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