NYS Grades 3-8 ELA Tests for 2023: WHAT YOU NEED TO KNOW
Much of the information on this page is pulled from the NYS Educator Guide to the 2023 Grades 3-8 ELA Tests. Please see the bottom of this page for links to additional FREE resources!
OVERVIEW OF TEXTS:
|
GRADE |
Length* |
Lexile |
|
3 |
525–625 words |
420–820 |
|
4 |
625–725 words |
740–1010 |
|
5 |
725–825 words |
740–1010 |
|
6 |
775–875 words |
925–1185 |
|
7 |
825–925 words |
925–1185 |
|
8 |
925–1025 words |
925–1185 |
*In some instances, ranges may vary slightly for a particular passage in order to create a more complete excerpt that will aid student comprehension.
2023 ELA TEST SPECIFICATIONS:
Grade 3:
|
|
Session 1 |
Session 2 |
TOTAL |
|
Passages |
4 |
2 |
6 |
|
Multiple-Choice Questions |
23 |
6 |
29 |
|
2-credit Constructed Response Questions |
2 |
3 |
5 |
|
4-credit Constructed Response Questions |
0 |
0 |
0 |
|
Number of LITERARY passages |
|
|
3-4 |
|
Number of INFORMATIONAL passages |
|
|
2-3 |
|
Average time to complete |
60-70 mins |
70-80 mins |
|
Grade 4:
|
|
Session 1 |
Session 2 |
TOTAL |
|
Passages |
4 |
3 |
7 |
|
Multiple-Choice Questions |
23 |
6 |
29 |
|
2-credit Constructed Response Questions |
2 |
3 |
5 |
|
4-credit Constructed Response Questions |
0 |
1 |
1 |
|
Number of LITERARY passages |
|
|
3-4 |
|
Number of INFORMATIONAL passages |
|
|
3-4 |
|
Average time to complete |
60-70 mins |
70-80 mins |
|
Grade 5:
|
|
Session 1 |
Session 2 |
TOTAL |
|
Passages |
4 |
3 |
7 |
|
Multiple-Choice Questions |
26 |
7 |
33 |
|
2-credit Constructed Response Questions |
2 |
3 |
5 |
|
4-credit Constructed Response Questions |
0 |
1 |
1 |
|
Number of LITERARY passages |
|
|
2-5 |
|
Number of INFORMATIONAL passages |
|
|
2-5 |
|
Average time to complete |
80-90 mins |
70-80 mins |
|
Grade 6:
|
|
Session 1 |
Session 2 |
TOTAL |
|
Passages |
4 |
3 |
7 |
|
Multiple-Choice Questions |
26 |
7 |
33 |
|
2-credit Constructed Response Questions |
2 |
3 |
5 |
|
4-credit Constructed Response Questions |
0 |
1 |
1 |
|
Number of LITERARY passages |
|
|
2-5 |
|
Number of INFORMATIONAL passages |
|
|
2-5 |
|
Average time to complete |
80-90 mins |
90-100 mins |
|
Grade 7:
|
|
Session 1 |
Session 2 |
TOTAL |
|
Passages |
4 |
4 |
8 |
|
Multiple-Choice Questions |
26 |
14 |
40 |
|
2-credit Constructed Response Questions |
2 |
3 |
5 |
|
4-credit Constructed Response Questions |
0 |
1 |
1 |
|
Number of LITERARY passages |
|
|
3-5 |
|
Number of INFORMATIONAL passages |
|
|
3-5 |
|
Average time to complete |
80-90 mins |
90-100 mins |
|
Grade 8:
|
|
Session 1 |
Session 2 |
TOTAL |
|
Passages |
4 |
4 |
8 |
|
Multiple-Choice Questions |
26 |
14 |
40 |
|
2-credit Constructed Response Questions |
2 |
3 |
5 |
|
4-credit Constructed Response Questions |
0 |
1 |
1 |
|
Number of LITERARY passages |
|
|
3-5 |
|
Number of INFORMATIONAL passages |
|
|
3-5 |
|
Average time to complete |
80-90 mins |
90-100 mins |
|
HOW TO PREPARE STUDENTS FOR THE GENRE OF STANDARDIZED TESTING:
MULTIPLE-CHOICE QUESTIONS:
Instructional Tips:
1) Model the DOs and explain the DON’Ts below with sample multiple-choice questions.
2) Require students to explain their choices (“Why did you pick A?” AND “Why DIDN’T you pick B?”) when you go over questions.
|
DO |
DON’T |
|
Paraphrase the question to be sure you know what it is asking.
|
Don’t read all of the questions BEFORE you read the text. (That is a waste of time and it could confuse you as the answers include incorrect ideas.) |
|
Try to come up with an answer before reviewing the answer choices. |
Don’t choose an answer without reviewing all of the answer choices. |
|
ALWAYS go back into the text. |
|
|
Use Process of Elimination. |
|
2-CREDIT CONSTRUCTED RESPONSES: for Grades 3-8
The purpose of these questions is to assess a student’s ability to comprehend and analyze text.
Requirements:
1) Make an inference (a claim, position, or conclusion) based on their analysis of the passage and state it in their own words.
2) Provide two pieces of text-based evidence to support their answer.
3) Write 2-3 complete sentences.
2-Credit Constructed-Response Rubric
|
SCORE |
RESPONSE FEATURES |
|
2 |
· Valid inferences and/or claims from the text where required by the prompt · Evidence of analysis of the text where required by the prompt · Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt · Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt · Complete sentences where errors do not impact readability |
|
1 |
· A mostly literal recounting of events or details from the text as required by the prompt · Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt · Incomplete sentences or bullets • NOTE: If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1. |
|
0 |
· A response that does not address any of the requirements of the prompt or is totally inaccurate · A response that is not written in English · A response that is unintelligible or indecipherable |
Instructional Tips:
In order to INFER, students must be able to ask and answer the 5Ws and H questions (Grade 2 Reading Standard #1), particularly WHY and HOW questions.
1) Explain The Comprehension Process (see TLC “Comprehension 101” page), noting how strong readers ask questions relentlessly.
2) Review the 5Ws and H Organizer MODEL.
3) Give students frequent written and oral practice in asking and answering WHY and HOW questions.
4) Using NYS-released testing materials for your grade, model how to RESTATE THE QUESTION, which forms the claim. For example:
|
QUESTION |
RESPONSE |
|
How does the illustration add to the reader’s understanding of “Pill Bugs”? Use two details from the passage to support your response |
The illustration adds to the reader’s understanding of “Pill Bugs” by showing… |
5) As you model providing TWO RELEVANT DETAILS to support your claim, review helpful transitions and conjunctions. For example:
|
ADDING |
CAUSING |
CONTRADICTING |
|
For example For instance Also In addition |
Because Since So When |
However Although But |
6) Give students writing practice. Review their work and determine what they need to revise. Prepare a mini-lesson based on trends you notice (e.g., they need to select more RELEVANT evidence).
7) To prepare students to revise, show them an exemplar and a non-exemplar response side-by-side. Ask them what they notice. Evaluating someone else’s work in this way helps them to look at their own work with a more critical eye.
8) While they are revising, conduct writing conferences. For tips on how to run effective writing conferences, check out this TLC Blog, “Feedback That Saves Time and Improves Student Writing.”
NOTE: For additional advice and resources re: open-ended response writing, check out the TLC "Open-ended Response Writing" page.
4-CREDIT CONSTRUCTED RESPONSES: for Grades 4-8
These questions are designed to assess Writing from Sources. They focus primarily on Writing Standards.
Requirements:
1) Read and analyze paired texts which are related by theme, genre, tone, time period, or other characteristics. (NOTE: Occasionally there will be only one text.)
2) Express a position and support it with text-based details.
3) Write a complete essay (with intro, body paragraphs, conclusion) that demonstrates “insightful analysis of the text(s).”
Scores are based on four overarching criteria:
|
Content and Analysis |
Convey complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts. |
|
Command of Evidence |
Present evidence from the provided texts to support analysis and reflection. |
|
Coherence, Organization, and Style |
Logically organize complex ideas, concepts, and information using formal style and precise language. |
|
Control of Conventions |
Demonstrate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. |
For more specificity, check out:
· NYS Grades 4-5 Writing Evaluation Rubric
· NYS Grades 6-8 Writing Evaluation Rubric
Instructional Tips:
1) Answer these questions: What is required? What does an effective essay look like?
a. Show students a NYS-released prompt and exemplar response (see here for links to released 2022 materials). Walk students through the key features of the exemplar. Cross-reference your discussion with the NYS rubric for your grade level.
b. Give students other released responses and let them work in pairs to evaluate the responses using the rubric.
2) Use released materials from earlier years for students to practice writing. NOTE: You can also imitate the released prompts for your grade level to create practice materials. Just be sure you’re using grade-level texts that are the appropriate length (see above for text length requirements).
3) Review their work and determine what they need to revise. Prepare a mini-lesson based on trends you notice (e.g., they need to select more RELEVANT evidence).
4) To prepare students to revise, show them an exemplar and a non-exemplar response side-by-side. Ask them what they notice. Evaluating someone else’s work in this way helps them to look at their own work with a more critical eye.
5) While they are revising, conduct writing conferences. For tips on how to run effective writing conferences, check out this TLC Blog, “Feedback That Saves Time and Improves Student Writing.”
NOTE: For additional advice and resources re: open-ended response writing, check out the TLC "Open-ended Response Writing" page.
Check out the FREE DOWNLOAD ZONE for these resources:
- NYS Educator Guide to the 2023 Grades 3-8 ELA Tests
- 5Ws and H Organizer MODEL
- NYS Grades 4-5 Writing Evaluation Rubric
- NYS Grades 6-8 Writing Evaluation Rubric
