Leadership Development Training Scaled Professional Learning Platform February, 2015

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1 MiamiDade 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

2 Reading/Writing Third Grade Pacing Guides YearAtAGlance 3 rd Grade Quarter 3 Week Days Date MCGRAW HILL 21 & /19/2015 1/30/ & /02/2015 2/13/2015 Unit 3 (Week 5) 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 The Long Road to Oregon Literature Anthology Main Selection: Riding the Rails West Literature Anthology Paired Selection: Discovering Life Long Ago Comprehension MiniLessons: Comprehension Strategy Summarize Comprehension Skill Sequence Genre: Expository Text Expository Text Vocabulary Strategy Suffixes Unit 4 (Week 2) 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 The Impossible Pet Show Literature Anthology Main Selection: The Talented Clementine Literature Anthology Paired Selection: Clementine and the Family Meeting TEXTBASED 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. TEXTBASED 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. Comprehension MiniLessons: Comprehension Strategy Ask and Answer Question Comprehension Skill Point of View Genre Literature Realistic Fiction Vocabulary Strategy Prefixes

3 Reading/Writing Third Grade Pacing Guides YearAtAGlance 3 rd Grade Quarter 3 Week Days Date MCGRAW HILL 25 & /16/2015 2/27/2015 Unit 4 (Week 3) 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 Gray Wolf! Red Fox! Literature Anthology Main Selection: Amazing Wildlife of the Mojave Literature Anthology Paired Selection: Little Half Chick TEXTBASED 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 & /02/2015 3/13/2015 Comprehension MiniLessons: Comprehension Strategy Reread Comprehension Skill Compare and Contrast Genre: Expository Text Expository Text Vocabulary Strategy Sentence Clues FSA Preparation Resources for Additional Practice with Test Taking Strategies: Grade 35 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 minilessons to target areas of needs in their response

4 Reading/Writing Third Grade Pacing Guides YearAtAGlance 3 rd Grade Quarter 3 Week Days Date MCGRAW HILL /16/2015 3/20/2015 Unit 4 (Week 5) 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 Ginger s Fingers & The Giant Literature Anthology Main Selection: The Winningest Woman of the Iditarod Dog Sled Race Literature Anthology Paired Selection: Narcissa TEXTBASED 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. Comprehension MiniLessons: Comprehension Skill Theme Literary Elements Repetition and Rhyme Genre: Poetry Narrative and Free Verse Vocabulary Strategy Metaphors

5 Reading/Writing Fourth Grade Pacing Guides YearAtAGlance 4 th Grade Quarter 3 Weeks Days Date MCGRAW HILL /19/15 01/30/15 Unit 3 (Week 5) 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 Comprehension MiniLessons 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 /02/15 02/13/15 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 Unit 4 (Week 1) A World Without Rules Anthology Main Selection: See How They Run Anthology Paired Selection: The Birth of American Democracy Comprehension MiniLessons 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: Text/ Narrative Nonfiction LAFS.4.RL.2.4b Common Greek & Latin Affixes Vocabulary Strategy: Latin Roots TEXT BASED INFORMATIVE WRITING RESOURCE (INDEPENDENT OF McGRAWHILL) 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 TextBased Writing Resources, please see the Writing Prompt below based on the McGrawHill 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.

6 Reading/Writing Fourth Grade Pacing Guides YearAtAGlance 4 th Grade Quarter 3 Weeks Days Date MCGRAW HILL /16/15 02/27/15 Unit 4 (Week 4) Wonders in the Night Sky Anthology Main Selection: Why Does the Moon Change Shape? Anthology Paired Selection: How It Came to Be Comprehension MiniLessons TEXT BASED OPINION WRITING RESOURCE (INDEPENDENT OF McGRAWHILL) 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. LAFS.4.RI.1.1 Evidence Comprehension Strategy: Ask and Answer Questions LAFS.4.RI.2.5 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 NOTE: For additional TextBased Writing Resources, please see the Writing Prompt below based on the McGrawHill 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 /02/15 03/13/15 FSA Preparation Resources for Additional Practice with Test Taking Strategies: Grade 35 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 minilessons to target areas of needs in their response

7 Reading/Writing Fourth Grade Pacing Guides YearAtAGlance 4 th Grade Quarter 3 Weeks Days Date MCGRAW HILL /16/15 03/20/15 Unit 4 (Week 5) Sing to Me The Climb Anthology Main Selection: Swimming to the Rock The Moondust Footprint Anthology Paired Selection: Genius Winner Comprehension MiniLessons 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.

8 5th Grade Quarter 3 Reading/Writing Fifth Grade Pacing Guides YearAtAGlance Weeks Days Date MCGRAW HILL /19/15 Unit 4 (Week 1) 01/30/15 How Mighty Kate Stopped the Train Literature Anthology: Davy Crocket Saves the World Paired Text: How Grandmother Spider Stole the Sun /02/15 2/13/15 Comprehension MiniLessons 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 Unit 4 (Week 2) 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 Comprehension MiniLessons 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 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. TEXT BASED OPINION WRITING RESOURCE (INDEPENDENT OF McGRAWHILL) 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 TextBased Writing Resources, please see the Writing Prompt below based on the McGrawHill 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.

9 5th Grade Quarter 3 Reading/Writing Fifth Grade Pacing Guides YearAtAGlance Weeks Days Date MCGRAW HILL /16/15 Unit 4 (Week 3) 2/27/15 Frederick Douglass: Freedom s Voice Literature Anthology: Rosa Paired Text: Our Voices, Our Votes Comprehension MiniLessons 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 RESOURCE (INDEPENDENT OF McGRAWHILL) 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 TextBased Writing Resources, please see the Writing Prompt below based on the McGrawHill 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 /02/15 3/06/15 Unit 4 (Week 5) 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 Comprehension MiniLessons 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.

10 5th Grade Quarter 3 Reading/Writing Fifth Grade Pacing Guides YearAtAGlance Weeks Days Date MCGRAW HILL /09/15 Unit 5 (Week 1) 3/20/15 Miguel in the Middle Literature Anthology: Ida B Paired Text: A Dusty Ride Comprehension MiniLessons 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.

11 Test Design Summary and Blueprint: English Language Arts Grade 3 English Language Arts Standards Coverage ELA Reading, Language, Listening (Excluding ELA Writing) Reporting Category Genre Standard Percentage of Assessment LAFS.3.RL.1.1 Literature LAFS.3.RL.1.2 Key Ideas and LAFS.3.RL.1.3 Details LAFS.3.RI % LAFS.3.RI.1.2 LAFS.3.RI.1.3 LAFS.3.RL.2.4 LAFS.3.RF.3.3 and LAFS.3.RF.4.4 Literature LAFS.3.L.2.3.a Craft and Structure LAFS.3.L.3.4 LAFS.3.L.3.5 LAFS.3.RL.2.5 LAFS.3.RL.2.6 LAFS.2.RI.2.4 LAFS.3.RF.3.3 and LAFS.3.RF % 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 Language and Literature or Editing *To be assessed when administered online LAFS.3.RL.3.7 LAFS.3.SL.1.2* LAFS.3.SL.1.3* LAFS.3.RL.3.9 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 LAFS.3.L1.1 LAFS.3.L % 1525% 1 P a g e N o v e m b e r

12 Test Design Summary and Blueprint: English Language Arts Grade 4 English Language Arts Standards Coverage ELA Reading, Language, Listening (Excluding ELA Writing) Reporting Category Genre Standard Percentage of Assessment LAFS.4.RL.1.1 Literature LAFS.4.RL.1.2 Key Ideas and LAFS.4.RL.1.3 Details LAFS.4.RI % LAFS.4.RI.1.2 LAFS.4.RI.1.3 LAFS.4.RL.2.4 LAFS.4.RF.3.3 Literature LAFS.4.RF.4.4 LAFS.4.L.3.4 Craft and Structure LAFS.4.L.3.5 LAFS.4.RL.2.5 LAFS.4.RL.2.6 LAFS.4.RI.2.4 LAFS.4.RF % 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 LAFS.4.RL.3.7 Literature LAFS.4.SL.1.2 * Integration of Knowledge and Ideas Language and Editing TextBased Writing Literature or Literature or *To be assessed when administered online LAFS.4.RL.3.9 LAFS.4.RI.3.7 LAFS.4.SL.1.2* and LAFS.4.SL.1.3* LAFS.4.RI.3.8 LAFS.4.RI.3.9 LAFS.4.L.1.1 LAFS.4.L.1.2 LAFS.4.W.1.1 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 % 1525% 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. 2 P a g e N o v e m b e r

13 Test Design Summary and Blueprint: English Language Arts Grade 5 English Language Arts Standards Coverage ELA Reading, Language, Listening (Excluding ELA Writing) Reporting Category Genre Standard Percentage of Assessment LAFS.5.RL.1.1 Literature LAFS.5.RL.1.2 Key Ideas and LAFS.5.RL.1.3 Details LAFS.5.RI % LAFS.5.RI.1.2 LAFS.5.RI.1.3 LAFS.5.RL.2.4 LAFS.5.RF.3.3 and Literature LAFS.5.RF.4.4 LAFS.5.L.3.4 Craft and Structure LAFS.5.L.3.5 LAFS.5.RL.2.5 LAFS.5.RL.2.6 LAFS.5.RI.2.4 LAFS.5.RF.3.3 and 2535% 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 LAFS.5.RL.3.7 Literature LAFS.5.SL.1.2 Integration of Knowledge and Ideas Language and Editing TextBased Writing Literature or Literature or 3 P a g e N o v e m b e r LAFS.5.RL.3.9 LAFS.5.RI.3.7 LAFS.5.SL.1.2 LAFS.5.SL.1.3 LAFS.5.RI.3.8 LAFS.5.RI.3.9 LAFS.5.L.1.1 LAFS.5.L.1.2 LAFS.5.W.1.1 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 % 1525% 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.

14 Test Design Summary and Blueprint: English Language Arts Percentage of Points by Depth of Knowledge Level Grade DOK Level 1 DOK Level 2 DOK Level % 20% 60% 80% 10% 20% Note: The TextBased Writing component at grades 411 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 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. 9 P a g e N o v e m b e r

15 Test Design Summary and Blueprint: English Language Arts Sessions and Times Florida Standards Assessments (FSA) 2015 Administration FSA English Language Arts (ELA) The FSA ELA assessment has a TextBased 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 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 minutes 1 Yes 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 minutes 2 No minutes 2 No minutes 2 Yes minutes 2 Yes minutes 2 Yes minutes 2 Yes minutes 2 Yes minutes 2 Yes minutes 2 Yes **All sessions are administered over two days. 10 P a g e N o v e m b e r

16 Test Design Summary and Blueprint: English Language Arts Florida Standards Assessments TechnologyEnhanced Item Descriptions The Florida Standards Assessments (FSA) are composed of test items that include traditional multiplechoice items, items that require students to type or write a response, and technologyenhanced items (TEI). Technologyenhanced items are computerdelivered 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 paperbased tests in , and for students with an IEP or 504 plan that specifies a paperbased 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 computerbased test that will be composed of TEIs. For samples of each of the item types described below, see the FSA Training Tests. Percent of ComputerBased Test that is Composed of TechnologyEnhanced Items Grades 5 11 ELA* 25% 50% * Grades 3 and 4 ELA tests, once computer based, will also be composed of 25% 50% TEIs. TechnologyEnhanced Item Types for English Language Arts 1. Editing Task Choice The student clicks a highlighted word or phrase, which reveals a dropdown 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 dropdown menu. For paperbased 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 paperbased 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 twopart 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 11 P a g e N o v e m b e r

17 Test Design Summary and Blueprint: English Language Arts answer in Part A. In other cases, the two parts might function independently. For paperbased 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. DragandDrop 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 paperbased assessments, draganddrop 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 paperbased 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 multiplechoice items, which allow the student to select only one correct answer. These items appear in the online and paperbased assessments. 6. EvidenceBased Selected Response (EBSR) In this twopart item, the student is directed to select the correct answers from Part A and Part B. Typically Part A is multiplechoice, whereas Part B may be either multiplechoice 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 paperbased assessments. 7. Graphic Response Item Display (GRID) In a GRID item, the student might select words, phrases, or images and use the draganddrop feature to place them into a graphic organizer or other format. For paperbased 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 Technologyenhanced content may include multimedia elements such as audio clips, slideshows, or animations. Multimedia elements may appear within passages (stimuli) or test items. For paperbased assessments, multimedia content will be replaced by paperbased items or stimuli that assess the same reporting category. 12 P a g e N o v e m b e r