaning words (e.g., crane—the bird—can easily be confused with crane—heavy machinery). The passage avoids the use of proper names. (Such ☐ YES ☐ NO names may be unfamiliar or difficult for cultural subgroups.) The passage avoids irregularly spelled words. ☐ YES ☐ NO Review for stereotypes and bias is part of the ELL review. Refer to NY UDL Checklist for information. Grade Band: 1-2 NYSESLAT06b_2014.05.01 4 Subject matter accuracy Yes/No Is the passage information accurate? ☐ YES ☐ NO Is the passage subject matter appropriate for the grade level? ☐ YES ☐ NO Grade Band: 1-2 NYSESLAT06b_2014.05.01 Comments 5 Analysis of Text Suitability for Reading/Listening Item Development Yes/ No Anchor 1 Students can determine key details, important elements, and central ideas in a grade-level text (R) or spoken discourse (L). TOM.R.1-2.1/L.1-2.1 Students can identify words, phrases, or structures that signal a narrator, people ideas, events, and the main topic or message in a grade-level text (R) or spoken discourse (L). Does the text contain words, phrases, or structures that signal characters, setting, actions, a subject, event, place, a cause or reason, feelings or an appeal to the senses, key details, lines of dialogue, a narrator, event, a sequence of events (R only) , a topic, individuals, ideas, information, text features and how they are used? ☐ YES ☐ NO Anchor 2 Students can identify words and phrases used to structure and develop ideas in a grade-level text (R) or spoken discourse (L). TOM.R.1-2.2/L.1-2.2 Students can identify words, phrases, or structures that signal or describe sequence and relationships in a grade-level text (R) or spoken discourse (L) Does the text contain words, phrases, or structures that signal or suggest a sequence of events, comparison or contrast, cause/effect (R only), repetition that identifies a main idea, reasons given by an author (R only)? ☐ YES ☐ NO Anchor 3: Students can determine the meaning of grade-level vocabulary in a text (R) or spoken discourse (L) TOM.R.1-2.3/L.1-2.3 Students can determine the meaning of grade-level Tier 1 and some Tier 2 words in a text (R) or spoken discourse (L) Does the text contain Tier 1 and Tier 2 words and context clues? Anchor 4 Students can identify text structures that indicate key details, narrative elements, and central ideas in grade-level texts (R) or spoken discourse (L) TOM.R.1-2.4/ TOM.L.1-2.4 Students can identify structures that develop a story, description, a sequence of events, or relationships across grade-level text (R) or spoken discourse (L) ANCHOR 5 Students can determine how words and phrases describe ideas, events, and relationships across grade-level texts (R) or spoken discourse (L). TOM.R.1-2.5/L.1-2.5 Students can determine how the language develops details, connections, and topics across grade-level texts (R) or spoken discourse (L). *Note: Applies to Anchors 4 and 5. Does the text contain text structures that develop a topic, develop a description, develop fiction or non-fiction text, develop sequence of events, information, or actions, compare or contrast information? Grade Band: 1-2 NYSESLAT06b_2014.05.01 ☐ YES ☐ NO ☐ YES ☐ NO 6