Miami-Dade County Public Schools Division of Academics

Department of English Language Arts-Elementary

Leadership Development Training Scaled Professional Learning Platform

February, 2015

FSA Best Practices for

Reading and Writing Instruction-

Administrators’ Resource Guide

Reading/Writing 2014-2015 Third Grade Pacing Guides

Year-At-A-Glance

3rd Grade Quarter 3 Week Days Date MCGRAW HILL

INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

21 & 22 9 1/19/2015-

1/30/2015

Unit 3 – (Week 5)

Instructional Focus Standards: LAFS.3.RI.3.8 Text Structure LAFS.3.RI.1.2 Main Idea & Key Details LAFS.3.RI.2.5 Text Features LAFS.3.RF.3.3b Suffixes

Reading/Writing Workshop:

The Long Road to Oregon Literature Anthology Main Selection:

Riding the Rails West

Literature Anthology Paired Selection:

Discovering Life Long Ago

Comprehension Mini-Lessons: Comprehension Strategy Summarize Comprehension Skill

Sequence Genre: Expository Text Expository Text Vocabulary Strategy

Suffixes

TEXT-BASED WRITING PROMPT: Genre: Informative/Explanatory Topic: Value the Past You have read three texts about unique historical events. Explain how the events in “The Long Road to Oregon”, “Riding the Rails West”, and “Discovering Life Long Ago” are important to understanding our country’s history. Cite evidence from all sources in your response.

23 & 24 10 2/02/2015 -

2/13/2015

Unit 4 – (Week 2)

Instructional Focus Standards: LAFS.3.RL.1.1 Text Evidence LAFS.3.RL.2.6 Point of View LAFS.3.RL.3.7 Text Features & LAFS.3.RL.3.9 Compare/Contrast Across

Texts LAFS.3.L.3.4b Prefixes

Reading/Writing Workshop:

The Impossible Pet Show

Literature Anthology Main Selection:

The Talented Clementine

Literature Anthology Paired Selection:

Clementine and the Family Meeting Comprehension Mini-Lessons: Comprehension Strategy Ask and Answer Question Comprehension Skill

Point of View Genre” Literature

Realistic Fiction Vocabulary Strategy

Prefixes

TEXT-BASED WRITING PROMPT: Genre: Opinion Topic: Skills and Talents You have read about different characters that discovered they had special talents. Write an opinion essay on why it is important for people to use their special talents to help others. Use evidence from sources to support your opinion.

Reading/Writing 2014-2015 Third Grade Pacing Guides

Year-At-A-Glance

3rd Grade Quarter 3 Week Days Date MCGRAW HILL

INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

25 & 26 8 2/16/2015-

2/27/2015

Unit 4 – (Week 3) Instructional Focus Standards: LAFS.3. RI.1.1 Text Evidence LAFS.3.RI.3.8 Text Structure LAFS.3.RI.3.7 Text Features LAFS.3.L.3.4a Context Clues

Reading/Writing Workshop:

Gray Wolf! Red Fox!

Literature Anthology Main Selection:

Amazing Wildlife of the Mojave

Literature Anthology Paired Selection:

Little Half Chick Comprehension Mini-Lessons: Comprehension Strategy

Reread Comprehension Skill

Compare and Contrast Genre: Expository Text

Expository Text Vocabulary Strategy Sentence Clues

TEXT-BASED WRITING PROMPT: Genre: Informative/Explanatory Topic: Adaptations

You have read three selections on animal adaptations. Explain how adaptations help animals face challenges in their environment. Give examples from sources in your response.

27 & 28 10 3/02/2015 -

3/13/2015

FSA Preparation Resources for Additional Practice with Test Taking Strategies:

Grade 3-5 FSA Reading, Language, and Listening Training Test Answer Key

Grade 3 Count Down to Common Core End of Year ELA Assessment

Focus on OPEN RESPONSES

Procedure:

Understand what the question is asking

Answer based on text evidence

Revise to help students improve the open response items

Provide mini-lessons to target areas of needs in their response

Reading/Writing 2014-2015 Third Grade Pacing Guides

Year-At-A-Glance

3rd Grade Quarter 3 Week Days Date MCGRAW HILL

INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

29 4 3/16/2015 -

3/20/2015

Unit 4 – (Week 5)

Instructional Focus Standards: LAFS.3.RL.1.2 Theme LAFS.3.RL2.5 Repetition and Rhyme LAFS.3.RL.2.5 Characteristics of Poetry LAFS.3.RL.2.4 Figurative Language

Reading/Writing Workshop:

Ginger’s Fingers & The Giant

Literature Anthology Main Selection:

The Winningest Woman of the Iditarod Dog Sled Race

Literature Anthology Paired Selection:

Narcissa Comprehension Mini-Lessons: Comprehension Skill

Theme Literary Elements

Repetition and Rhyme Genre: Poetry Narrative and Free Verse Vocabulary Strategy

Metaphors

TEXT-BASED WRITING PROMPT: Genre: Opinion Topic: Inspiration You have read four selections on people who inspire others. Explain how each character is inspiring then write an opinion essay explaining which character was the most inspiring to you. Use evidence from sources to support your opinion.

Reading/Writing 2014-2015 Fourth Grade Pacing Guides

Year-At-A-Glance

4th Grade Quarter 3 Weeks Days Date MCGRAW HILL

INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

21-22 9 01/19/15 -

01/30/15

Unit 3 – (Week 5) Reading/Writing Workshop:

Food Fight: Is it Safe to Interfere with Mother Nature?

Anthology Main Selection:

A New Kind of Corn Anthology Paired Selection:

The Pick of the Patch Instructional Focus Standards:

Comprehension Mini-Lessons LAFS.4.RI.1.1 Evidence Comprehension Strategy: Reread LAFS.4.RI.3.8 Author’s Point of View Comprehension Skill: APOV LAFS.4.RI.3.7 Contribution of Information from Multiple Print or Digital Sources Genre: Persuasive Article LAFS.4.L.3.4b Vocabulary Strategy: Greek Roots

TEXT BASED WRITING PROMPT: Genre: Opinion Topic: Advances in Science

You have read three sources on ways advances in science can be helpful or harmful. Write an opinion essay on whether or not you believe advances in science are more helpful or more harmful. Use the evidence from the sources in your essay.

23-24 10 02/02/15 -

02/13/15

Unit 4 – (Week 1)

Reading/Writing Workshop:

A World Without Rules Anthology Main Selection:

See How They Run Anthology Paired Selection:

The Birth of American Democracy

Instructional Focus Standards: Comprehension Mini-Lessons LAFS.4.RI.1.1 Evidence Comprehension Strategy: Ask and Answer Questions LAFS.4.RI.2.5 Structure Comprehension Skill: Structure: Cause & Effect LAFS.4.RI.3.8 Reasons & Evidence to Support Particular Points Genre: Informational Text/ Narrative Nonfiction LAFS.4.RL.2.4b Common Greek & Latin Affixes Vocabulary Strategy: Latin Roots

TEXT BASED INFORMATIVE WRITING INSTRUCTIONAL RESOURCE

(INDEPENDENT OF McGRAW-HILL) Genre: Informative/Explanatory Topic: Jazz Singer: Ella Fitzgerald You have read two sources on the jazz singer: Ella Fitzgerald. Write an informative essay in which you explain why Ella Fitzgerald is important to the history of jazz. Use information from the sources in your essay. NOTE: For additional Text-Based Writing Resources, please see the Writing Prompt below based on the McGraw-Hill Reading: Genre: Informative/Explanatory Topic: Government You have read three sources about why we need government. Write an informative essay explaining why we need government. Use information from the sources in your essay.

Reading/Writing 2014-2015 Fourth Grade Pacing Guides

Year-At-A-Glance

4th Grade Quarter 3 Weeks Days Date MCGRAW HILL

INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

25-26 8 02/16/15 -

02/27/15

Unit 4 – (Week 4) Reading/Writing Workshop:

Wonders in the Night Sky Anthology Main Selection:

Why Does the Moon Change Shape?

Anthology Paired Selection:

How It Came to Be

Instructional Focus Standards:

Comprehension Mini-Lessons LAFS.4.RI.1.1 Evidence Comprehension Strategy: Ask and

Answer Questions LAFS.4.RI.2.5 Informational Text Comprehension Skill: Text Structure:

Cause & Effect LAFS.4.RI.3.7 Contribution of Information from Multiple Print or Digital Sources Genre: Informative Text: Expository Text LAFS.4.RI.2.4 General Academic & Domain Specific Words and Phrases Vocabulary Strategy: Context Clues

TEXT BASED OPINION WRITING INSTRUCTIONAL RESOURCE

(INDEPENDENT OF McGRAW-HILL) Genre: Opinion Topic: Kids and Sports You have read three sources on kids and sports. Write an essay in which you give you opinion about whether or not schools should require students to get good grades in order to play sports after school. Use information from the sources in your essay. NOTE: For additional Text-Based Writing Resources, please see the Writing Prompt below based on the McGraw-Hill Reading: Genre: Informative Topic: The Sky You have read three sources on what you see in the sky. Write an informative essay explaining what they see in the sky and why you think people from all over the world find objects in the sky fascinating. Use information from the sources in your essay.

27-28 10 03/02/15 -

03/13/15

FSA Preparation Resources for Additional Practice with Test Taking Strategies:

Grade 3-5 FSA Reading, Language, and Listening Training Test Answer Key

Grade 4 Count Down to Common Core End of Year ELA Assessment

Focus on OPEN RESPONSES Procedure:

Understand what the question is asking

Answer based on text evidence

Revise to help students improve the open response items

Provide mini-lessons to target areas of needs in their response

Reading/Writing 2014-2015 Fourth Grade Pacing Guides

Year-At-A-Glance

4th Grade Quarter 3 Weeks Days Date MCGRAW HILL

INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

29

4 03/16/15 -

03/20/15

Unit 4 – (Week 5) Reading/Writing Workshop:

Sing to Me

The Climb Anthology Main Selection:

Swimming to the Rock

The Moondust Footprint Anthology Paired Selection:

Genius

Winner Instructional Focus Standards: Comprehension Mini-Lessons LAFS.4.RL.2.5 Explain Differences of Structural Elements between Story, Drama, or Poem Genre: Poetry: Narrative Poem LAFS.4.RL.1.2 Theme Comprehension Skill: Theme LAFS.4.RL.2.5 Explain Differences of

Structural Elements between Story, Drama, or Poem Literary Elements: Stanza and

Repetition LAFS.4.L.2.3c Consultant Reference Materials Vocabulary Strategy: Connotation and Denotation

TEXT BASED WRITING PROMPT: Genre: Informative Topic: Looking at Success

You have read many sources on different ways to look at success. Write an informative essay explaining how accomplishments or achievements are examples of success. Use the evidence from the sources in your essay.

Reading/Writing 2014-2015 Fifth Grade Pacing Guides

Year-At-A-Glance

5th Grade Quarter 3

Weeks Days Date MCGRAW HILL INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

21-22 9 01/19/15-01/30/15

Unit 4 – (Week 1)

Reading/Writing Workshop:

How Mighty Kate Stopped the Train Literature Anthology:

Davy Crocket Saves the World Paired Text:

How Grandmother Spider Stole the Sun Instructional Focus Standards: Comprehension Mini-Lessons LAFS.5.RL.1.1 Evidence Comprehension Strategy: Visualize LAFS.5.RL.2.6 Author’s Point of View

Comprehension Skill: Point of View LAFS.5.RL.2.4 Figurative Language

Genre: Tall Tales/Legend LAFS.5.L.3.4.c Relationships between

words

Vocabulary Strategy: Synonyms and Antonyms

TEXT BASED WRITING PROMPT: Genre: Opinion Writing Topic: Shared Stories You have read three different tall tales/

legends with legendary heroes that have

been shared throughout the years. Write

an opinion essay in which you state your

opinion as to which legendary hero is the

most realistic/believable due to his/her

characteristics/actions and why the other

heroes from the other two sources are not.

Use evidence from the texts to support

your answer.

23-24

10 2/02/15-2/13/15

Unit 4 – (Week 2)

Reading/Writing Workshop:

Where’s Brownie? Literature Anthology:

A Window Into History: The Mystery of the Cellar Window

Paired Text:

A Second Chance for Chip: The Case of the Curious Canine

Instructional Focus Standards: Comprehension Mini-Lessons LAFS.5.RL.1.1 Evidence Comprehension Strategy: Visualize LAFS.5.RL.2.6 Author’s Point of View

Comprehension Skill: Point of View LAFS.5.RL.2.5 Text Structure

Genre: DRAMA: Mystery LAFS.5.L.3.5.b Idioms, Adages and Proverbs Vocabulary Strategy: Adages and Proverbs

TEXT BASED OPINION WRITING INSTRUCTIONAL RESOURCE

(INDEPENDENT OF McGRAW-HILL) Genre: Opinion Topic: Volunteering: Required or Voluntary?

The passages are about community services. Write an essay in which you give your opinion about whether or not community service should be required for high school graduation. Support your opinion with information from the sources. NOTE: For additional Text-Based Writing Resources, please see the Writing Prompt below based on the McGraw-Hill Reading: Genre: Opinion Writing Topic: Discoveries You have read three different mysteries. Write an opinion essay in which you state your opinion as to which character was the better problem solver compared to the others. Use evidence from the texts in your essay.

Reading/Writing 2014-2015 Fifth Grade Pacing Guides

Year-At-A-Glance

5th Grade Quarter 3

Weeks Days Date MCGRAW HILL INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

25-26 9 2/16/15-2/27/15

Unit 4 – (Week 3) Reading/Writing Workshop:

Frederick Douglass: Freedom’s Voice Literature Anthology:

Rosa Paired Text:

Our Voices, Our Votes Instructional Focus Standards: Comprehension Mini-Lessons

LAFS.5.RI.1.2 Two or more Main Ideas Comprehension Strategy: Summarize LAFS.5.RI.3.8 Explain how an author uses

reasons and evidence to support particular

points in a text, identifying which reasons

and evidence support which point(s).

Comprehension Skill: Author’s Point of View LAFS.5.RI.4.10 Read and comprehend informational text Genre: Biography LAFS.5.L.3.4.b Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word. Vocabulary Strategy: Prefixes and Suffixes

TEXT BASED NFORMATIVE WRITING INSTRUCTIONAL RESOURCE

(INDEPENDENT OF McGRAW-HILL) Genre: Informative Topic: Railroads in America

The sources talked about railroads spanning the country. Write an informative essay in which you explain the purpose of the Transcontinental Railroad, and the challenges the workers face. Use information from the sources in your essay. NOTE: For additional Text-Based Writing Resources, please see the Writing Prompt below based on the McGraw-Hill Reading: Genre: Informative Writing Topic: Take Action You have read three different stories about different people taking action and bringing about positive change. Write an informative essay in which you explain the positive changes those individuals made and how those changes still affect you today. Use evidence from the texts in your essay.

27

5 3/02/15-3/06/15

Unit 4– (Week 5) Reading/Writing Workshop:

How do I Hold the Summer?, Catching a Fly, When I Dance

Literature Anthology:

Words Free as Confetti, Dreams Paired Text:

A Story of How a Wall Stands

Instructional Focus Standards: Comprehension Mini-Lessons LAFS.5.RL.1.2 Theme Comprehension Skill :Theme LAFS.5.RL.2.5 Text Structure Literary Element: Stanza and Meter LAFS.5.RL.2.6 Narrator’s Point of View Genre: Poetry: Lyric and Free Verse LAFS.5.RL.2.4 Figurative Language Vocabulary Strategy: Simile and Metaphor

TEXT BASED WRITING PROMPT: Genre: Informative Writing Topic: Express Yourself You have read several poems about how different people express what’s important to them. Write an informative essay in which you compare how the speakers in the poems express something important to them. Use evidence from the sources to support your answer.

Reading/Writing 2014-2015 Fifth Grade Pacing Guides

Year-At-A-Glance

5th Grade Quarter 3

Weeks Days Date MCGRAW HILL INSTRUCTIONAL READING FOCUS

ACADEMIC WRITING AND ESSENTIAL CONTENT

28-29 9 3/09/15-3/20/15

Unit 5 – (Week 1) Reading/Writing Workshop:

Miguel in the Middle Literature Anthology:

Ida B Paired Text:

A Dusty Ride

Instructional Focus Standards: Comprehension Mini-Lessons LAFS.5.RL.1.1 Evidence Comprehension Strategy: Make Predictions LAFS.5.RL.1.3 Compare and Contrast Comprehension Skill: Character, Setting, Plot: Compare and Contrast LAFS.5.RL.2.6 Narrator’s Point of View Genre: Realistic Fiction LAFS.5.L.3.4.a Context Clues Vocabulary Strategy: Context Clues

TEXT BASED WRITING PROMPT: Genre: Opinion Topic: New Perspectives

The passages are about having new perspectives. Write an essay in which you give your opinion about which character’s perspective was most dramatically changed and what was the effect of that change. Support your opinion with information from the sources.

Test Design Summary and Blueprint: English Language Arts

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Grade 3 English Language Arts Standards Coverage

ELA Reading, Language, Listening (Excluding ELA Writing)

Reporting Category Genre Standard Percentage of

Assessment

Key Ideas and

Details

Literature

LAFS.3.RL.1.1

15-25%

LAFS.3.RL.1.2

LAFS.3.RL.1.3

Informational

LAFS.3.RI.1.1

LAFS.3.RI.1.2

LAFS.3.RI.1.3

Craft and Structure

Literature

LAFS.3.RL.2.4

Also assesses

LAFS.3.RF.3.3 and

LAFS.3.RF.4.4

25-35%

LAFS.3.L.2.3.a

LAFS.3.L.3.4

LAFS.3.L.3.5

LAFS.3.RL.2.5

LAFS.3.RL.2.6

Informational

LAFS.2.RI.2.4

Also assesses

LAFS.3.RF.3.3 and

LAFS.3.RF.4.4

LAFS.3.L.2.3.a

LAFS.3.L.3.4

LAFS.3.L.3.5

LAFS.3.RI.2.5

LAFS.3.RI.2.6

Integration of

Knowledge and

Ideas

Literature

LAFS.3.RL.3.7

20-30%

LAFS.3.SL.1.2*

LAFS.3.SL.1.3*

LAFS.3.RL.3.9

Informational

LAFS.3.RI.3.7

LAFS.3.SL.1.2*

LAFS.3.SL.1.3*

LAFS.3.RI.3.8

LAFS.3.RI.3.9

Language and

Editing

Literature or

Informational

LAFS.3.L1.1 15-25%

LAFS.3.L.1.2 *To be assessed when administered online

Test Design Summary and Blueprint: English Language Arts

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Grade 4 English Language Arts Standards Coverage

ELA Reading, Language, Listening (Excluding ELA Writing)

Reporting Category Genre Standard Percentage of

Assessment

Key Ideas and

Details

Literature

LAFS.4.RL.1.1

15-25%

LAFS.4.RL.1.2

LAFS.4.RL.1.3

Informational

LAFS.4.RI.1.1

LAFS.4.RI.1.2

LAFS.4.RI.1.3

Craft and Structure

Literature

LAFS.4.RL.2.4

Also assesses

LAFS.4.RF.3.3

LAFS.4.RF.4.4

25-35%

LAFS.4.L.3.4

LAFS.4.L.3.5

LAFS.4.RL.2.5

LAFS.4.RL.2.6

Informational

LAFS.4.RI.2.4

Also assesses

LAFS.4.RF.3.3

LAFS.4.RF.4.4

LAFS.4.L.3.4

LAFS.4.L.3.5

LAFS.4.RI.2.5

LAFS.4.RI.2.6

Integration of

Knowledge and

Ideas

Literature

LAFS.4.RL.3.7

Also assesses

LAFS.4.SL.1.2 *

20-30%

LAFS.4.RL.3.9

Informational

LAFS.4.RI.3.7

Also assesses

LAFS.4.SL.1.2* and

LAFS.4.SL.1.3*

LAFS.4.RI.3.8

LAFS.4.RI.3.9

Language and

Editing

Literature or

Informational

LAFS.4.L.1.1 15-25%

LAFS.4.L.1.2

Text-Based Writing Literature or

Informational

LAFS.4.W.1.1 The weighting of the

Writing component

relative to the

Reading, Language,

and Listening

component will be

determined in spring

2015 after analysis of

field test and

operational data.

LAFS.4.W.1.2

LAFS.4.W.2.4

LAFS.4.W.2.5

LAFS.4.W.2.6

LAFS.4.W.3.8

LAFS.4.W.3.9

LAFS.4.L.1.1

LAFS.4.L.1.2

LAFS.4.L.2.3

LAFS.4.L.3.4

LAFS.4.L.3.5

LAFS.4.L.3.6

*To be assessed when administered online

Test Design Summary and Blueprint: English Language Arts

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Grade 5 English Language Arts Standards Coverage

ELA Reading, Language, Listening (Excluding ELA Writing)

Reporting Category Genre Standard Percentage of

Assessment

Key Ideas and

Details

Literature

LAFS.5.RL.1.1

15-25%

LAFS.5.RL.1.2

LAFS.5.RL.1.3

Informational

LAFS.5.RI.1.1

LAFS.5.RI.1.2

LAFS.5.RI.1.3

Craft and Structure

Literature

LAFS.5.RL.2.4

Also assesses

LAFS.5.RF.3.3 and

LAFS.5.RF.4.4

25-35%

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RL.2.5

LAFS.5.RL.2.6

Informational

LAFS.5.RI.2.4

Also assesses

LAFS.5.RF.3.3 and

LAFS.5.RF.4.4

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.RI.2.5

LAFS.5.RI.2.6

Integration of

Knowledge and

Ideas

Literature

LAFS.5.RL.3.7

Also assesses

LAFS.5.SL.1.2

20-30%

LAFS.5.RL.3.9

Informational

LAFS.5.RI.3.7

Also assesses

LAFS.5.SL.1.2

LAFS.5.SL.1.3

LAFS.5.RI.3.8

LAFS.5.RI.3.9

Language and

Editing

Literature or

Informational

LAFS.5.L.1.1 15-25%

LAFS.5.L.1.2

Text-Based Writing Literature or

Informational

LAFS.5.W.1.1 The weighting of the

Writing component

relative to the

Reading, Language,

and Listening

component will be

determined in spring

2015 after analysis of

field test and

operational data.

LAFS.5.W.1.2

LAFS.5.W.2.4

LAFS.5.W.2.5

LAFS.5.W.2.6

LAFS.5.W.3.8

LAFS.5.W.3.9

LAFS.5.L.1.1

LAFS.5.L.1.2

LAFS.5.L.2.3

LAFS.5.L.3.4

LAFS.5.L.3.5

LAFS.5.L.3.6

Test Design Summary and Blueprint: English Language Arts

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Percentage of Points by Depth of Knowledge Level

Grade DOK Level 1 DOK Level 2 DOK Level 3

3–11 10%–20% 60%–80% 10%–20%

Note: The Text-Based Writing component at grades 4-11 is a DOK level 3 task.

Test Length

This table provides the approximate range for the number of items on each test.

Grade/Course Number of Items

3 56–60

4 56–60

5 56–60

6 58–62

7 58–62

8 58–62

9 60–64

10 60–64

11 60–64

Note: Approximately 6–10 items within the Reading, Language, and Listening components listed above are

experimental (field test) items and are included in the ranges above but are not included in students’ scores.

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Sessions and Times

Florida Standards Assessments (FSA) 2015 Administration

FSA English Language Arts (ELA)

The FSA ELA assessment has a Text-Based Writing Component that is administered separately from the rest of the FSA ELA assessment, but it is reported as part of the ELA score. (It is administered earlier to allow time for handscoring.)

FSA ELA (Writing Component Only)

Grade/Subject Administration Time* Number of

Sessions Computer-

Based in 2015

4 90 minutes 1 No

5 90 minutes 1 No

6 90 minutes 1 No

7 90 minutes 1 No

8 90 minutes 1 Yes

9 90 minutes 1 Yes

10 90 minutes 1 Yes

11 90 minutes 1 Yes

*Students may have an additional 30 minutes, if needed.

FSA ELA (Not Including the Writing Component)

Grade/Subject Administration Time Number of Sessions**

Computer-Based in 2015

3 160 minutes 2 No

4 160 minutes 2 No

5 160 minutes 2 Yes

6 170 minutes 2 Yes

7 170 minutes 2 Yes

8 170 minutes 2 Yes

9 180 minutes 2 Yes

10 180 minutes 2 Yes

11 180 minutes 2 Yes

**All sessions are administered over two days.

Test Design Summary and Blueprint: English Language Arts

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Florida Standards Assessments

Technology-Enhanced Item Descriptions

The Florida Standards Assessments (FSA) are composed of test items that include traditional multiple-choice

items, items that require students to type or write a response, and technology-enhanced items (TEI).

Technology-enhanced items are computer-delivered items that require students to interact with test content

to select, construct, and/or support their answers.

Currently, there are eight types of TEIs that may appear on FSA ELA assessments. For Grades 3 and 4 assessments,

which will be paper-based tests in 2014-2015, and for students with an IEP or 504 plan that specifies a paper-based

accommodation, TEIs will be modified or replaced with test items that can be scanned and scored electronically.

The various TEI item types are described below, including the percentage of each computer-based test that

will be composed of TEIs.

For samples of each of the item types described below, see the FSA Training Tests.

Percent of Computer-Based Test that is Composed of Technology-Enhanced Items Grades 5–11 ELA* 25%–50%

* Grades 3 and 4 ELA tests, once computer based, will also be composed of 25%– 50% TEIs.

Technology-Enhanced Item Types for English Language Arts

1. Editing Task Choice - The student clicks a highlighted word or phrase, which reveals a

drop-down menu containing options for correcting an error as well as the highlighted

word or phrase as it is shown in the sentence to indicate that no correction is needed.

The student then selects the correct word or phrase from the drop-down menu. For

paper-based assessments, the item is modified so that it can be scanned and scored

electronically. The student fills in a circle to indicate the correct word or phrase.

2. Editing Task - The student clicks on a highlighted word or phrase that may be incorrect,

which reveals a text box. The directions in the text box direct the student to replace the

highlighted word or phrase with the correct word or phrase. For paper-based

assessments, this item type will be replaced with another item type that assesses the

same standard and can be scanned and scored electronically.

3. Hot Text -

a. Selectable Hot Text - Excerpted sentences from the text are presented in this

item type. When the student hovers over certain words, phrases, or sentences, the

options highlight. This indicates that the text is selectable (“hot”). The student can

then click on an option to select it. These items may have one or two parts. In a

two-part hot text item, Part A might ask the student to make an analysis or an

inference, and Part B might require the student to use the text to support the

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answer in Part A. In other cases, the two parts might function independently. For

paper-based assessments, a “selectable” hot text item is modified so that it can be

scanned and scored electronically. In this version, the student fills in a circle to

indicate a selection.

b. Drag-and-Drop Hot Text - Certain words, phrases, or sentences may be

designated “draggable” in this item type. When the student hovers over these

areas, the text highlights. The student can then click on the option, hold down the

mouse button, and drag it to a graphic organizer or other format. For paper-based

assessments, drag-and-drop hot text items will be replaced with another item type

that assesses the same standard and can be scanned and scored electronically.

4. Open Response - The student uses the keyboard to enter a response into a text field.

These items can usually be answered in a sentence or two. For paper-based assessments,

this item type may be replaced with another item type that assesses the same standard

and can be scanned and scored electronically.

5. Multiselect - The student is directed to select all of the correct answers from among a

number of options. These items are different from multiple-choice items, which allow the

student to select only one correct answer. These items appear in the online and paper-

based assessments.

6. Evidence-Based Selected Response (EBSR) - In this two-part item, the student is

directed to select the correct answers from Part A and Part B. Typically Part A is multiple-

choice, whereas Part B may be either multiple-choice or multiselect. Part A often asks the

student to make an analysis or an inference, and Part B requires the student to use the

text to support the answer in Part A. These items appear in the online and paper-based

assessments.

7. Graphic Response Item Display (GRID) - In a GRID item, the student might select

words, phrases, or images and use the drag-and-drop feature to place them into a graphic

organizer or other format. For paper-based assessments, this item type may be replaced

with another item type that assesses the same standard and can be scanned and scored

electronically.

8. Multimedia - Technology-enhanced content may include multimedia elements such as

audio clips, slideshows, or animations. Multimedia elements may appear within passages

(stimuli) or test items. For paper-based assessments, multimedia content will be replaced

by paper-based items or stimuli that assess the same reporting category.