regents exam in english language arts (common...
TRANSCRIPT
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REGMATH-G-1(A1) 1 5/01/2013
Regents Exam in
English Language Arts
(Common Core)
Materials for the
May 2013 NTI
NOTE: Unless otherwise stated, all materials are draft. Finalized versions of these materials will be available on EngageNY or the NYSED Web site in Fall 2013. Please direct any questions or suggestions to the Office of State Assessment at [email protected].
REGELA-X-1 5/01/2013
-
REGELA-X-2 5/8/2013
Regents Exam in English Language Arts
(Common Core)
Materials for the May 2013 NTI
Table of Contents
Order Document Name Document ID
1 Test Blueprint Document (Wrapper) REGELA-A-1w
2 Test Blueprint Document REGELA-A-1
3 Test Purpose Document REGELA-A-2
4 ELA Part II and III Rubrics (Wrapper) REGELA-B-2w
5 ELA Part II Rubric - Argumentative REGELA-B-2
6 ELA Part II Rubric - Expository REGELA-B-3
7 ELA Part III Rubric REGELA-B-4
8 Guidelines for Text Selection (Wrapper) REGELA-D-1w
9 Guidelines for Text Selection REGELA-D-1
10 Text Review Form (Wrapper) REGELA-D-2w
11 Text Review Form REGELA-D-2
12 Text Complexity Form (Wrapper) REGELA-D-3w
13 Text Complexity Form REGELA-D-3
14 Item Writing Form - MCQs (Wrapper) REGELA-E-1w
15 Item Writing Form - MCQs REGELA-E-1
16 Item Review Checklist - MCQs (Wrapper) REGELA-E-2w
17 Item Review Checklist - MCQs REGELA-E-2
18 ELA Sample Items Spring 2013 for NTI REGELA-H-2
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REGELA-A-1w 4/30/2013
Regents Examination in English Language Arts (Common Core)
Test Blueprint The Regents Examination in English Language Arts (Common Core) consists of three parts, which include 24 multiple-choice items and two writing prompts. All items will measure the Common Core English Language Arts standards as defined in the NYS P-12 Common Core Learning Standards. One of the major curricular shifts demanded by the Common Core for English Language Arts is a focus on writing from sources using evidence. The Common Core’s attention to evidence-based writing is underscored by the demand from New York State college and university faculty members that students enter college with these important skills. The CCLS requires that informational text, in particular literary nonfiction, take on a more dominant role in high school English Language Arts classes than they have before and the blueprint of the exam reflects this requirement. For example, according to the blueprint, Part 1 of the exam must include an informational text. Part 2 will generally consist of up to five informational texts. Part 3 will include either an informational text or a literature text. Taken as a whole, the test blueprint for the Regents Examination in English Language Arts (Common Core) aligns to the expectations of an 11th grade student approaching college and career readiness. The Test Blueprint is currently in draft and will be finalized at a later date.
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REGELA-A-1 1 4/30/2013
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY12234
Test Blueprint: Regents Examination in English Language Arts (Common Core)
The Regents Examination in English Language Arts (Common Core) consists of three parts, which include 24 multiple-choice items and two writing prompts. All items will measure the Common Core English Language Arts standards as defined in the NYS P-12 Common Core Learning Standards. One of the major curricular shifts demanded by the Common Core for English Language Arts is a focus on writing from sources using evidence. The Common Core’s attention to evidence-based writing is underscored by the demand from New York State college and university faculty members that students enter college with these important skills. The CCLS requires that informational text, in particular literary nonfiction, take on a more dominant role in high school English Language Arts classes than they have before and the blueprint of the exam reflects this requirement. For example, according to the blueprint, Part 1 of the exam must include an informational text. Part 2 will generally consist of up to five informational texts. Part 3 will include either an informational text or a literature text. Taken as a whole, the test blueprint for the Regents Examination in English Language Arts (Common Core) aligns to the expectations of an 11th grade student approaching college and career readiness.
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REG
ELA
-A-1
2
4
/30
/20
13
Test
Blu
ep
rin
t: N
ew
Yo
rk S
tate
Re
gen
ts E
xam
inat
ion
in E
ngl
ish
Lan
gua
ge A
rts
(Co
mm
on
Co
re)
Test
Par
t St
and
ard
s A
dd
ress
ed
(c
ove
rage
will
var
y)
Text
De
scri
pti
on
St
ud
en
t Ta
sk
PA
RT
1
REA
DIN
G
CO
MP
REH
ENSI
ON
RL.
1-6
, 10
RI.
1-6
, 8-1
0 L.
3-5
2 –
3 t
exts
U
p t
o a
pp
roxi
mat
ely
2,6
00
wo
rds
tota
l Ea
ch t
est
will
co
nta
in a
t le
ast
on
e
liter
atu
re a
nd
on
e in
form
atio
nal
tex
t.
Stu
den
ts w
ill p
erf
orm
a c
lose
rea
din
g o
f th
e te
xts
and
an
swer
24
mu
ltip
le-c
ho
ice
qu
esti
on
s
PA
RT
2
WR
ITIN
G F
RO
M
SOU
RC
ES
RL.
1-6
, 10
-11
RI.
1-1
0
W.1
-2, 4
,9
L.1
-6
2 –
5 t
exts
U
p t
o a
pp
roxi
mat
ely
2,6
00
wo
rds
tota
l Ea
ch t
est
will
co
nta
in a
t le
ast
two
in
form
atio
nal
tex
ts a
nd
, in
ad
dit
ion
, m
ay c
on
tain
gra
ph
ics
or
on
e lit
erat
ure
te
xt.
Stu
den
ts w
ill p
erf
orm
a c
lose
rea
din
g o
f th
e te
xts
and
wri
te a
so
urc
e-b
ased
arg
um
en
t o
r ex
po
sito
ry e
ssay
, as
dir
ecte
d b
y th
e p
rom
pt.
PA
RT
3
TEX
T A
NA
LYSI
S
RL.
1-6
, 10
RI.
1-1
0
W.2
, 4,9
L.
1-6
1 t
ext
Up
to
ap
pro
xim
atel
y 1
,00
0 w
ord
s
Each
tes
t w
ill c
on
tain
on
e lit
erat
ure
or
on
e in
form
atio
nal
te
xt.
Stu
den
ts w
ill p
erf
orm
a c
lose
rea
din
g o
f th
e te
xt a
nd
wri
te a
tw
o t
o t
hre
e p
arag
rap
h
resp
on
se t
hat
pre
sen
ts a
n a
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ysis
of
the
effe
ct in
ten
ded
by
the
auth
or
and
on
e
liter
ary
ele
me
nt
or
tech
niq
ue
use
d b
y th
e au
tho
r to
ach
ieve
th
is e
ffec
t.
Ove
rall,
th
e te
st r
equ
ires
th
at s
tud
en
ts r
ead
clo
sely
5-9
tex
ts o
f u
p t
o a
pp
roxi
mat
ely
6,2
00
wo
rds
and
th
at t
hey
an
swer
24
mu
ltip
le-c
ho
ice
qu
esti
on
s, w
rite
on
e so
urc
e-b
ased
arg
um
ent
or
exp
osi
tory
ess
ay, a
nd
on
e te
xt-b
ased
res
po
nse
an
alyz
ing
an e
ffec
t in
ten
de
d b
y th
e au
tho
r an
d o
ne
elem
ent
or
tec
hn
iqu
e u
sed
by
the
auth
or
to a
chie
ve t
his
eff
ect.
Th
e te
st a
sses
ses
Co
mm
on
Co
re
Lear
nin
g St
and
ard
s in
Rea
din
g, W
riti
ng
and
Lan
guag
e fo
r th
e G
rad
e 1
1-1
2 s
pan
, bu
t, d
ue
to t
he
inte
grat
ive
and
cu
mu
lati
ve n
atu
re o
f th
e s
tan
dar
ds,
item
s m
ay a
lso
ass
ess
stan
dar
ds
in e
arlie
r gr
ade
ban
ds.
Exa
ct S
tan
dar
d c
ove
rage
will
var
y fr
om
tes
t to
tes
t b
ased
on
th
e te
xts
and
wri
tin
g p
rom
pts
use
d
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REGELA-A-2 1 4/30/2013
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY12234
About the Regents Examination in English Language Arts (Common Core)
Designed to Measure the Common Core Learning Standards for English Language Arts
The Regents Examination in English Language Arts (Common Core) is designed to measure students’ achievement of the Grade 11-12 band Common Core Learning Standards (CCLS) for English Language Arts (ELA). The CCLS for English Language Arts make up a broad set of literacy expectations for students. The CCLS English Language Arts Standards define literacy as integrated comprehension, analysis, and communication of information gleaned from reading, regardless of the text type. The Regents Exam in ELA (Common Core) measures the Grade 11-12 band Reading, Writing, and Language standards, but due to the cumulative nature of the standards, items may also measure standards in earlier grade bands. In addition, not all standards are measured by every form of the exam. Because it is not possible to measure all ELA standards during the three-hour Regents Exam, Speaking and Listening standards will not be assessed on the Regents Exam in ELA (Common Core). While Speaking and Listening Standards will not be assessed on the exam, they remain two important components of college and career readiness, therefore, it is imperative that teachers continue to instruct and assess the Speaking and Listening Standards in the classroom.
About the Complexity of the Texts Featured on the Exam
Experienced English teachers evaluate the appropriateness of texts for use on each part of the Regents Exam in ELA (Common Core) using both quantitative and qualitative analyses in accordance with the Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Appendix A requirements.
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REGELA-A-2 2 4/30/2013
About the Types of Texts Featured on the Exam
In order to meet the demands as articulated by the CCLS, the Regents Exam in ELA (Common Core) requires students to read, analyze and write about a balance of literary and informational texts.
Emphasis on Writing from Sources
The CCLS emphasizes the importance of close reading and text-based writing. The Regents Exam in ELA (Common Core) requires that students demonstrate their college and career readiness in writing through two text-based writing tasks. Part 2 of the exam requires students to write a prompt-based argument or expository essay using evidence from their close reading of 3 to 5 primarily informational texts to support their claim or topic. Part 3 requires students to write a two to three paragraph response to a literary or informational text in which they analyze an effect intended by the author and the element or technique the author uses to achieve that effect.
The Exam Will Assess the Key Skills and Content that Students Need to be On Track for College and a Career
NYSED worked extensively with educators from SUNY, CUNY, and independent colleges in New York State to ensure the Regents Exam in ELA (Common Core) measures the knowledge and skills needed for students to succeed in their first year of credit-bearing college courses. For example, Part 2 of the Regents Exam represents a common task in New York State entry-level college courses.
Students Who Score Proficient on the Exam Will Be Ready for Entry-Level Credit-Bearing ELA Courses in College
The Regents Exam in ELA (Common Core) was developed by New York State high school educators with the assistance of members of the New York State higher education community. Although not all students who are proficient on the Regents Exam in ELA (Common Core) will ultimately succeed in credit-bearing college courses, a score of proficient on the exam will nonetheless serve as a helpful indicator that a student has a high likelihood of possessing the skills necessary to access the content and skills being taught in applicable college courses.
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REGELA-B-2w 4/30/2013
New Rubrics for the Regents Examination in English Language Arts (Common Core)
Part II and Part III of the new Regents Examination in English Language Arts (Common Core) will be scored using new holistic rubrics. For some test administrations Part II will require an argumentative essay, whereas at other test administrations Part II will require an expository essay; therefore, there are two rubrics for Part II. Part III will always be scored using the same rubric. All rubrics reflect the new demands called for by the CCLS high school standards through the end of grade 11. The rubrics are currently drafts and will be finalized after feedback from the field is incorporated and the rubrics have been proofed during the Fall 2013 range-finding activities.
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TH
E S
TA
TE
ED
UC
AT
ION
DE
PA
RT
ME
NT
/ T
HE
UN
IVE
RS
ITY
OF
TH
E S
TA
TE
OF
NE
W Y
OR
K /
ALB
AN
Y, N
Y 1
2234
REG
ELA
-B-2
4/2
9/2
01
3
New
York
Sta
te R
egen
ts E
xam
inati
on
in
En
gli
sh L
an
gu
age
Art
s (C
om
mon
Co
re)
Part
2 R
ub
ric:
Wri
tin
g t
o S
ou
rces
- A
rgu
men
t
A
n e
ssay
th
at a
dd
ress
es f
ewer
tex
ts t
han
req
uir
ed b
y th
e ta
sk c
an b
e sc
ore
d n
o h
igh
er t
han
a 3
.
A
n e
ssay
th
at is
a p
erso
nal
res
po
nse
an
d m
akes
litt
le o
r n
o r
efe
ren
ce t
o t
he
task
or
text
s ca
n b
e sc
ore
d n
o h
igh
er
than
a 1
.
A
n e
ssay
th
at is
to
tally
co
pie
d f
rom
th
e ta
sk a
nd
/or
text
s w
ith
no
ori
gin
al s
tud
ent
wri
tin
g sh
ou
ld b
e sc
ore
d a
0.
A
n e
ssay
th
at is
to
tally
un
rela
ted
to
th
e ta
sk, i
llegi
ble
, in
coh
ere
nt,
or
bla
nk
mu
st b
e sc
ore
d a
s a
0.
Qu
ali
ty
6
Ess
ay
s a
t th
is L
evel:
5
Ess
ay
s a
t th
is L
evel:
4
Ess
ay
s a
t th
is L
evel:
3
Ess
ay
s a
t th
is L
evel:
2
Ess
ay
s a
t th
is L
evel:
1
Ess
ay
s a
t th
is L
evel:
Co
nte
nt
an
d A
na
lysi
s: t
he
exte
nt
to w
hic
h t
he e
ssa
y
co
nvey
s co
mp
lex i
dea
s a
nd
info
rm
ati
on
cle
arly
an
d
accu
ra
tely
in
ord
er t
o
sup
po
rt
cla
ims
in a
n
an
aly
sis
of
the
texts
-in
trod
uce
a p
reci
se a
nd
insi
gh
tfu
l cl
aim
, as
dir
ecte
d
by t
he
pro
mpt
-dem
on
stra
te i
n-d
epth
an
d
insi
gh
tfu
l an
alysi
s of
the
texts
, as
nec
essa
ry t
o s
up
port
the
clai
m a
nd
to d
isti
ngu
ish
th
e cl
aim
fro
m a
lter
nat
e or
op
posi
ng c
laim
s
-in
trod
uce
a p
reci
se a
nd
thou
gh
tfu
l cl
aim
, as
dir
ecte
d b
y
the
pro
mp
t
-dem
on
stra
te t
horo
ugh
an
aly
sis
of
the
texts
, as
nec
essa
ry t
o
supp
ort
th
e cl
aim
an
d t
o
dis
tin
guis
h t
he
clai
m f
rom
al
tern
ate
or
opp
osi
ng c
laim
s
-in
trod
uce
a p
reci
se c
laim
, as
dir
ecte
d b
y t
he
pro
mpt
-d
emon
stra
te a
pp
rop
riat
e an
d
accu
rate
anal
ysi
s of
the
texts
as n
eces
sary
to s
upp
ort
th
e
clai
m a
nd
to d
isti
ngu
ish
th
e cl
aim
fro
m a
lter
nat
e or
op
posi
ng c
laim
s
-in
trod
uce
a r
easo
nab
le
clai
m, as
dir
ecte
d b
y t
he
pro
mp
t
-dem
on
stra
te s
om
e an
alysi
s of
the
texts
, bu
t in
suff
icie
ntl
y
dis
tin
guis
h t
he
clai
m f
rom
alte
rnat
e or
opp
osi
ng c
laim
s
-in
trod
uce
a c
laim
-dem
on
stra
te
con
fuse
d o
r u
ncl
ear
anal
ysi
s of
the
tex
ts,
fail
ing t
o d
isti
ngu
ish
th
e cl
aim
from
alt
ern
ate
or
op
posi
ng
clai
ms
-do n
ot
intr
odu
ce a
cla
im
-do n
ot
dem
on
stra
te
anal
ysi
s of
the
texts
Co
mm
an
d o
f E
vid
en
ce:
the
exte
nt
to w
hic
h t
he e
ssa
y
prese
nts
evid
en
ce f
rom
th
e
pro
vid
ed
texts
to s
up
po
rt
an
aly
sis
-pre
sen
t id
eas
full
y a
nd
th
ou
gh
tfu
lly,
mak
ing h
igh
ly
effe
ctiv
e u
se o
f a
wid
e ra
nge
of
spec
ific
and
rel
evan
t ev
iden
ce t
o s
upp
ort
anal
ysi
s
-dem
on
stra
te p
rop
er c
itat
ion
of
sou
rces
to a
void
pla
gia
rism
wh
en d
eali
ng
wit
h d
irec
t qu
ote
s an
d
par
aph
rase
d m
ater
ial
-pre
sen
t id
eas
clea
rly a
nd
ac
cura
tely
, m
akin
g e
ffec
tive
use
of
sp
ecif
ic a
nd
rel
evan
t
evid
ence
to s
upp
ort
anal
ysi
s -d
emon
stra
te p
rop
er c
itat
ion
of
sou
rces
to a
void
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gia
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ith d
irec
t qu
ote
s
and
par
aph
rase
d m
ater
ial
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sen
t id
eas
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icie
ntl
y,
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ing a
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uat
e u
se o
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ific
and
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evan
t ev
iden
ce
to s
upp
ort
an
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s -d
emon
stra
te p
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ion
of
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rces
to a
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gia
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en d
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ith d
irec
t
qu
ote
s an
d p
arap
hra
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eria
l
-pre
sen
t id
eas
bri
efly
, m
akin
g
use
of
som
e sp
ecif
ic a
nd
rele
van
t ev
iden
ce t
o s
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ort
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ysi
s -d
emon
stra
te i
nco
nsi
sten
t ci
tati
on
of
sou
rces
to
avoid
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gia
rism
wh
en d
eali
ng w
ith
dir
ect
qu
ote
s an
d p
arap
hra
sed
m
ater
ial
-pre
sen
t id
eas
inco
nsi
sten
tly
and
/or
inac
cura
tely
, in
an
atte
mp
t to
su
pp
ort
an
alysi
s,
mak
ing u
se o
f so
me
evid
ence
th
at m
ay b
e ir
rele
van
t
-dem
on
stra
te l
ittl
e u
se o
f ci
tati
on
s to
avoid
pla
gia
rism
wh
en d
eali
ng w
ith d
irec
t qu
ote
s
and
par
aph
rase
d m
ater
ial
-pre
sen
t li
ttle
or
no
evid
ence
fro
m t
he
texts
-do n
ot
mak
e u
se o
f ci
tati
on
s
Co
here
nce,
O
rga
niz
ati
on
,
an
d S
tyle
: th
e exte
nt
to
wh
ich
th
e e
ssa
y l
ogic
all
y
org
an
izes
com
ple
x i
dea
s,
co
nce
pts
, a
nd
in
form
ati
on
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ng
fo
rm
al
sty
le a
nd
preci
se l
an
gu
age
-exh
ibit
sk
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ul
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of
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s an
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o
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t es
say
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nta
in a
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rmal
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ng
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guag
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stru
ctu
re
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izat
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rmat
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atio
n o
f id
eas
and
in
form
atio
n t
o c
reat
e a
coh
eren
t es
say
-est
abli
sh a
nd
mai
nta
in a
fo
rmal
sty
le,
usi
ng p
reci
se
and
app
rop
riat
e la
ngu
age
and
stru
ctu
re
-exh
ibit
som
e org
aniz
atio
n o
f
idea
s an
d i
nfo
rmat
ion
to
crea
te a
most
ly c
oh
eren
t es
say
-est
abli
sh b
ut
fail
to m
ain
tain
a
form
al s
tyle
, u
sin
g p
rim
aril
y
bas
ic l
anguag
e an
d s
tru
ctu
re
-exh
ibit
inco
nsi
sten
t
org
aniz
atio
n o
f id
eas
and
in
form
atio
n,
fail
ing t
o c
reat
e a
coh
eren
t es
say
-lac
k a
form
al s
tyle
, u
sin
g s
om
e la
ngu
age
that
is
inap
pro
pri
ate
or
imp
reci
se
-exh
ibit
lit
tle
org
aniz
atio
n o
f id
eas
and
in
form
atio
n
-are
min
imal
, m
akin
g
asse
ssm
ent
un
reli
able
-use
lan
guag
e th
at i
s p
red
om
inan
tly
inco
her
ent,
inap
pro
pri
ate,
or
cop
ied
dir
ectl
y f
rom
th
e ta
sk o
r te
xts
Co
ntr
ol
of
Co
nven
tio
ns:
the e
xte
nt
to w
hic
h t
he
ess
ay
dem
on
stra
tes
co
mm
an
d o
f co
nven
tio
ns
of
sta
nd
ard
En
gli
sh
gra
mm
ar,
usa
ge,
ca
pit
ali
zati
on
, p
un
ctu
ati
on
,
an
d s
pel
lin
g
-dem
on
stra
te c
ontr
ol
of
con
ven
tion
s w
ith
ess
enti
ally
no e
rrors
, ev
en w
ith
sop
his
tica
ted
lan
guag
e
-dem
on
stra
te c
ontr
ol
of
the
con
ven
tion
s, e
xhib
itin
g
occ
asio
nal
err
ors
on
ly w
hen
usi
ng s
oph
isti
cate
d l
angu
age
-dem
on
stra
te p
arti
al c
ontr
ol,
ex
hib
itin
g o
ccas
ion
al e
rrors
that
do n
ot
hin
der
com
pre
hen
sion
-dem
on
stra
te e
mer
gin
g
con
trol,
exh
ibit
ing o
ccas
ion
al
erro
rs t
hat
hin
der
com
pre
hen
sion
-dem
on
stra
te a
lac
k o
f co
ntr
ol,
ex
hib
itin
g f
req
uen
t er
rors
that
mak
e co
mp
reh
ensi
on
dif
ficu
lt
-are
min
imal
, m
akin
g
asse
ssm
ent
of
con
ven
tion
s u
nre
liab
le
-may
be
ille
gib
le o
r n
ot
reco
gn
izab
le a
s E
ngli
sh
-
TH
E S
TA
TE
ED
UC
AT
ION
DE
PA
RT
ME
NT
/ T
HE
UN
IVE
RS
ITY
OF
TH
E S
TA
TE
OF
NE
W Y
OR
K /
ALB
AN
Y, N
Y 1
2234
REG
ELA
-B-3
4/2
9/2
01
3
New
York
Sta
te R
egen
ts E
xam
inati
on
in
En
gli
sh L
an
gu
age
Art
s (C
om
mon
Co
re)
Part
2 R
ub
ric:
Wri
tin
g t
o S
ou
rces
- E
xp
osi
tory
Ess
ay
A
n e
ssay
th
at a
dd
ress
es f
ewer
tex
ts t
han
req
uir
ed b
y th
e ta
sk c
an b
e sc
ore
d n
o h
igh
er t
han
a 3
.
A
n e
ssay
th
at is
a p
erso
nal
res
po
nse
an
d m
akes
litt
le o
r n
o r
efe
ren
ce t
o t
he
task
or
text
s ca
n b
e sc
ore
d n
o h
igh
er
than
a 1
.
A
n e
ssay
th
at is
to
tally
co
pie
d f
rom
th
e ta
sk a
nd
/or
text
s w
ith
no
ori
gin
al s
tud
ent
wri
tin
g sh
ou
ld b
e sc
ore
d a
0.
A
n e
ssay
th
at is
to
tally
un
rela
ted
to
th
e ta
sk, i
llegi
ble
, in
coh
ere
nt,
or
bla
nk
mu
st b
e sc
ore
s as
a 0
.
Qu
ali
ty
6
Ess
ay
s a
t th
is L
evel:
5
Ess
ay
s a
t th
is L
evel:
4
Ess
ay
s a
t th
is L
evel:
3
Ess
ay
s a
t th
is L
evel:
2
Ess
ay
s a
t th
is L
evel:
1
Ess
ay
s a
t th
is L
evel:
Co
nte
nt
an
d A
na
lysi
s: t
he
exte
nt
to w
hic
h t
he e
ssa
y
co
nvey
s co
mp
lex i
dea
s a
nd
info
rm
ati
on
cle
arly
an
d
accu
ra
tely
in
ord
er t
o
sup
po
rt
the t
op
ic i
n a
n
an
aly
sis
of
the
texts
-in
trod
uce
a p
reci
se a
nd
insi
gh
tfu
l to
pic
, as
dir
ecte
d b
y
the
pro
mp
t
-dem
on
stra
te i
n-d
epth
an
d
insi
gh
tfu
l an
alysi
s of
the
tex
ts
as n
eces
sary
to s
upp
ort
th
e
top
ic
-in
trod
uce
a p
reci
se a
nd
thou
gh
tfu
l to
pic
, as
dir
ecte
d b
y
the
pro
mp
t
-dem
on
stra
te t
horo
ugh
an
alysi
s of
the
texts
as
nec
essa
ry t
o s
upp
ort
th
e to
pic
-in
trod
uce
a p
reci
se t
opic
, as
dir
ecte
d b
y t
he
pro
mpt
-d
emon
stra
te a
pp
rop
riat
e an
d
accu
rate
anal
ysi
s of
the
tex
ts
as n
eces
sary
to s
upp
ort
th
e
top
ic
-in
trod
uce
a r
easo
nab
le t
opic
,
as d
irec
ted
by t
he
pro
mp
t -d
emon
stra
te s
om
e an
alysi
s of
the
texts
, bu
t in
suff
icie
ntl
y t
o
supp
ort
th
e to
pic
-in
trod
uce
a t
op
ic, as
dir
ecte
d b
y
the
pro
mp
t -d
emon
stra
te c
on
fuse
d o
r u
ncl
ear
anal
ysi
s of
the
texts
,
fail
ing t
o s
upp
ort
th
e to
pic
-do n
ot
pro
vid
e an
intr
od
uct
ion
of
the
top
ic
-do n
ot
dem
on
stra
te
anal
ysi
s of
the
texts
Co
mm
an
d o
f E
vid
en
ce:
the
exte
nt
to w
hic
h t
he e
ssa
y
prese
nts
evid
en
ce f
rom
th
e
pro
vid
ed
texts
to s
up
po
rt
an
aly
sis
-pre
sen
t id
eas
full
y a
nd
th
ou
gh
tfu
lly,
mak
ing h
igh
ly
effe
ctiv
e u
se o
f a
wid
e ra
nge
of
spec
ific
and
rel
evan
t
evid
ence
to s
upp
ort
anal
ysi
s
-dem
on
stra
te p
rop
er c
itat
ion
of
sou
rces
to
avoid
pla
gia
rism
wh
en d
eali
ng w
ith d
irec
t q
uote
s an
d p
arap
hra
sed
mat
eria
l
-pre
sen
t id
eas
clea
rly a
nd
ac
cura
tely
, m
akin
g e
ffec
tive
use
of
sp
ecif
ic a
nd r
elev
ant
evid
ence
to s
upp
ort
anal
ysi
s
-dem
on
stra
te p
rop
er c
itat
ion
of
sou
rces
to a
void
pla
gia
rism
wh
en d
eali
ng w
ith d
irec
t q
uote
s an
d p
arap
hra
sed
mat
eria
l
-pre
sen
t id
eas
suff
icie
ntl
y,
mak
ing a
deq
uat
e u
se o
f
spec
ific
and
rel
evan
t ev
iden
ce
to s
upp
ort
an
alysi
s
-dem
on
stra
te p
rop
er c
itat
ion
of
sou
rces
to a
void
pla
gia
rism
wh
en d
eali
ng w
ith d
irec
t q
uote
s an
d p
arap
hra
sed
mat
eria
l
-pre
sen
t id
eas
bri
efly
, m
akin
g
use
of
som
e sp
ecif
ic a
nd
rele
van
t ev
iden
ce t
o s
upp
ort
an
alysi
s
-dem
on
stra
te i
nco
nsi
sten
t
cita
tion
of
sou
rces
to a
void
pla
gia
rism
wh
en d
eali
ng w
ith
dir
ect
qu
ote
s an
d p
arap
hra
sed
mat
eria
l
-pre
sen
t id
eas
inco
nsi
sten
tly
and
/or
inac
cura
tely
in
an
att
empt
to s
upp
ort
an
alysi
s,
mak
ing u
se o
f so
me
evid
ence
that
may
be
irre
levan
t
-dem
on
stra
te l
ittl
e u
se o
f
cita
tion
s to
avoid
pla
gia
rism
wh
en d
eali
ng w
ith d
irec
t qu
ote
s an
d p
arap
hra
sed
mat
eria
l
-pre
sen
t li
ttle
or
no
evid
ence
fro
m t
he
texts
-do n
ot
mak
e u
se o
f
cita
tion
s
Co
here
nce,
O
rga
niz
ati
on
,
an
d S
tyle
: th
e exte
nt
to
wh
ich
th
e e
ssa
y l
ogic
all
y
org
an
izes
com
ple
x i
dea
s,
co
nce
pts
, a
nd
in
form
ati
on
usi
ng
fo
rm
al
sty
le a
nd
preci
se l
an
gu
age
-exh
ibit
sk
illf
ul
org
aniz
atio
n o
f id
eas
and
in
form
atio
n t
o c
reat
e
a co
hes
ive
and
coh
eren
t es
say
-est
abli
sh a
nd
mai
nta
in a
form
al s
tyle
, u
sin
g
sop
his
tica
ted
lan
guag
e an
d
stru
ctu
re
-exh
ibit
logic
al o
rgan
izat
ion
of
idea
s an
d i
nfo
rmat
ion
to c
reat
e
a co
hes
ive
and
coh
eren
t es
say
-est
abli
sh a
nd
mai
nta
in a
fo
rmal
sty
le,
usi
ng f
luen
t an
d
pre
cise
lan
guag
e an
d s
ou
nd
stru
ctu
re
-exh
ibit
acc
epta
ble
org
aniz
atio
n o
f id
eas
and
info
rmat
ion t
o c
reat
e a
coh
eren
t es
say
-est
abli
sh a
nd
mai
nta
in a
form
al s
tyle
, u
sin
g p
reci
se
and
app
rop
riat
e la
ngu
age
and
stru
ctu
re
-exh
ibit
som
e org
aniz
atio
n o
f id
eas
and
in
form
atio
n t
o
crea
te a
most
ly c
oh
eren
t es
say
-est
abli
sh b
ut
fail
to m
ain
tain
a fo
rmal
sty
le,
usi
ng p
rim
aril
y
bas
ic l
anguag
e an
d s
tru
ctu
re
-exh
ibit
inco
nsi
sten
t org
aniz
atio
n o
f id
eas
and
info
rmat
ion,
fail
ing t
o c
reat
e a
coh
eren
t es
say
-l
ack
a f
orm
al s
tyle
, u
sin
g s
om
e
lan
gu
age
that
is
inap
pro
pri
ate
or
imp
reci
se
-exh
ibit
lit
tle
org
aniz
atio
n o
f id
eas
and
info
rmat
ion
-are
min
imal
, m
akin
g
asse
ssm
ent
un
reli
able
-use
lan
guag
e th
at i
s
pre
dom
inan
tly
inco
her
ent,
inap
pro
pri
ate,
or
cop
ied
dir
ectl
y f
rom
the
task
or
texts
Co
ntr
ol
of
Co
nven
tio
ns:
the e
xte
nt
to w
hic
h t
he
ess
ay
dem
on
stra
tes
co
mm
an
d o
f co
nven
tio
ns
of
sta
nd
ard
En
gli
sh
gra
mm
ar,
usa
ge,
ca
pit
ali
zati
on
, p
un
ctu
ati
on
,
an
d s
pel
lin
g
-dem
on
stra
te c
ontr
ol
of
con
ven
tion
s w
ith
ess
enti
ally
no e
rrors
, ev
en w
ith
so
phis
tica
ted
lan
guag
e
-dem
on
stra
te c
ontr
ol
of
the
con
ven
tion
s, e
xhib
itin
g
occ
asio
nal
err
ors
on
ly w
hen
u
sin
g s
oph
isti
cate
d l
angu
age
-dem
on
stra
te p
arti
al c
ontr
ol
of
con
ven
tion
s, e
xh
ibit
ing
occ
asio
nal
err
ors
th
at d
o n
ot
hin
der
com
pre
hen
sion
-dem
on
stra
te e
mer
gin
g
con
trol,
exh
ibit
ing o
ccas
ion
al
erro
rs t
hat
hin
der
co
mp
reh
ensi
on
-dem
on
stra
te a
lac
k o
f co
ntr
ol,
exh
ibit
ing
freq
uen
t er
rors
th
at
mak
e co
mp
reh
ensi
on
dif
ficu
lt
-are
min
imal
, m
akin
g
asse
ssm
ent
of
con
ven
tion
s u
nre
liab
le
-may
be
ille
gib
le o
r n
ot
reco
gn
izab
le a
s E
ngli
sh
-
TH
E S
TA
TE
ED
UC
AT
ION
DE
PA
RT
ME
NT
/ T
HE
UN
IVE
RS
ITY
OF
TH
E S
TA
TE
OF
NE
W Y
OR
K /
ALB
AN
Y, N
Y 1
2234
REG
ELA
-B-4
4/2
9/2
01
3
Ne
w Y
ork
Sta
te R
egen
ts E
xam
inat
ion
in E
ngl
ish
Lan
guag
e A
rts
(Co
mm
on
Co
re)
Par
t 3
Ru
bri
c -
Text
An
alys
is
A
res
po
nse
th
at is
a p
erso
nal
res
po
nse
an
d m
akes
litt
le o
r n
o r
efer
ence
to
th
e ta
sk o
r te
xt c
an b
e sc
ore
d n
o h
igh
er t
han
a 1
.
A
res
po
nse
th
at is
to
tally
co
pie
d f
rom
th
e te
xt w
ith
no
ori
gin
al w
riti
ng
sho
uld
be
give
n a
0.
A
res
po
nse
th
at is
to
tally
un
rela
ted
to
th
e ta
sk, i
llegi
ble
, in
coh
eren
t, o
r b
lan
k m
ust
be
sco
red
as
a 0
.
Q
ual
ity
4
Re
spo
nse
s a
t th
is L
eve
l:
3
Re
spo
nse
s at
th
is L
eve
l:
2
Re
spo
nse
s at
th
is L
eve
l:
1
Re
spo
nse
s at
th
is L
eve
l:
Co
nte
nt
and
An
alys
is: t
he
e
xte
nt
to w
hic
h t
he
re
spo
nse
co
nve
ys c
om
ple
x id
eas
an
d
info
rmat
ion
cle
arly
an
d
accu
rate
ly in
ord
er
to
resp
on
d t
o t
he
tas
k an
d
sup
po
rt a
n a
nal
ysis
of
the
te
xt
-dem
on
stra
te t
ho
rou
gh a
nd
acc
ura
te
anal
ysis
of
the
text
, cle
arly
iden
tify
ing
an e
ffec
t an
d a
lite
rary
ele
men
t o
r te
chn
iqu
e u
sed
to
ad
van
ce t
his
eff
ect
-dem
on
stra
te a
pp
rop
riat
e an
d a
ccu
rate
an
alys
is o
f th
e te
xt, i
den
tify
ing
an e
ffec
t an
d a
lite
rary
ele
men
t o
r te
chn
iqu
e u
sed
to
ad
van
ce t
his
eff
ect
-dem
on
stra
te li
ttle
an
alys
is o
f th
e te
xt,
iden
tify
ing
an e
ffec
t an
d/o
r a
lite
rary
el
emen
t o
r te
chn
iqu
e
-do
no
t d
emo
nst
rate
an
alys
is o
f th
e te
xt, f
ailin
g to
iden
tify
an
eff
ect
an
d/o
r a
liter
ary
elem
ent
or
tech
niq
ue
Co
mm
and
of
Evid
en
ce: t
he
e
xte
nt
to w
hic
h t
he
re
spo
nse
p
rese
nts
evi
den
ce f
rom
th
e
pro
vid
ed t
ext
to
su
pp
ort
an
alys
is
-pre
sen
t id
eas
clea
rly
and
co
nsi
sten
tly,
m
akin
g ef
fect
ive
use
of
spec
ific
an
d
rele
van
t ev
iden
ce t
o s
up
po
rt a
nal
ysis
-pre
sen
t id
eas
suff
icie
ntl
y, m
akin
g ad
equ
ate
use
of
rele
van
t ev
iden
ce t
o
sup
po
rt a
nal
ysis
-pre
sen
t id
eas
inco
nsi
sten
tly,
in
adeq
uat
ely,
an
d/o
r in
accu
rate
ly in
an
at
tem
pt
to s
up
po
rt a
nal
ysis
, mak
ing
use
o
f so
me
evid
ence
th
at m
ay b
e ir
rele
van
t
-pre
sen
t lit
tle
or
no
evi
den
ce f
rom
th
e te
xt
Co
he
ren
ce,
Org
aniz
atio
n,
and
Sty
le: t
he
ext
ent
to
wh
ich
th
e r
esp
on
se lo
gica
lly
org
aniz
es
com
ple
x id
eas
, co
nce
pts
, an
d in
form
atio
n
usi
ng
form
al s
tyle
an
d p
reci
se
lan
guag
e
-exh
ibit
logi
cal o
rgan
izat
ion
of
idea
s an
d
info
rmat
ion
to
cre
ate
a co
hes
ive
and
co
her
ent
resp
on
se
-est
ablis
h a
nd
mai
nta
in a
fo
rmal
sty
le,
usi
ng
pre
cise
lan
guag
e an
d s
ou
nd
st
ruct
ure
-exh
ibit
acc
epta
ble
org
aniz
atio
n o
f id
eas
and
info
rmat
ion
to
cre
ate
a c
oh
eren
t re
spo
nse
-e
stab
lish
an
d m
ain
tain
a f
orm
al s
tyle
, u
sin
g ap
pro
pri
ate
lan
guag
e an
d
stru
ctu
re
-exh
ibit
inco
nsi
sten
t o
rgan
izat
ion
of
idea
s an
d in
form
atio
n, f
ailin
g to
cre
ate
a
coh
eren
t re
spo
nse
-l
ack
a fo
rmal
sty
le, u
sin
g la
ngu
age
that
is
bas
ic, i
nap
pro
pri
ate,
or
imp
reci
se
-exh
ibit
litt
le o
rgan
izat
ion
of
idea
s an
d
info
rmat
ion
-u
se la
ngu
age
that
is p
red
om
inan
tly
inco
her
ent,
inap
pro
pri
ate,
or
cop
ied
d
irec
tly
fro
m t
he
task
or
text
-a
re m
inim
al, m
akin
g as
sess
men
t u
nre
liab
le
Co
ntr
ol o
f C
on
ven
tio
ns:
th
e e
xte
nt
to w
hic
h t
he
re
spo
nse
dem
on
stra
tes
com
man
d o
f co
nve
nti
on
s o
f st
and
ard
En
glis
h g
ram
mar
, u
sage
, cap
ital
izat
ion
, p
un
ctu
atio
n, a
nd
sp
elli
ng
-dem
on
stra
te c
on
tro
l of
the
con
ven
tio
ns
wit
h in
fre
qu
ent
err
ors
-d
emo
nst
rate
par
tial
co
ntr
ol o
f co
nve
nti
on
s w
ith
occ
asio
nal
err
ors
th
at
do
no
t h
ind
er
com
pre
hen
sio
n
-dem
on
stra
te e
mer
gin
g co
ntr
ol o
f co
nve
nti
on
s w
ith
so
me
erro
rs t
hat
h
ind
er c
om
pre
hen
sio
n
-dem
on
stra
te a
lack
of
con
tro
l of
con
ven
tio
ns
wit
h f
req
uen
t er
rors
th
at
mak
e co
mp
reh
ensi
on
dif
ficu
lt
-are
min
imal
, mak
ing
asse
ssm
ent
of
con
ven
tio
ns
un
relia
ble
-m
ay b
e ill
egib
le o
r n
ot
reco
gniz
able
as
Engl
ish
-
REGELA-D-1w 4/30/2013
Guidelines for Text Selection
Texts submitted for use on the Regents Exam in ELA (Common Core) must be worth reading and exemplify the CCLS writing standards. They must be sufficiently complex and merit the close reading and level of analysis required at the 11th-CCR Band level. All texts selected must be aligned to the requirements of the particular exam part and must adhere to the following general specifications. Educators may consider using the Guidelines for Text Selection in their own classrooms to ensure the texts their students are using meet the demands of the Common Core and are thus similar to those texts that students will encounter on the Regents Examination and in college and their careers. The Guidelines for Text Selection are currently in draft and will be finalized at a later date.
-
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
Office of State Assessment
REGELA-D-1 1 4/26/2013
Regents Examination in English Language Arts (Common Core)
Guidelines for Text Selection Texts submitted for use on the Regents Exam in ELA (CC) must be worth reading and exemplify the CCLS writing standards. They must be sufficiently complex and merit the close reading and level of analysis required at the 11th-CCR Band level. All texts selected must be aligned to the requirements of the particular exam part and must adhere to the following general specifications. General Specifications for Text Selection
1. Text Type
a. CCLS aligned literature texts include stories (the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels); drama (one-act and multi-act plays); and poetry (the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics).
b. CCLS aligned informational texts consist of literary nonfiction (the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts written for a broad audience).
2. Text Authorship and Source
a. Literature text authors should represent the best of American and world literature and a balance of historical periods, ethnicities, perspectives, and genders.
b. Informational text authors should be experts in their respective fields. c. Text authors should not be currently holding or running for any prominent political
office. d. Texts should be selected from a variety of authors. e. Texts should be selected from a variety of sources including books, newspapers,
magazines and websites. f. Texts must be authentic and published in reputable print or web sources.
i. Reputable print sources include major newspapers, refereed academic publications, major presses, government publications, etc.
ii. Reputable web sources include the Library of Congress, Smithsonian, New York Public Library, Project Gutenberg, universities, newspapers, etc.
g. Primary sources are preferred. h. Texts that are great classic and contemporary works of literature and topics that may
be covered in academic subject areas may be selected.
-
REGELA-D-1 2 4/26/2013
3. Text Content
a. Text content must be appropriate for 11th grade students. b. Text content, writing style, or language adheres to the AERA Standards for Educational
and Psychological Testing, 7.4; it does not contain “language” symbols, words, phrases, and content that are generally regarded as offensive by members of racial, ethnic, gender or other groups, except when judged to be necessary for adequate representation of the domain.
c. Text content should not require extensive outside knowledge for comprehension. d. Text content must be engaging such that even students who do not find the particular
topic, information, situation, or plot of interest could persist in close reading. e. Informational texts must be accurate and not outdated, unless historical. f. Texts must be information rich and complex enough to support the specified number
of multiple-choice questions required by Part 1 of the exam or the writing required by Part 2 or Part 3.
4. Text Quality
a. Texts should be worth reading because of their artistry, style, point of view, content, historical significance, authorship, or place in the canon of American or world literature.
b. Texts must present sufficient content and complexity to merit close reading. Levels of meaning or quality of writing should enable a focused examination of content, structure, or style.
c. Texts must present sufficient evidence and detail to support analysis of information, perspective, nuances, implications, or plot development, setting, characterization, etc.
d. Texts must provide sufficient background information for students to understand unfamiliar contexts and/or information.
5. Text Craftsmanship
a. Texts should exemplify mature, disciplined writing that could be used to instruct students in the development of their writing skills.
b. Texts should display fine craftsmanship including features such as an effective organizational structure, clear and precise writing, sufficiently elaborated ideas, detailed descriptions or characterizations, coherent paragraphs, transitions, literary devices, sentence variety, effective word choice, correct language usage, and appropriate grammar.
6. Text Difficulty and Complexity
a. Texts must be in the Grade 11th-CCR Band. Text evaluation will include a quantitative and qualitative review (see “Text Complexity: Quantitative and Qualitative Review.”)
-
REGELA-D-2w 4/30/2013
Regents Examination in English Language Arts (Common Core) Text Review Form
The Text Review Form is used by the New York State educators who create the Regents Exam as a tool to identify those texts that might be candidates for inclusion on the final forms of the Regents Examination in English Language Arts (Common Core). Educators may consider using the Text Review Form in their own classrooms to ensure the texts their students are using meet the demands of the Common Core and are thus similar to those texts that students will encounter on the Regents Examination and in college and their careers. The Text Review Form is currently in draft and will be finalized at a later date.
-
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
Office of State Assessment
REGELA-D-2 1 4/26/2013
New York State Regents Examination in English Language Arts (Common Core)
Text Review Form
Title _______________________________________________ Genre_______ Test Part ______
Author/Source__________________________________________________________________
Reviewer ____________________________________________ Date _____________________
Criteria for Text Selection
Agree/
Disagree
1. The text is aligned to CCLS literature or informational text guidelines.
2. The text is worth reading and appropriate for use on the Regents Exam in ELA.
3. The text content, writing style, or language adheres to the AERA Standards for
Educational and Psychological Testing, 7.4—it does not contain “language,
symbols, words, phrases, and content that are generally regarded as offensive by
members of racial, ethnic, gender, or other groups, except when judged to be
necessary for adequate representation of the domain.”
4. The text content, writing style, and language are unlikely to provide an
unacceptable advantage or disadvantage for any student group.
5. The text is authentic and published in a reputable print or web source.
6. The text demonstrates the CCLS 11th
-CCR Band level rigor and complexity—
based on the Quantitative and Qualitative Text Review. (see Text Complexity:
Quantitative and Qualitative Review)
7. The text provides sufficient evidence for students to understand unfamiliar
contexts and/or information.
8. The text is sufficiently accessible and interesting to engage students in close
reading.
9. The informational text content is accurate (exceptions may be made for historical
texts).
-
REGELA-D-2 2 4/26/2013
Additional comments regarding text appropriateness for the Regents Exam in
ELA:
Recommendation: Accept/Reject/Save/Other
Suggested action—need content area specialist for review, need source verification,
need another text on the same topic, need another text by the same author,
recommend holding the text for another year, need another translation, etc.
-
REGELA-D-3w 4/30/2013
Regents Examination in English Language Arts (Common Core)
Text Complexity Form The appropriateness of texts for use on the Regents Exam in ELA (Common Core) is evaluated through the use of both quantitative and qualitative analysis in accordance with the Common Core Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix A requirements.
The Quantitative Analysis of each text is conducted using the Lexile Framework and at least two other measures such as ATOS, DRP, Flesch-Kincaid, etc. These measures are based on computer analysis of text characteristics, such as word length or frequency, sentence length, and text coherence. While these measures provide an indication of text complexity, they are inappropriate for poetry and may underestimate or overstate the complexity of some texts. Texts that score outside of the 11th-CCR Band must be justified for use on the exam by the Qualitative Analysis. The Qualitative Analysis of all texts is conducted by experienced English teachers who evaluate the appropriateness of the text for the exam based on its content, knowledge demands, richness and complexity, structure and organization, and language use and vocabulary. Educators may consider using the Text Complexity Form in their own classrooms to ensure the texts their students are using meet the text complexity demands of the Common Core and are thus similar to those texts that students will encounter on the Regents Examination and in college and their careers. The Text Complexity Form is currently in draft and will be finalized at a later date.
-
TH
E S
TA
TE
ED
UC
AT
ION
DE
PA
RT
ME
NT
/ T
HE
UN
IVE
RS
ITY
OF
TH
E S
TA
TE
OF
NE
W Y
OR
K /
ALB
AN
Y,
NY
122
34
REG
ELA
-D-3
1
04
/26
/20
13
Ne
w Y
ork
Sta
te R
egen
ts E
xam
inat
ion
in E
ngl
ish
Lan
guag
e A
rts
(Co
mm
on
Co
re)
Text
Co
mp
lexi
ty F
orm
: Qu
anti
tati
ve a
nd
Qu
alit
ativ
e R
evi
ew
The
app
rop
riat
en
ess
of
text
s fo
r u
se o
n t
he
Reg
ents
Exa
m in
ELA
(CC
) is
eva
luat
ed t
hro
ugh
th
e u
se o
f b
oth
qu
anti
tati
ve a
nd
qu
alit
ativ
e an
alys
is
in a
cco
rdan
ce w
ith
th
e C
om
mo
n C
ore
Sta
nd
ard
s fo
r En
glis
h L
an
gu
ag
e A
rts
& L
iter
acy
in
His
tory
/So
cia
l St
ud
ies,
Sci
ence
, a
nd
Tec
hn
ica
l Su
bje
cts
Ap
pen
dix
A r
equ
irem
ents
.
The
Qu
anti
tati
ve A
nal
ysis
of
each
tex
t is
co
nd
uct
ed
usi
ng
the
Lexi
le F
ram
ewo
rk a
nd
at
leas
t tw
o o
ther
mea
sure
s su
ch a
s A
TOS,
DR
P,
Fles
ch-
Kin
caid
, et
c. T
hes
e m
easu
res
are
bas
ed o
n c
om
pu
ter
anal
ysis
of
text
ch
arac
teri
stic
s, s
uch
as
wo
rd l
engt
h o
r fr
equ
ency
, se
nte
nce
len
gth
, an
d t
ext
coh
eren
ce. W
hile
th
ese
mea
sure
s p
rovi
de
an in
dic
atio
n o
f te
xt c
om
ple
xity
, th
ey a
re in
app
rop
riat
e f
or
po
etry
an
d m
ay u
nd
eres
tim
ate
or
ove
rsta
te t
he
com
ple
xity
of
som
e te
xts.
Tex
ts t
hat
sco
re o
uts
ide
of
the
11
th-C
CR
Ban
d m
ust
be
just
ifie
d f
or
use
on
th
e ex
am b
y th
e Q
ual
itat
ive
An
alys
is.
The
Qu
alit
ativ
e A
nal
ysis
of
all t
ext
s is
co
nd
uct
ed
by
exp
erie
nce
d E
ngl
ish
tea
cher
s w
ho
eva
luat
e t
he
app
rop
riat
en
ess
of
the
text
fo
r th
e ex
am
bas
ed o
n it
s co
nte
nt,
kn
ow
led
ge d
eman
ds,
ric
hn
ess
and
co
mp
lexi
ty, s
tru
ctu
re a
nd
org
aniz
atio
n, a
nd
lan
guag
e u
se a
nd
vo
cab
ula
ry.
Text
Tit
le:
Au
tho
r:
Text
is/i
s n
ot
app
rop
riat
e:
Qu
anti
tati
ve A
nal
ysis
(Ju
stif
icat
ion
mu
st b
e co
mp
lete
d if
th
e te
xt d
oes
no
t fa
ll w
ith
in t
he
11
th-C
CR
Ban
d o
n t
he
Lexi
le F
ram
ew
ork
ind
ex)
CC
LS G
rad
e B
and
Le
xile
A
TOS
DR
P
Fles
ch-K
inca
id
Oth
er
Text
Ind
ex a
nd
Gra
de
Ban
d
Just
ific
atio
n B
ase
d o
n Q
ual
itat
ive
An
alys
is (
If t
he
qu
anti
tati
ve a
nal
ysis
ind
ex is
no
t w
ith
in t
he
11
th-C
CR
Ban
d, p
rese
nt
evid
ence
bas
ed o
n t
he
Qu
alit
ativ
e Te
xt C
om
ple
xity
An
alys
is t
hat
just
ifie
s it
s p
lace
men
t in
th
e 1
1th
-CC
R B
and
.)
Re
view
er a
nd
Dat
e:
-
REG
ELA
-D-3
2
04
/26
/20
13
Gu
ide
fo
r C
CLS
Gra
de
Ban
d T
ext
Dif
ficu
lty
Ind
ice
s
Dir
ecti
on
s: E
nte
r th
e te
xt d
iffi
cult
y in
dex
fo
r th
e Le
xile
Fra
mew
ork
an
d t
wo
oth
er in
dic
es
in t
he
app
rop
riat
e b
oxe
s b
elo
w. I
f th
e Le
xile
is n
ot
wit
hin
th
e 1
1th
-CC
R G
rad
e B
and
, th
e Q
ual
itat
ive
An
alys
is m
ust
be
per
form
ed a
nd
a j
ust
ific
atio
n w
ritt
en f
or
the
text
.
CC
LS G
rad
e
Ban
d
Lexi
le
Fram
ewo
rk
ATO
S D
RP
Deg
rees
of
Rea
din
g P
ow
er
FK
Fles
ch-K
inca
id
SR
Sou
rce
Rat
er
RM
Pea
rso
n R
ead
ing
Mat
uri
ty M
etri
c
Oth
er
2n
d-3
rd
420
-82
0
2.7
5-5
.14
4
2-5
4
1.9
8-5
.34
.0
5-2
.48
3
.53
-6.1
3
4th
-5th
7
40-1
010
4
.97
-7.0
3
52
-60
4
.51
-7.7
3
.84
-5.7
5
5.4
2-7
.92
6th
-8th
9
25-1
185
7
.00
-9.9
8
57
-67
6
.51
-10
.34
4
.11
-10
.66
7
.04
-9.5
7
9th
-10
th
105
0-1
335
9
.67
-12
.01
6
2-7
2
8.3
2-1
2.1
2
9.0
2-1
3.9
3
8.4
1-1
0.8
1
11
th-C
CR
1
185
-138
5
11
.20
-14
.10
6
7-7
4
10
.34
-14
.20
1
2.3
0-1
4.5
0
9.5
7-1
2.0
0
-
REG
ELA
-D-3
3
04
/26
/20
13
Qu
alit
ativ
e A
nal
ysis
Cri
teri
a
Use
tex
t-b
ased
evi
den
ce t
o s
up
po
rt t
he
text
s ap
pro
pri
aten
ess
for
the
11
th-C
CR
Ban
d a
nd
use
on
th
e R
egen
ts E
xam
in E
LA
Yes
or
No
1
Is t
he
text
co
nte
nt
11th
-CC
R B
and
ap
pro
pri
ate
?
2
Are
th
e p
rere
qu
isit
e k
no
wle
dge
dem
and
s re
qu
ired
to
un
der
stan
d t
he
text
11
th-C
CR
Ban
d a
pp
rop
riat
e?
3
Is t
he
text
ric
hn
ess
and
co
mp
lexi
ty—
leve
ls o
f m
ean
ing
or
pu
rpo
se,
info
rmat
ion
al c
on
ten
t 11
th-C
CR
Ban
d
app
rop
riat
e?
4
Is t
he
text
str
uct
ure
an
d o
rgan
izat
ion—
reas
on
ing,
arg
um
enta
tio
n 1
1th
-C
CR
B
and
ap
pro
pri
ate
?
5
Is t
he
text
lan
guag
e u
se—
sen
ten
ce
vari
ety,
syn
tax,
fig
ura
tive
lan
guag
e, e
tc.,
1
1th
-C
CR
Ban
d a
pp
rop
riat
e?
6
Is t
he
text
vo
cab
ula
ry—
acad
em
ic
lan
guag
e, t
ech
nic
al w
ord
s, e
tc.,
11
th-C
CR
Ban
d a
pp
rop
riat
e?
7
Ove
rall
is t
his
te
xt a
pp
rop
riat
e f
or
the
CC
LS 1
1th
-CC
R B
and
?
-
REGELA-E-1w 4/30/2013
Regents Examination in English Language Arts (Common Core)
Part 1: Multiple Choice Item-Writing Form The Multiple Choice Item-Writing Form is used by the New York State educators who create the Regents Exam as a tool to systematically craft multiple choice items that meet the demands of the Common Core, especially the use of textual evidence to support the correct response for each multiple-choice item. Educators may consider using the Multiple Choice Item-Writing Form in their own classrooms to craft formative multiple choice examinations that rigorously address the Reading standards of the Common Core for English Language Arts. The Multiple Choice Item-Writing Form is currently in draft and will be finalized at a later date.
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
REGELA-E-1 1 4/26/2013
Regents Examination in English Language Arts (Common Core)
Part 1: Multiple-Choice Item Writing Form
Item Writer ________________________________________ Date______________________ Text Title __________________________________________ Author_____________________
ITEM
Stem____________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Key 1_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Option 2_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Option 3_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Option 4_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
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REGELA-E-1 2 4/26/2013
Text evidence for options (cite paragraph, line, or phrase) 1_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 2_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 3_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 4_______________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Item Characteristics
Description Yes/No
Item requires understanding of the text as a whole
Item focuses on understanding of selected lines of the text
Item focuses on understanding of selected words or phrases
Item requires one or two steps to solve
Item requires multiple steps to solve
Item difficulty is most likely: (circle) relatively simple, moderate, difficult, very difficult
Other information
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REGELA-E-1 3 4/26/2013
CCLS Standard Alignment (may be aligned to more than one standard)
Standard _________________________________________________________________________ Standard _________________________________________________________________________ Standard _________________________________________________________________________
Item Review Notes
Comments and suggestions for revision Reviewers Date
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REGELA-E-2w 4/30/2013
Regents Examination in English Language Arts (Common Core)
Item Review Checklist The Item Review Checklist is used by the New York State educators who create the Regents Exam as a quality control tool to ensure each question on each exam is properly aligned to the Common Core and is of sufficient psychometric rigor. Educators may consider using the Item Review Checklist in their own classrooms to ensure their own items meet the same standards that Regents Exam items must meet. The Item Review Checklist is currently in draft and will be finalized at a later date.
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK /
ALBANY, NY 12234
REGELA-E-2 1 4/26/2013
New York State Regents Examination in English Language Arts (Common Core)
Multiple-Choice Item Review Checklist
Text _________________________________________________ Item __________________________ Standard _______________________ Reviewer _____________________________________________ Date __________________________
Criteria Agree/ Disagree
1. The item is free of content that might offend, typecast, or lead to offensive or stereotypic inferences regarding individuals or groups of different genders, ethnicities, locations, religions, socioeconomic status, political views, family situations, ability, physical, or mental conditions, etc.
2. The item would not be construed as offensive to any constituency, even if taken out of context.
3. The item asks a question worth asking; it is not trivial, tricky, unrelated to a close reading of the text, or unnecessary to an understanding or analysis of the text.
4. The item is correctly aligned to the CCLS Standard identified.
5. The item is well crafted and succinct; language and word choice are appropriate, clear, direct, graceful, etc.
6. Item word choice is purposeful, and every word in the item stem and options facilitates meaning and is necessary.
7. Item word use is clear; pronouns have referents, words with double-meanings are avoided, etc.
8. Item vocabulary is on grade level, unless item assesses vocabulary.
9. The item only uses acronyms or foreign words whose meaning is clear in the text.
10. The item is written in the active voice.
11. The item is written in present tense, unless another tense is appropriate.
12. Item identification of persons, locations, etc., is identical to the text and consistent throughout the entire item set.
13. Item references to lines in the text are correct.
14. The item stem is straightforward and unambiguous.
15. The item stem presents a single, central problem.
16. The item stem does not provide the analysis that students need to perform to answer the question.
17. The item stem presents sufficient information and qualifications to enable the student to answer the question.
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REGELA-E-2 2 4/26/2013
18. The item stem does not include words, phrases, number, tense, or grammar that cue particular options.
19. The item has one and only one correct text-based answer.
20. The correct answer requires understanding and analysis of the text.
21. Incorrect item options are text-based and plausible.
22. Item options are written such that the answer is not obvious because of word choice, length, etc.
23. Item options are consistent with the stem and written using parallel structures: forms, styles, tenses, etc.
24. Item options are mutually exclusive, but not opposites.
25. Item options are ordered by their appearance in the text, their numerical order, or other logical criteria (note that some exceptions require that options be randomized).
26. The item does not use absolute statements: never, always, impossible, etc.
27. The item follows Universal Design principles; exceptions may be justified for standards-based reasons.
28. The item is unique in the item set; it does not repeat similar concepts or wording of other items.
29. The item set, taken collectively, requires that the student understand the whole of the text—that is, the central ideas and themes as they are developed in the text.
30. The item’s correct answer is not indicated, cued, or prompted by other items in the item set.
31. Negative prompts are used no more than once in the item set.
Additional suggestions:
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REGELA-H-2 1 5/8/2013
Regents Exam in
English