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 ☐ / NarrativeFiction ☐ / Expository ☐ / Instructional☐
Argumentative ☐ / Poetry☐
PairedNarrative
☐ / Paired Narrative Fiction ☐ / Paired Argumentative
☐
Mixed Pair / Other:
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 measuresof 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/ListeningItem 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 containwords, 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 suggesta sequence of events, comparison or contrast, cause/effect (R only), repetition that identifies a main idea, reasons given by an author (Ronly)? / ☐ 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: 1-21
NYSESLAT06b_2014.05.01