New York State 2013 Grades 3-8 Common Core ELA Rubric and Scoring

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 1Book 1

Day 2 Day 3

Book 2 Book 4

Book 3

Test Structure

Day 1Book 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