ohio’s state tests - oh.portal.airast.org · meaning of unknown and multiple-meaning words and...

Ohio’s State Tests

ITEM RELEASE

SPRING 2017

GRADE 5ENGLISH LANGUAGE ARTS

i

Table of Contents

Questions 1 – 8: Content Summary and Answer Key .................................................. ii

Stimulus for Questions 1 – 8 ............................................................................................. 1

Question 1: Question and Scoring Guidelines .............................................................. 5

Question 1: Sample Response ........................................................................................ 7

Question 2: Question and Scoring Guidelines ............................................................. 9

Question 2: Sample Responses ..................................................................................... 13

Question 3: Question and Scoring Guidelines ............................................................ 17



Question 4: Sample Response ...................................................................................... 25









ii

Grade 5 ELA

Spring 2017 Item Release

Content Summary and Answer Key

Question

No.

Item

Type

Content

Strand

Content

Standard Answer

Key Points

1 Multiple

Choice

Key Ideas and

Details

Quote accurately from a text

when explaining what the text

says explicitly and when

drawing inferences from the

text.

C 1 point

2

Multi-

Select

Item

Key Ideas and

Details

Quote accurately from a text

when explaining what the text

says explicitly and when

drawing inferences from the

text.

D, E 1 point

3

Multi-

Select

Item

Key Ideas and

Details

Determine two or more main

ideas of a text and explain how

they are supported by key

details; summarize the text.

C, E 1 point

4 Multiple

Choice

Craft and

Structure

Determine the meaning of

general academic and

domain-specific words and

phrases in a text relevant to a

grade 5 topic or subject area.

A 1 point

5 Multiple

Choice Vocabulary

Determine or clarify the

meaning of unknown and

multiple-meaning words and

phrases based on grade 5

reading and content, choosing

flexibly from a range of

strategies.

C 1 point

iii

Grade 5 ELA


Content Summary and Answer Key

Question

No.

Item

Type

Content

Strand

Content

Standard Answer

Key Points

6 Multiple

Choice

Key Ideas and

Details

Explain the relationships or

interactions between two or

more individuals, events, ideas,

or concepts in a historical,

scientific, or technical text based

on specific information in the

text.

D 1 point

7 Multiple

Choice

Craft and

Structure

Compare and contrast the

overall structure (e.g.,

chronology, comparison,

cause/effect, problem/solution)

of events, ideas, concepts, or

information in two or more texts.

C 1 point

8 Extended

Response Expository

Write informative/explanatory

texts to examine a topic and

convey ideas and information

clearly.

--- 10 points

1

Grade 5

English Language Arts


Stimulus for Questions 1 – 8

2

Stimulus for Questions 1 – 8

3

996

5

Grade 5



Question 1

Question and Scoring Guidelines

6

Question 1

16911

Points Possible: 1

Content Strand: Key Ideas and Details

Content Standard: Quote accurately from a text when explaining

what the text says explicitly and when drawing inferences from the

text.

Student Performance on this Question:

Percent 0 Points Earned: 41.46%

Percent 1 Point Earned: 58.54%

7

Scoring Guidelines

Rationale for Option A: This is incorrect. This sentence refers to an aspect of

early cultures, not a problem with sundials.

Rationale for Option B: This is incorrect. This sentence shows the need of early

cultures for rough diurnal and seasonal timekeeping; sundials were created

when more precise timekeeping was needed.

Rationale for Option C: Key – Paragraph 4 states that sundials weren't perfect

because “[a]t night, or on cloudy days” they couldn't be used.

Rationale for Option D: This is incorrect. This refers to water or burning clocks,

not sundials. Sundials did show elapsed time during sunlight hours.

Sample Response: 1 point

9

Grade 5



Question 2


10

Question 2

16912

Points Possible: 1


Content Standard: Quote accurately from a text when explaining

what the text says explicitly and when drawing inferences from the

text.




11

Scoring Guidelines

Rationale for First Option: This is incorrect. Although this detail might fit with the

idea that clocks were unnecessary, people started to care about time once

cities grew—then, “the old clocks were no longer good enough” because

they were inaccurate, unshared and faulty.

Rationale for Second Option: This is incorrect. Although this detail might fit with

the idea that clocks were not good enough if people needed to keep track of

longer periods of time, people started to care about time once cities grew—

then, “the old clocks were no longer good enough” because they were

inaccurate, unshared and faulty.

Rationale for Third Option: This is incorrect. Although this suggests that the listed

clocks were the ones replacing those that “were no longer good enough”, it is

actually the shadow clocks, candle clocks, oil lamp clocks, incense clocks

and water clocks that “were no longer good enough” because people

“needed to be in the same place at the same time” to travel and trade in

cities.

Rationale for Fourth Option: Key – This detail shows why clocks only worked to

show one type of time telling (the passing of time), which was not helpful for

people who were not in the same place using the same tools.

Rationale for Fifth Option: Key – Once people “needed to be in the same

place at the same time” to travel and trade in cities, old clocks were “no

longer good enough”.

13

Grade 5



Question 2

Sample Responses

14


Notes on Scoring

This response receives full credit (1 point) because Options D

and E correctly explain why old clocks were no longer useful.

15

Sample Response: 0 points

Notes on Scoring

This response receives no credit (0 points). Option D is

correctly identified as an explanation; however, Option B

does not explain why the old clocks were no longer useful. In

order to receive credit for this item, both Options D and E

must be selected.

16


Notes on Scoring

This response receives no credit (0 points). Option E is

correctly identified as an explanation; however, Option A

does not explain why the old clocks were no longer useful. In

order to receive credit for this item, both Options D and E

must be selected.

17

Grade 5



Question 3


18

Question 3

16913

Scoring Guidelines

Rationale for First Option: This is incorrect. This is a supporting detail, and it does

not represent a main idea of the passage.

Rationale for Second Option: This is incorrect. Although this is an interesting

supporting detail, it does not represent a main idea of the passage.

Rationale for Third Option: Key – This sentence points out a main idea of the

last part of the passage.

Rationale for Fourth Option: This is incorrect. This is a supporting detail, and it

does not represent a main idea of the passage.

Rationale for Fifth Option: Key – This sentence points out one of the main ideas

of the passage.

Points Possible: 1


Content Standard: Determine two or more main ideas of a text and

explain how they are supported by key details; summarize the text.




19

Grade 5



Question 3

Sample Responses

20


Notes on Scoring

This response receives full credit (1 point) because both

Options C and E are identified as two of the main ideas of

Passage 1.

21


Notes on Scoring

This response receives no credit (0 points). Option C is

correctly identified as a main idea; however, Option D is a

detail from Passage 1 rather than a main idea. In order to

receive credit for this item, both Options C and E must be

selected as the main ideas of the passage.

22


Notes on Scoring

This response receives no credit (0 points). Option E is

correctly identified as a main idea; however, Option B is a

detail from Passage 1 rather than a main idea. In order to

receive credit for this item, both Options C and E must be

selected as the main ideas of the passage.

23

Grade 5



Question 4


24

Question 4

16914

Points Possible: 1

Content Strand: Craft and Structure

Content Standard: Determine the meaning of general academic

and domain-specific words and phrases in a text relevant to a grade

5 topic or subject area.




25

Scoring Guidelines

Rationale for Option A: Key – This is the meaning of "revolving" intended here.

Rationale for Option B: This is incorrect. While this is a meaning of "revolving", it

is not the meaning intended here.

Rationale for Option C: This is incorrect. While this is indicated by the earth

always being in motion, it does not mean "revolving".

Rationale for Option D: This is incorrect. While this is indicated by the earth

"turning on its axis", it does not mean "revolving".


27

Grade 5



Question 5


28

Question 5

16915

Points Possible: 1

Content Strand: Vocabulary

Content Standard: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 5 reading and

content, choosing flexibly from a range of strategies.




29

Scoring Guidelines

Rationale for Option A: This is incorrect. Although the word “sustain” can mean

“preserve”, in some cases the word “sustain” means “suffer” or “experience”,

which is evident from the context clues in the sentence.

Rationale for Option B: This is incorrect. Although the word “sustain” can mean

“prove”, in some cases the word “sustain” means “suffer” or “experience”,


Rationale for Option C: Key – The word “sustain” means “suffer”, which is

evident from the context clues in the sentence.

Rationale for Option D: This is incorrect. Although the word “sustain” can mean

“support”, in some cases the word “sustain” means “suffer” or “experience”,



31

Grade 5



Question 6


32

Question 6

16916

Points Possible: 1


Content Standard: Explain the relationships or interactions between

two or more individuals, events, ideas, or concepts in a historical,

scientific, or technical text based on specific information in the text.




33

Scoring Guidelines

Rationale for Option A: This is incorrect. Passage 2 mentions the relationship

between the earth revolving and its orbit around the sun, but it does not

discuss marking the seasons with it.

Rationale for Option B: This is incorrect. Passage 2 does not suggest that

sundials were used to determine direction.

Rationale for Option C: This is incorrect. Passage 2 does not explain how the

first clocks were developed.

Rationale for Option D: Key – Passage 2 explains that the first sundials that

were accurate took into account the curvature of the earth when measuring

shadows.


35

Grade 5



Question 7


36

Question 7

16917

Points Possible: 1

Content Strand: Craft and Structure

Content Standard: Compare and contrast the overall structure (e.g.,

chronology, comparison, cause/effect, problem/solution) of events,

ideas, concepts, or information in two or more texts.




37

Scoring Guidelines

Rationale for Option A: This is incorrect. Passage 1 is not structured around an

explanation. Passage 2 does not follow a problem/solution structure.

Rationale for Option B: This is incorrect. Passage 1 describes different methods

but is not structured as comparison/contrast of the methods. Passage 2 is not

structured this way.

Rationale for Option C: Key – Passage 1 discusses time keeping in a rough

chronological fashion. Passage 2 provides steps for estimating time using the

sun.

Rationale for Option D: This is incorrect. Passage 1 introduces a problem, but it

does not structure the passage around problem/solution. Passage 2 does not

follow a cause/effect structure.


39

Grade 5



Question 8


40

Question 8

16918

41

Score Points Earned by Dimension

Score Point(s)

Earned

Purpose, Focus,

and Organization

Evidence and

Elaboration

Conventions of

Standard English

4 1.11% 0.97% N/A

3 11.73% 7.1% N/A

2 49.53% 44.99% 67.22%

1 29.87% 38.66% 27.98%

0 7.76% 8.28% 4.8%

Total Score Points Earned

0 1 2 3 4 5 6 7 8 9 10

4.33% 2.18% 2.56% 16.89% 13.24% 13.65% 34.05% 5.56% 6.39% 0.22% 0.93%

Points Possible: 10

Content Strand: Expository

Content Standard: Write informative/explanatory texts to examine a

topic and convey ideas and information clearly.

42

Scoring Guidelines

45

Grade 5



Question 8

Sample Responses

46


47

Notes on Scoring

Purpose, Focus, and Organization – The response has a sustained purpose (“Even

though earlier humans didn’t have clocks, they could still get a pretty good estimate

of what time it is”). There are clear transitions within paragraphs and across the entire

response. The ideas progress logically. The response shows strong organization and

has a clear introduction and conclusion. The ideas are clear and demonstrate a full

understanding of the purpose and task.

Evidence and Elaboration – The response includes relevant evidence that is skillfully

integrated throughout. The response includes elaboration on the evidence that

extends the information presented. There is a clear expression of ideas through the

use of precise language.

Conventions – The response reflects an adequate understanding of the conventions

of standard English for this grade level.

48


49

Notes on Scoring

Purpose, Focus, and Elaboration – The response is focused on the purpose and task.

There is an adequate organizational structure throughout. Transitions between ideas

are weak. The response includes a retelling of parts of the passages that is irrelevant

to the task presented.

Evidence and Elaboration – The response includes evidence from the passages that

is integrated throughout; however, some of the included evidence is inaccurate in

interpretation. The response includes some elaboration on points made, but some of

this elaboration is irrelevant or imprecise.



50


51

Notes on Scoring

Purpose, Focus, and Organization – The response includes a strong organizational

structure and has an adequately maintained controlling idea. The introduction and

conclusion give the response a sufficient sense of completeness; however, the

response is only partially focused on the task. There is no explanation of what the

issues were with the material used to make early clocks.

Evidence and Elaboration – The evidence is generally integrated into the response.

There is some elaboration; however, it is inaccurate in places. Sentence structure is

varied throughout the response.



52


53

Notes on Scoring

Purpose, Focus, and Organization – The response has a strong controlling idea that is

focused on the purpose. There is an adequate progression of ideas. The response

includes an adequate introduction and conclusion and is generally organized

around a single focus.

Evidence and Elaboration – The response includes evidence that is weakly

integrated throughout. The ideas are expressed adequately; however, there are

inaccuracies in the elaboration of the evidence.



54


Notes on Scoring

Purpose, Focus, and Organization – The response has a partially focused controlling

idea that is somewhat connected to the purpose and task. There is evidence of

loosely connected information. The ideas progress unevenly. The response has an

introduction and a weak conclusion. The response minimally addresses the flaws of

the materials used to create early time pieces.

Evidence and Elaboration – The response includes weakly integrated, minimal

evidence from the passages. There is little elaboration on the points that are

addressed. Some pieces of evidence are inaccurately interpreted.



2 2 2

55


Notes on Scoring

Purpose, Focus, and Organization – The response is partially connected to the

purpose and task. The controlling idea is unclear. There is an uneven progression of

ideas throughout the response. There is evidence of some loosely related material

that reflects a lack of understanding of focus.

Evidence and Elaboration – The response includes some general evidence from the

passages that is connected to the purpose. The ideas are simplistic, and there is little

variation in sentence structure.



2 2 2

56


Notes on Scoring

Purpose, Focus, and Elaboration – The response includes a controlling idea;

however, much of the discussion is loosely related. There is a weak

organizational structure with an inadequate introduction and conclusion. The

response has effective use of transition within and across the full piece.

Evidence and Elaboration – The response includes uneven evidence from the

passages that is weakly integrated. A significant amount of evidence is either

irrelevant or inaccurate.

Conventions – The response reflects an adequate understanding of the

conventions of standard English for this grade level.

2 2 2

57


Notes on Scoring

Purpose, Focus, and Organization – The response is loosely connected to the

topic, but it does not fully address the task. There is little evidence of

organization in this limited response.

Evidence and Elaboration – There is minimal evidence from the passages in

the response. The sentences are simply constructed. The ideas expressed in

the response are vague and confusing.

Conventions – The response reflects an adequate understanding of the

conventions of standard English for this grade level.

1 1 2

58


Notes on Scoring

Purpose, Focus, and Organization - The response shows a limited awareness of

task. It is too brief to show a progression of ideas or evidence of organization.

Evidence and Elaboration – The response includes minimal evidence that is

generalized. Ideas are unclear and sentences are simplistic.

Conventions – The response includes two run-on sentences. There is

inconsistent use of the conventions of standard English expected at this grade

level.

1 1 1

59


Notes on Scoring

Purpose, Focus, and Organization – The response is a bulleted list and does

not demonstrate an understanding of focus. Because it is a bulleted list,

evidence of writing skills is not demonstrated.

Evidence and Elaboration – There is minimal inclusion of information that is

related to the topic, but it is unrelated to the task.

Conventions – The response shows inconsistent use of the conventions of

standard English expected at this grade level.

0 1 1

60


Notes on Scoring

Purpose, Focus, and Organization – The response is too brief to demonstrate

understanding of purpose or task. There is no evidence of organization.

Evidence and Elaboration – No evidence or elaboration is presented relevant

to the task or purpose.

Conventions – The response is too brief to demonstrate an understanding of

the conventions of standard English.

0 0 0

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