Post a cohesive response regarding the story ‘Oversleeping’ see attachment.? The author blends reality and fantasy.? * Analy

NEBRASKA STATE ACCOUNTABILITY

ENGLISH LANGUAGE ARTS ITEM AND SCORING SAMPLER

GRADE 8

Nebraska State Accountability assessments are administered by the Nebraska Department of Education (NDE). 301 Centennial Mall South – P.O. Box 94987 – Lincoln, Nebraska 68509 – (402) 471-2495

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 ii

NeSA ELA Sampler

Table of Contents

INFORMATION ABOUT THE ITEM AND SCORING SAMPLER

General Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Sampler Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Purpose and Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Item Format and Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Depth of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Item and Scoring Sampler Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Additional Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

PASSAGES AND ITEMS

Passage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Evidence-Based Selected Response Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Auto-Scored Constructed Response Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Text Dependent Analysis Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Text Dependent Analysis Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Example Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Passage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Evidence-Based Selected Response Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Auto-Scored Constructed Response Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Text Dependent Analysis Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Text Dependent Analysis Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Example Student Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Independent Writing Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 1

NeSA ELA Sampler

Information About the Item and Scoring Sampler

GENERAL INTRODUCTION

The Nebraska Department of Education provides districts and schools with tools to assist in delivering focused instructional programs aligned to the state assessment system . These tools include Table of Specifications documents, administration manuals, and content-based item and scoring samplers . This Item and Scoring Sampler is a useful tool for Nebraska educators in the preparation of local instructional programs and the statewide NeSA-ELA .

SAMPLER CONTENTS

This sampler contains reading passages with test questions (items) that have been written to align to the assessment indicators that are based on the Nebraska College- and Career-Ready English Language Arts Standards . The passages represent some of the genres approved by NDE to appear on an operational Nebraska College- and Career-Ready NeSA-ELA . The test questions provide a simulation of the types of items that will appear on an operational Nebraska College- and Career-Ready NeSA-ELA . Each sample test question has been through a rigorous review process to ensure alignment with the assessment indicators .

PURPOSE AND USES

The purpose of the sampler is to expose teachers and administrators to new item types and to show how these items align to the revised Nebraska College- and Career-Ready English Language Arts Standards . Many of the items provided in the sampler will be accessible to students in the form of ELA Practice Tests, Guided Practice Tests, and Online Tools Training resources .

ITEM FORMAT AND SCORING GUIDELINES

The Nebraska College- and Career-Ready NeSA-ELA has four types of test questions . For grade 8, the types of test questions are Multiple-Choice (MC), Evidence-Based Selected Response (EBSR), Auto-Scored Constructed Response (ASCR), and Text Dependent Analysis (TDA) .

Multiple Choice (MC):

All MC items have four answer choices, including three distractors and one correct answer . Distractors represent common misconceptions, incorrect logic, common misinterpretations, unsound reasoning, casual reading, etc . A correct response to an MC item is worth one point .

Evidence-Based Selected Response (EBSR):

EBSR items have two parts and are designed to elicit an evidence-based response based on what a student has read from either an Informational Text or Literature stimulus passage . Each EBSR item is linked to a passage or passage set . Part A of an EBSR item is similar to a typical MC test question . A student analyzes a passage and chooses a single, best (correct) answer from four answer choices . Part B of an EBSR item elicits evidence from the stimulus passage and requires that the student select one or two answers based on the response the student provided in Part A . Part B is also different from Part A in that it may have more than four answer options, which is typical of an MC item . Each EBSR (Part A and Part B combined) is worth two points .

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 2

NeSA ELA Sampler

Information About the Item and Scoring Sampler

Auto-Scored Constructed Response (ASCR):

ASCR item types provide a new forum in which to address higher-level thinking skills without the use of hand-scored test questions . Using the expansive features and functions of online testing, developers will incorporate technical enhancements to the test question, the response area, and/or the stimulus . Item types may include drag-and-drop, hot-spot, and in-line selection of multiple answers from drop-down menus . Students will be able to manipulate information within dynamic tasks such as dragging and pasting elements, highlighting text, and selecting multiple answers from a variety of presentation methods . Each ASCR test question is worth one or two points .

Text Dependent Analysis (TDA):

Similar to an EBSR item, the TDA Writing Prompt is designed to elicit an evidence-based response from a student who has read either an Informational Text or Literature passage during the test event . The TDA is an on-demand, text-based writing piece that requires students to provide evidence from the text to support analysis, reflection, or ideas and opinions . Students must draw on basic writing skills while inferring and synthesizing information from the passage (making use of and referencing content from the passage to support the analysis) in order to develop a comprehensive response . Students will be given a TDA Writer’s Checklist to assist in composing their response . The TDA will be scored using a holistic scoring rubric designed to provide a measurement of writing, conventions, and reading . The TDA is in alignment across grades 3–8 and 11 with the NeSA-ELA Standards indicated on the rubric . Each TDA Writing Prompt test question is scored using a rubric and will be reported to reading and writing .

DEPTH OF KNOWLEDGE

In addition to being aligned to the standards, the sample items included in this sampler were also developed with a particular emphasis on cognitive complexity, or Depth of Knowledge (DOK) . The DOK level is also provided for each item in this sampler in the Item Information Table . DOK measures the level of cognitive demand required to complete an assessment item . The following descriptions show the expectations of the DOK levels in greater detail .

Level 1 (Recall of Information) generally requires students to identify, list, or define, often asking them to recall who, what, when, and where . Consequently, this level usually asks students to recall facts, terms, concepts, and trends and may ask them to identify specific information contained in documents, excerpts, quotations, maps, charts, tables, graphs, or illustrations . Items that require students to “describe” and/or “explain” could be classified at Level 1 or Level 2, depending on what is to be described and/or explained . A Level 1 “describe” and/or “explain” would require students to recall, recite, or reproduce information .

Level 2 (Basic Reasoning) includes the engagement of some mental processing beyond recalling or reproducing a response . A Level 2 “describe” and/or “explain” would require students to go beyond a description or explanation of recalled information to describe and/or explain a result or “how” or “why .”

Level 3 (Complex Reasoning) requires reasoning, using evidence, and thinking on a higher and more abstract level than Level 1 and Level 2 . Students will go beyond explaining or describing “how and why” to justifying the “how and why” through application and evidence . Level 3 questions often involve making connections across time and place to explain a concept or “big idea .”

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 3

NeSA ELA Sampler

Information About the Item and Scoring Sampler

ITEM AND SCORING SAMPLER FORMAT

Sample questions are provided in this sampler, along with any related stimulus information such as a passage or graphic . Following each test question is an item information table .

Example Response Item Information Table

Item Information

Alignment Assigned Indicator

Assigned indicator definition

Answer Key Correct Answer Option Annotations

Brief answer option analysis or rationaleDepth of Knowledge Assigned DOK

Focus Skill/Task

All Text Dependent Analysis items in this sampler are supported by an item information table, the TDA Scoring Rubric, and annotated sample student responses at each score point .

The NeSA-ELA is administered primarily online . Although there is a paper-pencil format, the examples in this sampler include samples of students’ responses in online format .

ADDITIONAL INFORMATION

For more information related to the Nebraska plan and schedule for making the transition to NeSA-English Language Arts, see http://www .education .ne .gov/Assessment and select the link on the left titled “ELA Transition .”

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 4

NeSA ELA Sampler

Passages and Items

PASSAGE 1

Oversleeping

So Jake spread his arms, leaped skyward from the sidewalk, and began to fly, rocketing up over the neighborhood. Suddenly he heard the distant voice of his father calling, as if from another universe, and Jake pried open sleep-heavy eyes.

“Get up, pal,” said Jake’s father, “or you’ll miss the school bus.”

“Just let me sleep a little longer,” Jake mumbled. Then he groaned and turned over, pulling the covers up over his head like a tent, as if to somehow recapture his dream. Jake loved to sleep. It wasn’t that he was lazy or lacked energy. Jake was a normal fourteen-year-old kid in every way. But he loved to curl up under a soft white cloud of sheets, rest his head on a marshmallow pillow, and luxuriate in the twilight world of slumber where life is exciting and dreams always come true.

So Jake was sitting at a table at a fancy café in Hollywood, having lunch with a famous movie director, who was offering Jake a role in his next big action flick when . . .

“Get up,” said Jake’s father, gently shaking his son’s shoulders. Jake yawned and hauled his legs over the side of the mattress, where he sat for a few moments to reconcile himself with the shocking reality of upright existence. He dragged himself into the shower, where he briefly dreamed of tropical rain forests, and at last shuffled downstairs to breakfast.

“Jake’s going to sleep his life away!” stated Taylor, his nine-year-old sister, as she sat at the table, kicking her dangling legs excitedly as if to show by comparison how wide awake she was.

“He’s just a growing boy,” said Jake’s father, washing dishes at the kitchen sink. “Right?” Jake nodded sleepily and finished his breakfast. He trudged out the front door with Taylor, still half-sleepwalking, and they waited on the curb for their school bus, as usual.

At school, finally fully awake, Jake cycled through the pleasant routine of another typical day. He greeted his buddy Benjamin at the locker they shared. They discussed hockey games and books. Then there was science with Mr. Albert, math with Ms. Freed, and lunch with Benjamin, who always told great jokes. After school, there was homework, dinner with his dad and Taylor, maybe a little TV, and then off to dreamland. And so went week after week, and month after month.

So Jake swung the bat, sending the ball out of the stadium and into the Baseball Hall of Fame . . .

“Come on, get up,” commanded Taylor, holding a ringing alarm clock only inches from her brother’s face. “You’ll be late for school!” Jake shook his head in disbelief and ducked under the covers.

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NeSA ELA Sampler

Passages and Items

11 Moments later Jake awakened to an empty, quiet room. Then he got up and padded sleepily down the hallway. The bathroom mirror reflected a face that was oddly unfamiliar—one with heavier eyebrows and new creases in its brow. Jake rubbed a hand over his face and felt the unexpected sandpaper abrasion of whiskers. Mystified and dazed, he staggered downstairs to the kitchen, where he was perplexed to discover a teenaged Taylor sitting at the breakfast table beside his father, who seemed older somehow.

“So you finally woke up,” commented Jake’s father, casually sipping his coffee. “We thought you’d sleep forever.”

“You certainly overslept!” added Taylor in a surprisingly mature voice.

Jake shook his head as if to disperse the fog of dreams. “What are you talking about?”

“You’ve been asleep for four years,” Jake’s father replied calmly. “Better get dressed, or you’ll be late for your last day of school.” This statement set Jake’s mind reeling. His last day of school? Had he really slept so long? Was he now eighteen years old?

Lost in a whirl of confusion, Jake went to his room to dress for school and discovered that none of his clothes fit him. He borrowed a shirt, pants, and shoes from his father—and they made him look and feel even older.

17 Taylor led Jake out the front door to the curb. Boarding his bus, Jake stared in bewilderment. He was enthralled by the aged faces of his friends. “Hey, it’s Jake!” shouted someone from the back of the bus. “He’s back!” One by one, his schoolmates began to recognize him.

“Buddy, you sure look older!” said someone sitting near where Jake stood. Jake looked down to discover his friend Benjamin smiling heartily and looking startlingly like his older brother. Jake sat beside Benjamin, who eagerly told what had happened during Jake’s years of slumber— how Mr. Albert had retired from teaching science, and how Ms. Freed had been named Teacher of the Year. Benjamin spoke excitedly of hockey games won and lost; of books read and remembered; of school plays, classes, pep rallies, and car washes. They were small, ordinary events, but to Jake they seemed extraordinary because they had happened without him. He had missed grades nine through twelve. His stomach sank when he realized there would be no more school days with Benjamin, his teachers, or his other friends. Jake had slept them all away . . .

“Come on, buddy, get up,” called Jake’s father. Jake pried open leaden eyelids to see his father standing in the doorway, with his familiar easy-going grin. Beside him was nine-year-old Taylor, seemingly more girlish and bubbly than ever before.

“Come on, sleepyhead!” she giggled. Her laughter seemed as bright as the yellow sunshine splashing about the room. “You don’t want to miss school, do you?”

Jake beamed and looked at his family. “No, I wouldn’t want to do that,” he said as he jumped up to greet the day.

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 6

NeSA ELA Sampler

Passages and Items

MULTIPLE-CHOICE ITEMS

1. Which word is a synonym for mystified?

A. dazed

B. staggered

C. perplexed

D. seemed

Item Information

Alignment 8.1.5.d Analyze and use semantic relationships (e.g., multiple meanings, synonyms, antonyms, figurative language, connotations, subtle distinctions) to determine the meaning of words, aid in comprehension, and improve writing.

Answer Key C Option Annotations

The student is asked to identify a synonym for the word “mystified” as it is used in paragraph 11. Option C is the correct answer since “perplexed” is a synonym for “mystified.” Options A, B, and D are not synonyms for the given word.

Depth of Knowledge 2

Focus Synonym

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 77

NeSA ELA Sampler

Passages and Items

2. In paragraph 17, what is the meaning of enthralled?

A. fascinated

B. offended

C. frightened

D. amused

Item Information

Alignment 8.1.5.b Select and apply knowledge of context clues (e.g., word, phrase, sentence, and paragraph clues) and text features to determine meaning of unknown words.

Answer Key A Option Annotations

The student is asked to identify the meaning of the word “enthralled” as it is used in paragraph 17. Option A is the correct answer since “fascinated” is a definition for “enthralled.” Options B, C, and D are not correct meanings for the given word.

Depth of Knowledge 2

Focus Context Clues

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 8

NeSA ELA Sampler

Passages and Items

3. Which detail from the story supports the idea that a great deal of time has passed while Jake was sleeping?

A. He needs to borrow clothing from his father.

B. He awakens to a room that is quiet and empty.

C. He has to ride the school bus with all of his friends.

D. He still feels sleepy as he staggers down to the kitchen.

Item Information

Alignment 8.1.6.i Construct and/or answer literal, inferential, critical, and interpretive questions and support answers with explicit evidence from the text or additional sources.

Answer Key A Option Annotations

The student is asked to identify evidence that supports a given conclusion. Option A is the correct answer since Jake’s need to borrow larger clothing from his father supports the conclusion that a great deal of time has passed while he was sleeping. Options B, C, and D are accurate details from the passage, but they are unrelated to the given conclusion.

Depth of Knowledge 2

Focus Answer Interpretive Questions

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NeSA ELA Sampler

Passages and Items

4. Which characteristic helps the reader identify the genre of the story?

A. The futuristic setting helps the reader identify the story as science fiction.

B. The abilities of the main character help the reader identify the story as fantasy.

C. The lesson that is taught helps the reader identify the story as a folktale.

D. The main problem helps the reader identify the story as realistic fiction.

Item Information

Alignment 8.1.6.g Cite specific textual evidence to analyze and make inferences based on the characteristics of a variety of literary and informational texts.

Answer Key D Option Annotations

The student is asked to determine the genre of the story and the characteristic that identifies it as such. Option D is the correct answer since the problem in the story turning out to be a dream identifies the story as realistic fiction. Option A is incorrect since the story does not have a “futuristic setting.” Options B and C are incorrect since the story is neither fantasy nor a folktale.

Depth of Knowledge 2

Focus Genre

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 10

NeSA ELA Sampler

Passages and Items

5. Which theme is most strongly conveyed through the story?

A. independence versus dependence

B. age versus experience

C. opportunity versus disappointment

D. individual versus society

Item Information

Alignment 8.1.6.b Analyze and explain the relationships between elements of literary text (e.g., character development, setting, plot, conflict, point of view, inferred and recurring themes).

Answer Key C Option Annotations

The student is asked to identify the theme conveyed through the story. Option C is the correct answer since the main character is torn between enjoying the opportunity to sleep late and disappointment in finding out what he might miss by oversleeping. Options A, B, and D are incorrect since they are unrelated to the theme of the conflict in the story.

Depth of Knowledge 3

Focus Inferred Theme

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 1111

NeSA ELA Sampler

Passages and Items

EVIDENCE-BASED SELECTED RESPONSE ITEM

6.

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 12

NeSA ELA Sampler

Passages and Items

Answer Key – Completed Correct Response

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 1313

NeSA ELA Sampler

Passages and Items

Item Information

Alignment 8.1.6.c Analyze the author’s use of literary devices (e.g., simile, metaphor, personification, idiom, oxymoron, hyperbole, alliteration, onomatopoeia, analogy, tone, mood).

Answer Key Part A: D Part B: Jake rubbed a hand over his face and felt the unexpected sandpaper abrasion of whiskers.

Option Annotations

The student is asked to determine how the author uses a metaphor in paragraph 11 and then to identify a sentence from the paragraph that supports this determination.

Part A: Option D is the correct answer since “felt the unexpected sandpaper abrasion of whiskers” is a metaphor describing “the roughness of Jake’s face.” Options A and B are incorrect since these descriptions align with the purposes of hyperbole and personification. Option C is incorrect because, while plausible for a metaphor, “to express shock” is not the purpose of this specific metaphor.

Part B: Sentence 4 is the correct answer since “felt the unexpected sandpaper abrasion of whiskers” is the metaphor the author uses. The other sentences are incorrect because they do not use metaphor.

The item is worth 2 points. To receive full credit, the student must correctly identify the answers to part A and part B. To receive 1 point, the student must at least select the correct answer for part A. No credit will be given for a correct response to part B if part A is incorrect.

Depth of Knowledge 2

Focus Figurative Language, Metaphor

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 14

NeSA ELA Sampler

Passages and Items

AUTO-SCORED CONSTRUCTED RESPONSE ITEM

7.

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 1515

NeSA ELA Sampler

Passages and Items

Answer Key – Completed Correct Response

Item Information

Alignment 8.1.6.g Cite specific textual evidence to analyze and make inferences based on the characteristics of a variety of literary and informational texts.

Answer Key Sentence 5, Sentence 7

Option Annotations

The student is asked to select two sentences that support a given inference. The third-from-last sentence and the last sentence are the correct answers since they both indicate Jack’s disappointment over the things he has missed by oversleeping. The other sentences are incorrect since they reveal details concerning the things he has missed during that time, but not his feelings of regret.

This item is worth 2 points. To receive full credit, the student must correctly identify both sentences that support the inference. To receive 1 point, the student must correctly identify one of the sentences that support the inference.

Depth of Knowledge 2

Focus Character Emotions/ Evidence to Support Inference

NeSA-English Language Arts Item and Scoring Sampler – Grade 8 16

NeSA ELA Sampler

Passages and Items

TEXT DEPENDENT ANALYSIS ITEM

8. In the story “Oversleeping,” the author blends reality and fantasy. Analyze how this helps the reader identify with the main character. Write a well-organized, structured response using specific evidence from the story to support your answer.

XXX/6000

Item Information

Alignment Reading: 8.1.6.b

Writing: See Rubric

Analyze and explain the relationship between elements of literary text (e.g., character development, setting, plot, conflict, point of view, inferred and reoccurring themes).

Answer Key See Rubric Option Annotations

Refer to the sample student responses.Depth of Knowledge 3

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NeSA-English Language Arts Item and Scoring Sampler – Grade 8 1717

NeSA ELA Sampler

Passages and Items

TEXT DEPENDENT ANALYSIS RUBRIC

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