New York State 2013 Grades 3-8 Common Core ELA

Rubric and Scoring

Introduction

Instructional Shifts

Shift 1Balancing Informational

& Literary Text

Shift 2

Instructional Shifts

Shift 1Balancing Informational

& Literary Text

Knowledge in the Disciplines

Shift 3

Shift 2

Instructional Shifts

Shift 1Balancing Informational

& Literary Text

Knowledge in the Disciplines

Staircase of Complexity

Shift 4 & 5

Shift 3

Shift 2

Instructional Shifts

Shift 1Balancing Informational

& Literary Text

Knowledge in the Disciplines

Staircase of Complexity

Text-based Answers and Writing from Sources

Shift 6

Shift 4 & 5

Shift 3

Shift 2

Instructional Shifts

Shift 1Balancing Informational

& Literary Text

Academic Vocabulary

Knowledge in the Disciplines

Staircase of Complexity

Text-based Answers and Writing from Sources

In the past, students were asked to do things like:

• Characterize the text.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

• Comprehend one sentence from the entire text.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

• Comprehend one sentence from the entire text.

• Understand basic, non-consequential vocabulary.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

• Comprehend one sentence from the entire text.

• Understand basic, non-consequential vocabulary.

• Answer without a deep analysis of text.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

• Comprehend one sentence from the entire text.

• Understand basic, non-consequential vocabulary.

• Answer without a deep analysis of text.

• Look beyond text for stimuli.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

• Comprehend one sentence from the entire text.

• Understand basic, non-consequential vocabulary.

• Answer without a deep analysis of text.

• Look beyond text for stimuli.

• Answer by recalling text details.

In the past, students were asked to do things like:

• Characterize the text.

• Exhibit a cursory understanding of the lead character.

• Comprehend one sentence from the entire text.

• Understand basic, non-consequential vocabulary.

• Answer without a deep analysis of text.

• Look beyond text for stimuli.

• Answer by recalling text details.

• Answer without complete sentences being required.

Now, students will be asked to:

• Comprehend complex, grade-level texts.

Now, students will be asked to:

• Comprehend complex, grade-level texts.

• Identify central themes and key text elements.

Now, students will be asked to:

• Comprehend complex, grade-level texts.

• Identify central themes and key text elements.

• Consider the entire text.

Now, students will be asked to:

• Comprehend complex, grade-level texts.

• Identify central themes and key text elements.

• Consider the entire text.

• Place aspects of the text in context of the entire text.

…and move beyond basic recall of text details to:

• Make an inference as to how specific portions of text relate to the structure of the whole text

…and move beyond basic recall of text details to:

• Make an inference as to how specific portions of text relate to the structure of the whole text

• Wrestle with meaningful, real-world questions

…and move beyond basic recall of text details to:

• Make an inference as to how specific portions of text relate to the structure of the whole text

• Wrestle with meaningful, real-world questions

• Make and support text-based analyses

…and move beyond basic recall of text details to:

• Make an inference as to how specific portions of text relate to the structure of the whole text

• Wrestle with meaningful, real-world questions

• Make and support text-based analyses

• Support their text-based analyses with key details

…and move beyond basic recall of text details to:

• Make an inference as to how specific portions of text relate to the structure of the whole text

• Wrestle with meaningful, real-world questions

• Make and support text-based analyses

• Support their text-based analyses with key details

• Carry an analysis beyond one text, relating details to overarching messages of both entire texts.

Test Structure

Day 1

Book 1

Day 2 Day 3

Book 2 Book 4

Book 3

Test Structure

Day 1

Book 1

Day 2 Day 3

Book 2 Book 4

Book 3M/C

M/C

Test Structure

Book 4

Book 3

5 C/R1 E/R

3 C/R1 E/R