SPRING 2015 NYESLAT PASSAGE REVIEW CRITERIA
Passage ID:
Grade band: 9-12
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: 9-12
NYSESLAT06f_2014.05.01
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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?
Is readability level appropriate for the grade band?*
*for 9-12 grand band, texts should be appropriate for low grade
9 and high grade 10; with nothing below low grade 9 or above
grade 12.
Evaluate qualitative measures of text complexity
Levels of Meaning/Purpose (single or multiple levels of
meaning; explicit or implicit purpose)
☐ YES ☐ NO
☐ YES ☐ NO
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: 9-12
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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: 9-12
NYSESLAT06f_2014.05.01
Yes/No
Comments
☐ YES ☐ NO
☐ YES ☐ NO
☐ YES ☐ NO
☐ YES ☐ NO
☐ YES ☐ NO
☐ YES ☐ NO
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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: 9-12
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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: 9-12
NYSESLAT06f_2014.05.01
Comments
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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.9-12.1/L.9-12.1
Students can identify words, phrases, or structures that signal multiple points of view, aspects of individuals or events,
claims and evidence, key details, rhetorical devices, point of view, and the message or theme in a grade-level text (R) or
spoken discourse (L).
Does the text contain words, phrases, or structures that signal: a theme, central idea or central
message; point of view; characteristics of characters, events, settings, feelings, or individuals;
sensory details; key details; a claim, counterclaim or evidence; an opinion or reason; how
characters behave (L only); two or more main ideas (L only); or literary devices (L only)?
☐ 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.9-12.2/L.9-12.2
Students can identify words, phrases, or structures that signal or convey sequence, connections, relationships,
conclusions, and interactions that develop or refine a grade-level text (R) or spoken discourse (L) or provide
summarization.
Does the text contain words, phrases, or structures that signal or convey: a connection between
elements; a comparison of elements; a cause and effect; a conclusion, results or inference; a
development or refinement of ideas or story; a development of a theme or message; temporal
markers; a change of direction of the plot or ideas; transitions between ideas; a claim and its
evidence; an opinion and its reasons; a sequence of events or actions; relationships to a plot,
characters, setting; or how elements interact?
☐ YES
☐ NO
Anchor 3:
Students can determine the meaning of grade-level vocabulary in a text (R) or spoken discourse (L).
TOM.R.9-12.3
Students can determine the figurative or connotative meaning of grade-level Tier 1, Tier 2, Tier 3 words and phrases,
including some figurative language and the cumulative meaning of words and phrases and their impact
in a grade-level text (R) or spoken discourse (L).
Does the text contain Tier 1, Tier 2, Tier 3 words and phrases, including: connotative, figurative or
technical language; cumulative meanings of words and phrases that have impact; chronological
markers that reflect manipulation of time; rhetorical devices that strengthen an author’s point of
view, opinion or claim?
Grade Band: 9-12
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☐ YES
☐ NO
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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.9-12.4
Students can identify structures that develop details,
characteristics, events or claims, or relationships, provide
supportive information, develop a topic, or review
information across grade-level texts (R) or spoken
discourse (L).
ANCHOR 5
Students can determine how text structures work together
to develop ideas, events, and relationships in grade-level
texts (R) or spoken discourse (L).
TOM.R.9-12.5
Students can analyze how the language develops,
integrates, or refines details, connections, relationships,
topics and themes across grade-level texts (R) or spoken
discourse (L).
*Note: Applies to Anchors 4 and 5.
Does the text contain structures that convey or explain: connections and relationships; the
organization of ideas; development of a claim and evidence; development of an opinion and
reason; development of a theme or message; development of a sequence of events or ideas;
comparison or contrast of information; tracing an argument; how an author shapes an argument; a
review of key ideas; an elaboration of ideas; development of a conclusion or an inference; or a
summary?
Grade Band: 9-12
NYSESLAT06f_2014.05.01
☐ YES
☐ NO
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