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 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? 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 NYSESLAT06f_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: 9-12 NYSESLAT06f_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: 9-12 NYSESLAT06f_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: 9-12 NYSESLAT06f_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.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 NYSESLAT06f_2014.05.01 ☐ YES ☐ NO 6 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 7