Spring 2015 nyeslat passage review criteria



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SPRING 2015 NYESLAT PASSAGE REVIEW CRITERIA

Passage ID:

Passage Reviewer:

Date:

Grade band: 1-2

Modality: Reading/Listening




Recommend Passage For Use?


☐ 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:




EDITS REQUIRED?

YES ☐ NO ☐

If yes, please see accompanying edits in MS word doc w/track changes

If Passage Is Not Recommended for Use, Please Explain




REVIEW CHECKLIST FOR POTENTIAL NYESLAT ASSESSMENT PASSAGES

Passage ID:



Passage Reviewer:

Date:

Genre: (check one)

Informational

Literary

Type:

(check one)



Narrative

Narrative Fiction

Expository

Instructional

Argumentative

Poetry

Paired Narrative



Paired Narrative Fiction

Paired Argumentative



Mixed Pair 

Other:










Subject Area

ScienceSocial StudiesELAMath




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 text appropriate for suggested grade band?

☐ YES

☐ NO ( if no, explain below/provide suggested grade-level )





Analysis of Graphics (if present)

Yes/No

Comments

Evaluate supportive graphic characteristics

Does the suggested graphic support and help interpret the written text?

☐ YES ☐ NO




Can an item be written using the graphic?

☐ YES ☐ NO




Evaluate non-supportive graphic characteristics

Passage writer includes description of graphic

☐ YES ☐ NO




Evaluate graphic characteristics

Is the graphic accurate?

☐ YES ☐ NO




Does the graphic support the written text?

☐ YES ☐ NO




Is the graphic appropriate for the grade level?

☐ YES ☐ NO






Analysis of Text Complexity and Suitability for ELLs

Yes/ No

Comments

Knowledge base: Prior knowledge and/or experience should not be necessary for comprehension. Is all information necessary for comprehension in the passage itself?

☐ YES ☐ NO




Word level: Are the non-construct words, phrases used appropriate for ELLs? (no unrelated, unnecessary, irrelevant words?)

☐ YES ☐ NO




Word level: Is the vocabulary used targeted for the lower grade of the grade band?

☐ YES ☐ NO




Sentence level: Are the conjunctions, transitions, tenses, and voice used appropriate for ELLs? (no lengthy, confusing, or ambiguous sentences?)

☐ YES ☐ NO




Discourse level: Are the pronouns used and their antecedents clear for ELLs?

☐ YES ☐ NO




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).

☐ YES ☐ NO




Idiomatic speech and figurative language are avoided unless being measured

☐ YES ☐ NO







Universal design for learning guidelines based on NY UDL checklist (Language Appropriateness)

Yes/ No

Comments

The passage uses commonly used words—simpler is better.

☐ YES ☐ NO




The passage uses vocabulary appropriate for the grade level.

☐ YES ☐ NO




The passage avoids technical terms unrelated to the content.

☐ YES ☐ NO




The passage contains no unnecessary words.

☐ YES ☐ NO




The passage avoids ambiguous or multiple-meaning words (e.g., crane—the bird—can easily be confused with crane—heavy machinery).

☐ YES ☐ NO




The passage avoids the use of proper names. (Such names may be unfamiliar or difficult for cultural subgroups.)

☐ YES ☐ NO




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.



Subject matter accuracy

Yes/No

Comments

Is the passage information accurate?

☐ YES

☐ NO



Is the passage subject matter appropriate for the grade level?

☐ YES

☐ NO






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?

☐ YES

☐ NO


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?



☐ YES

☐ NO




Grade Band: 1-2

NYSESLAT06b_2014.05.01




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