8 english language arts assessments teacher guide 2015

Florida LAFS

20158 English Language Arts Assessments Teacher Guide

NOT FOR RESALE

ISBN 978-1-4957-0476-5©2015—Curriculum Associates, LLC

North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

©Curriculum Associates, LLC 1

For the Teacher 2

Listening Listening Student Directions 4

Listening Passages 5

Completed Answer Forms Assessment 1 7

Assessment 2 8

Answers to Constructed-Response Questions 9

Rubrics for Scoring Text-Based Writing 13

Correlation Charts Florida LAFS Coverage by Ready® Florida 17

Ready® FSA ELA Assessments Answer Key and Correlations 23

Table of Contents


For the Teacher

What is Ready® FSA ELA Assessments?

Ready® FSA English Language Arts Assessments focuses on the Language Arts Florida Standards (LAFS) that may be assessed on the Florida Standards Assessments (FSA). By completing this book, students develop mastery of the grade-level LAFS. To develop this mastery, students respond to a variety of selected-response, constructed-response, and (in Grades 4 through 8) extended-response items.

Ready FSA ELA Assessments was developed to match the scope and depth of the FSA. Although Ready Assessments is print-based—compared to the online FSA—it matches the blueprint, range of item types, and rigor of the FSA. Like the FSA, each Ready FSA ELA Assessment is broken into the following components:

• Reading component (including reading, listening, and language items)

• Writing component (including text-based writing; not administered at Grade 3)

In addition, Ready FSA ELA Assessments includes innovative print-based item types that simulate technology-enhanced items that will appear on the FSA.

How does Ready® FSA ELA Assessments correlate to the LAFS?

Each student book has two assessments, each with between 56 and 62 items that address the following five ELA Reporting Categories (four in Grade 3):

• Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Language and Editing • Text-Based Writing (Grades 4 through 8)

For more detailed information about how each Ready FSA ELA Assessments question correlates with the LAFS Reporting Categories as well as the Language Arts Florida Standards (LAFS), see the Florida LAFS Coverage by Ready Florida (pages 17–22) and the Ready FSA ELA Assessments Answer Key and Correlations (pages 23–26) charts.

Ready Teacher Toolbox

If you subscribe to Ready Teacher Toolbox (http://www.teacher-toolbox.com/), you can project Ready Assessments items in front of the class and review them together. You also have access to Ready Instruction lessons, Tools for Instruction, and Guided Interactive Tutorials.

When should I administer Ready® FSA ELA Assessments?

Use the two assessments throughout the year to benchmark student progress. Alternatively, you can use all or specific items of an assessment as homework or review of specific standards. Use the correlation charts beginning on page 17 to identify standard alignments for items.

How do I introduce my students to Ready® FSA ELA Assessments?

Let students know that this assessment may differ from assessments they’ve taken in the past. Tell students that they will need to respond to different types of items:

• Selected-response, which give a number of possible answers to choose from. Some items may have five or more answers to choose from, and some will have more than one correct answer.

• Constructed response, some of which ask students to write the answer. Others simulate technology-enhanced items by, for example, requiring students to underline or signal correct answers within passages.

• Extended-response, which ask students to write short informative or opinion essays in response to text stimuli.


You may wish to walk students through each item type as a class before administering the assessments.

Provide each student with a test booklet, two sharpened pencils, and an eraser. Have students write their names on the inside front cover of their test booklet. Then have students read the To The Student section, paying particular attention to the tips for answering multiple-choice and multi-select problems.

The Reading component of each assessment should be given in two sessions. Allow 80 minutes for each session. The Writing component (Grades 4 through 8) should be administered in one 90-minute session.

How do I administer audio stimuli within Ready® FSA ELA Assessments?

Within the Reading component of each assessment, students will need to listen to audio pieces and then respond to a series of items about these audio pieces.

Let students know that these portions of the assessment may differ from tests they’ve taken in the past. For example, students will not read all passages. They will listen to some played for the whole class.

Before administering the audio pieces, all students should first complete the rest of the Reading component. (You may want to administer the audio pieces as part of a second testing session.) Once students are ready, read the Listening Student Directions on page 4 of this teacher guide. Please note that you will play audio pieces to the whole class; you can access these pieces at http://teachertoolbox.com/resource.

Where do students record their answers?

Students should record their responses to constructed- and extended-response items in their test booklets. You may wish to provide lined pages to students so that they can plan their responses to the text-based writing task. For selected-response items, you have two options:

• To more closely simulate the online testing experience, you may wish to have students respond to all items in their test booklets rather than using an answer form. If you choose this option, have students fill in the circle(s) for the letter (or letters) of the correct answer choice(s) in their test booklets.

• For ease of scoring, you may wish to have students respond to selected-response items on the answer form provided in the back of each test booklet. If you choose this option, have students carefully tear out their answer form and fill in their personal information.

Remind students that if they change an answer, they should fully erase their first answer.

What is the correction procedure?

Score the selected-response items using either the Answer Key on pages 23–26 or the completed Answer Forms on pages 7 and 8 of this teacher guide. Score the interactive and constructed-response items using the Answers to Constructed-Response Questions on pages 9–12. Score the extended-response items using the Rubrics for Scoring Text-Based Writing on pages 13–16.

Once students have covered a significant portion of the Ready LAFS Instruction program, you may wish to correct the assessment orally after completion. If so, review the answers, explaining concepts that students may not fully understand, and encourage them to discuss the thought process they used to answer the questions.

How should I use the results of Ready® FSA ELA Assessments?

Ready Assessments can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready Assessments Answer Key and Correlations, beginning on page 23, to identify the standard that each problem has been designed to evaluate. For students who answer a problem incorrectly, provide additional instruction and practice through Ready LAFS Instruction. For a list of the LAFS that Ready Assessments assess, see the correlation chart beginning on page 17.

Which factors should I consider in preparing my students for the ELA portion of the FSA?

A student’s attitude toward test-taking can affect performance on tests. Test anxiety often decreases when students experience success with a format and content similar to that which appears on the actual test. Making sure that all students complete Ready FSA ELA Assessments with a feeling of accomplishment is an effective preparation for taking the ELA portion of the FSA.


Listening Student DirectionsTell students that they should stop answering questions after Question 49 (Assessment 1) and Question 48 (Assessment 2) before moving on to the Listening Passage. You may wish to administer the listening portion of the test during the same session, once all students have finished the reading portion. Alternately, you may wish to administer the listening portion as part of a separate session.

After reading the below directions to students, play the audio piece for each form.

Assessment 1 (pp. 57–60)

You will look at a poster and listen to two audio presentations. I will play each presentation twice. Then you will answer six questions about the poster and presentations.

Once everyone is ready, I will play each presentation twice. You may take notes as you listen. Teacher’s Note: You can access these audio pieces in the Teacher Toolbox, at http://teacher-toolbox.com/resource.

After listening to the presentations twice, use the remaining time to answer six questions about them and the poster. Your answers to these questions will be scored.

You may refer back to your notes when you think it would be helpful.

Assessment 2 (pp. 124–127)

You will look at two photographs and listen to an excerpt from a speech. I will play this speech twice. Then you will answer four questions about the photographs and the speech.

Once everyone is ready, I will play the speech twice. You may take notes as you listen. Teacher’s Note: You can access this audio piece in the Teacher Toolbox, at http://teacher-toolbox.com/resource.

After listening to the speech twice, use the remaining time to answer four questions about it and the photographs. Your answers to these questions will be scored.

You may refer back to your notes when you think it would be helpful.

Listening


Listening Passages

Assessment 1

Audio script 1

1 As Martin Luther King Day approaches, civil rights activist Ruby Bridges remembers.

2 “I was one of four six-year-old children—girls—to integrate the public school system

here in New Orleans in 1960. I always say that the lesson I took away was the lesson

that Dr. King tried to teach all of us. And that was that we should never look at a

person and judge them by the color of their skin. That is the lesson I learned in that

classroom at six years old, simply because I crossed a picket line, a mob, every day for

a whole year.”

3 The best way to honor Dr. King is to volunteer in your community. Serve on the

King holiday and throughout the year. Go to MLKDay.gov to learn how to get involved.

That’s MLKDay.gov. This message is brought to you by the Corporation for National and

Community Service.

Audio script 2

1 “He stayed focused. He stayed committed. He took chances. He lived daringly, and

while he died at a young age, he lived a long life in terms of service and witness. He

piled into those 39 years a hundred years or more of service and loving and caring.”

2 He is the Reverend Dr. Martin Luther King Jr. He inspired us in words.

3 “Everybody can be great.”

4 But he led us in deeds.

5 “Because everybody can serve.”

6 To honor him, let’s do the same. Go to MLKDay.gov and find out how to volunteer

on Martin Luther King Day and beyond. That’s MLKDay.gov.


Assessment 2

Address to Congress Requesting a Declaration of War (December 8, 1941)

Franklin D. Roosevelt

1 Mr. Vice President, and Mr. Speaker, and Members of the Senate and House of Representatives:

2 Yesterday, December 7, 1941—a date which will live in infamy—the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

3 The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American Island of Oahu, the Japanese Ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack.

4 It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.

5 The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.

6 Yesterday the Japanese government also launched an attack against Malaya. Last night Japanese forces attacked Hong Kong. Last night Japanese forces attacked Guam. Last night Japanese forces attacked the Philippine Islands. Last night the Japanese attacked Wake Island. And this morning the Japanese attacked Midway Island.

7 Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.

8 As Commander in Chief of the Army and Navy I have directed that all measures be taken for our defense.

9 But always will our whole Nation remember the character of the onslaught against us.


Ready® FSA ELA Assessments, Level 8 Answer Form

Name

Teacher Grade

School City

Assessment 1

1A. ● B C D

1B. A ● C D

2. A ● C D

3. ● B C D

4. ● B C D

5. A ● C D

6. A ● C D

7. A B ● D

8. See page 9.

9. ● B C D

10. See page 9.

11A. A ● C D

11B. ● B C D

12. A ● C D

13. A B ● D

14. A ● C D

15. A B C ●

16A. A ● C D

16B. A B C ● ● F

17. A B C ●

18. A ● C D ●

19. A B ● D

20. A B ● D

21A. ● B C D

21B. A B C ●

22A. A B ● D

22B. A ● C D

23A. A B C ●

23B. A B C D ● ●

24. ● B C D

25. A ● C D

26. A ● C D

27. ● B C D

28. See page 9.

29. A B ● D

30. A B ● D

31A. A B C ●

31B. See page 9.

32. See page 9.

33. A B ● D

34. A B ● D

35. A B ● D

36. A B ● ● ● F

37. A ● C ● E F

38. ● B C D

39. ● B C D

40. ● B C D

41. A B ● D

42. ● B C D

43. A B C ●

44. A ● C D

45. See page 9.

46. A B C ●

47. A B C ●

48. A ● ● D E

49. A B C ●

50. ● B C D

51. ● B C D

52. A B ● D

53. A B C ●

54. ● B C D

55. A B C ●

56. A B ● D

57. A ● C D

58. A ● C D

59. A B C ●

60. A B ● D

61. A B C ●

62. See page 13.


Ready® FSA ELA Assessments, Level 8 Answer Form

Name

Teacher Grade

School City

Assessment 2

1. ● B C D E ● ●

2A. ● B C D

2B. See page 10.

3. ● B C D

4. A B ● D

5. A ● C D

6. See page 10.

7A. ● B C D

7B. See page 10.

8. A B ● D

9. ● B C D

10. See page 10.

11. ● B C D ●

12. A B C ●

13. A ● C D

14. ● B ● D E

15A. A B ● D

15B. A B ● D

16. See page 10.

17. A ● C D

18A. ● B C D

18B. A B C ●

19A. ● B C D

19B. ● B C ● E F

20. See page 11.

21. See page 11.

22. A ● C D

23. A B C D ●

24A. A B C ●

24B. See page 11.

25. A B ● D

26. A ● C D

27. A B ● D

28. A ● C D

29. See page 11.

30A. ● B C D

30B. A B C ● E ●

31. ● B C D

32. A ● C D

33. See page 11.

34. A ● C D

35. See page 11.

36. A B ● D

37A. A B C ●

37B. See page 11.

38. A ● C D

39. A B C ●

40. ● B C D

41. A ● C D E

42. ● B C D

43. A B ● D

44. See page 11.

45. A ● C D

46. A B C ●

47. A B C ●

48. See page 12.

49. A B C ●

50A. A B ● D

50B. See page 12.

51A. ● B C D

51B. See page 12.

52. See page 12.

53. See page 12.

54. See page 12.

55. See page 12.

56. See page 12.

57. See page 12.

58. See page 12.

59. See page 15.


Answers to Constructed-Response Questions: Assessment 1

8. Student book page 11

Contrary to Herodotus’ account that the Amazons paired on a permanent basis with the Scythians, the Amazons never married. They dwelt in northern Asia Minor (modern Turkey), in the area where the Thermodon River spills into the southern Black Sea.

To date, excavations have uncovered no Amazonian (or other) city near the Thermodon and no Amazonian settlement in the other cities connected with the women warriors. For this reason, the tales seem to be simply mythological.

problem and solution

cause and effect

chronology

compare and contrast


Students should underline sentence 1, “To date, excavations have uncovered no Amazonian (or other) city near the Thermodon and no Amazonian settlement in the other cities connected with the women warriors.”


Students should underline paragraph 10, sentence 4 (“It became necessary to invent a machine that could process more digital information in a much shorter time than a human codebreaker was capable of processing”); and

paragraph 12, sentence 3 (“Using it, the Bletchley Park team could complete mathematical calculations that would have taken weeks to do by hand in a matter of hours.”)

31. Part B. Student book page 39

Students circle “astonishing” and “groundbreaking”


Paragraph 1

Paragraph 3

Paragraph 5

idea and examples

opinion and reasons

comparison

problem and solution

cause and effect

chronology


Students should underline the sentence, “So it ever is when the master is absent; for a slave has no conscience when his owner’s eye is not upon him.”



Students should underline “In Iparralde (the northern Basque Country), Basque culture suffered under the stifling French government” (paragraph 6) and “In Hegoalde (the southern Basque Country), the fueros allowed Basques to be involved in the Spanish exploration of the New World, while holding on to their cultural identity” (paragraph 7).


Students should underline “from nothing.”


Students should underline “smallest life forms.”


Possible sentences include the following: “He was already devising the ways he would attack Pasteur’s experiments in a newspaper article the following week” (paragraph 6, sentence 2) and “But not Pouchet” (paragraph 18).


He wanted only to sing, and his voice was so tender to all who heard it that they stopped what they were doing to listen to its passion.

It was not long before stories abounded through the city of the magical powers found within the songs of Tansen.

He pondered deeply and paced the garden until he had worn a dirt path with his feet.

He is worried.

He is talented.

He is gentle.

Answers to Constructed-Response Questions: Assessment 2



Before Industrialization After Industrialization

Worker’s role “create a certain object from start to finish”

“a tiny part of the production process”

Worker’s tasks“gather the wood … cut and shape these materials … assemble them…add any finishing touches.”

“just screw on legs or only apply paint”

Finished product

“a truly one-of-a-kind creation” “Many virtually identical pieces”


The central idea of the passage is that the Arts and Crafts Movement was a a revolt against industrialization, which required little skill from workers. Followers of the Arts and Crafts Movement viewed furniture making as an art form, and each piece was built by a single craftsman.


Students should underline sentence 1 of paragraph 3: “As darkness filled the woods, the moon did not rise, and the hunter was forced to admit that until daybreak he was lost.”


Students should underline sentence 5 of paragraph 4: “Its possession will give you confidence for the future.”


Students should circle paragraph 17.


Story Poem BothC A B


Myth Poem18 Then, all at once, the sound ceased, and a young man, tall and fair and with a face as bright as the morning sun, came down the hillside towards her.19 “Daphne!” he said; but she did not stop to hear. She turned and fled like a frightened deer, back towards the Vale of Tempe.

Why do you follow me?— Any moment I can be Nothing but a laurel-tree. Any moment of the chase 5 I can leave you in my place A pink bough for your embrace. Yet if over hill and hollow Still it is your will to follow, I am off;—to heel, Apollo!


Students should underline “It was so in Nazi Germany.”



Susan Baker is saying that inappropriate lyrics in rock music are a significant problem that deserves public attention. John Denver explains that labeling songs is headed in the direction of a form of censorship, in which a government suppresses people’s rights.


Students should underline “It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago.”


Students should underline “Last night Japanese forces attacked Hong Kong. Last night Japanese forces attacked Guam. Last night Japanese forces attacked the Philippine Islands.”


Students should underline “always” and “onslaught.”

Items 53 through 58 are on student book pages 129 and 130.

53. I found that out one morning when I took a swig of milk straight out of the carton: disgusting!

54. Sometimes I find myself wishing I were a dog.

55. scents

56. subtle

57. An article I read said, “Some people with head injuries—even mild ones—experience a heightened sense of smell.”

58. I would have worn one if I had not been in a hurry.


Rubrics for Scoring Text-Based Writing

Assessment 1 (Argumentative Essay)The following rubric for scoring argumentation essays was devised by the Florida Department of Education for the Florida Standards Assessments in October 2014.

Score

Purpose, Focus, and Organization

(4-point Rubric)Evidence and Elaboration

(4-point Rubric)

Conventions of Standard English

(2-point Rubric begins at score point 2)

4

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear claim and effective organizational structure creating coherence and completeness. The response includes most of the following:• Strongly maintained claim with

little or no loosely related material• Clearly addressed alternate or

opposing claims• Skillful use of a variety of

transitional strategies to clarify the relationships between and among ideas

• Logical progression of ideas from beginning to end with a satisfying introduction and conclusion

• Appropriate style and tone established and maintained

The response provides thorough, convincing, and credible support, citing evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response includes most of the following:• Smoothly integrated, thorough,

and relevant evidence, including precise references to sources

• Effective use of a variety of elaborative techniques to support the claim, demonstrating an understanding of the topic and text

• Clear and effective expression of ideas, using precise language

• Academic and domain-specific vocabulary clearly appropriate for the audience and purpose

• Varied sentence structure, demonstrating language facility

3

The response is adequately sustained and generally focused within the purpose, audience, and task; and it has a clear claim and evident organizational structure with a sense of completeness. The response includes most of the following:• Maintained claim, though some

loosely related material may be present

• Alternate or opposing claims included but may not be completely addressed

• Adequate use of a variety of transitional strategies to clarify the relationships between and among ideas

• Adequate progression of ideas from beginning to end with a sufficient introduction and conclusion

• Appropriate style and tone established

The response provides adequate support, citing evidence for the writer’s claim that includes the use of sources, facts, and details. The response includes most of the following:• Generally integrated and relevant

evidence from sources, though references may be general or imprecise

• Adequate use of some elaborative techniques

• Adequate expression of ideas, employing a mix of precise and general language

• Domain-specific vocabulary generally appropriate for the audience and purpose

• Some variation in sentence structure


Score



(4-point Rubric)

Conventions of Standard English(2-point Rubric)

2

The response is somewhat sustained within the purpose, audience, and task but may include loosely related or extraneous material; and it may have a claim with an inconsistent organizational structure. The response may include the following:• Focused claim but insufficiently

sustained or unclear• Insufficiently addressed alternate or

opposing claims• Inconsistent use of transitional

strategies with little variety• Uneven progression of ideas from

beginning to end with an inadequate introduction or conclusion

The response provides uneven, cursory support/evidence for the writer’s claim that includes partial use of sources, facts, and details. The response may include the following:• Weakly integrated evidence from

sources; erratic or irrelevant references or citations

• Repetitive or ineffective use of elaborative techniques

• Imprecise or simplistic expression of ideas

• Some use of inappropriate domain-specific vocabulary

• Most sentences limited to simple constructions

The response demonstrates an adequate command of basic conventions. The response may include the following:• Some minor errors in usage but no

patterns of errors• Adequate use of punctuation,

capitalization, sentence formation, and spelling

1

The response is related to the topic but may demonstrate little or no awareness of the purpose, audience, and task; and it may have no discernible claim and little or no discernible organizational structure. The response may include the following:• Absent, confusing, or ambiguous

claim• Missing alternate or opposing

claims• Few or no transitional strategies• Frequent extraneous ideas that

impede understanding• Too brief to demonstrate

knowledge of focus or organization

The response provides minimal support/evidence for the writer’s claim, including little if any use of sources, facts, and details. The response may include the following:• Minimal, absent, erroneous, or

irrelevant evidence or citations from the source material

• Expression of ideas that is vague, unclear, or confusing

• Limited and often inappropriate language or domain-specific vocabulary

• Sentences limited to simple constructions

The response demonstrates a partial command of basic conventions. The response may include the following:• Various errors in usage• Inconsistent use of correct

punctuation, capitalization, sentence formation, and spelling

0

The response demonstrates a lack of command of conventions, with frequent and severe errors often obscuring meaning.


Assessment 2 (Explanatory Essay)The following rubric for scoring explanatory essays was devised by the Florida Department of Education for the Florida Standards Assessments in October 2014.

Score



(4-point Rubric)


(2-point Rubric begins at score point 2)

4

The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:• Strongly maintained controlling

idea with little or no loosely related material

• Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas

• Logical progression of ideas from beginning to end with a satisfying introduction and conclusion

• Appropriate style and objective tone established and maintained

The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:• Smoothly integrated, thorough,

and relevant evidence, including precise references to sources

• Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text

• Clear and effective expression of ideas, using precise language

• Academic and domain-specific vocabulary clearly appropriate for the audience and purpose

• Varied sentence structure, demonstrating language facility

3

The response is adequately sustained and generally focused within the purpose, audience, and task; and it has a clear controlling idea and evident organizational structure with a sense of completeness. The response includes most of the following:• Maintained controlling idea,

though some loosely related material may be present

• Adequate use of a variety of transitional strategies to clarify the relationships between and among ideas

• Adequate progression of ideas from beginning to end with a sufficient introduction and conclusion

• Appropriate style and objective tone established

The response provides adequate support, citing evidence for the controlling idea or main idea that includes the use of sources, facts, and details. The response includes most of the following:• Generally integrated and relevant

evidence from sources, though references may be general or imprecise

• Adequate use of some elaborative techniques

• Adequate expression of ideas, employing a mix of precise and general language

• Domain-specific vocabulary generally appropriate for the audience and purpose

• Some variation in sentence structure


Score



(4-point Rubric)

Conventions of Standard English(2-point Rubric)

2

The response is somewhat sustained within the purpose, audience, and task but may include loosely related or extraneous material; and it may have a controlling idea with an inconsistent organizational structure. The response may include the following:• Focused controlling idea but

insufficiently sustained or unclear• Inconsistent use of transitional

strategies with little variety• Uneven progression of ideas from

beginning to end with an inadequate introduction or conclusion

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial use of sources, facts, and details. The response may include the following:• Weakly integrated evidence from

sources; erratic or irrelevant references or citations

• Repetitive or ineffective use of elaborative techniques

• Imprecise or simplistic expression of ideas

• Some use of inappropriate domain-specific vocabulary

• Most sentences limited to simple constructions

The response demonstrates an adequate command of basic conventions. The response may include the following:• Some minor errors in usage but no

patterns of errors• Adequate use of punctuation,

capitalization, sentence formation, and spelling

1

The response is related to the topic but may demonstrate little or no awareness of the purpose, audience, and task; and it may have little or no controlling idea or discernible organizational structure. The response may include the following:• Confusing or ambiguous ideas• Few or no transitional strategies• Frequent extraneous ideas that

impede understanding• Too brief to demonstrate

knowledge of focus or organization

The response provides minimal support/evidence for the controlling idea or main idea, including little if any use of sources, facts, and details. The response may include the following:• Minimal, absent, erroneous, or

irrelevant evidence or citations from the source material

• Expression of ideas that is vague, unclear, or confusing

• Limited and often inappropriate language or domain- specific vocabulary

• Sentences limited to simple constructions

The response demonstrates a partial command of basic conventions. The response may include the following:• Various errors in usage• Inconsistent use of correct

punctuation, capitalization, sentence formation, and spelling

0

The response demonstrates a lack of command of conventions, with frequent and severe errors often obscuring meaning.


Correlation Charts

Language Arts Florida Standards for Grade 8—Reading Standards

Ready® FloridaAssessments Item Number(s) Instruction

Assessment 1 Assessment 2Student

Lesson(s)

Additional Coverage

in Teacher Resource

Book Lesson(s)

Reading Standards for Literature

Key Ideas and Details

8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

15, 16A, 16B, 60 14, 29 6 7–9, 15–18, 21

8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

3, 45, 61 23, 26, 30A, 30B 8, 9 6, 7, 15–18, 21

8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

12, 17, 18, 20 15A, 15B, 24A, 24B, 31, 32 7 6, 8, 9, 16, 18, 21

Craft and Structure

8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

1A, 1B, 2, 21A, 21B, 47 16, 25, 27, 34 15, 16 6–9, 17, 18, 21

8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

5, 46 35 17 9, 21

8.RL.2.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

13 12, 22, 28, 33 18 9

Integration of Knowledge and Ideas

8.RL.3.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

— — Media Feature 2 6–8, 18, 21

Florida LAFS Coverage by Ready® Florida The chart below correlates each Language Arts Florida Standard to the Ready® Assessments item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard.

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Language Arts Florida Standards (LAFS) © 2014. Florida Department of Education.





Lesson(s)

Additional Coverage

in Teacher Resource

Book Lesson(s)

Reading Standards for Literature (continued)


8.RL.3.8 (Not applicable to literature) — — N/A N/A

8.RL.3.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

14, 19, 48, 49 13, 36, 37A, 37B, 38 21 —

Range of Reading and Level of Text Complexity

8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

All Lessons All Lessons All Lessons

Reading Standards for Informational Text

Key Ideas and Details

8.RI.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

28 5, 10 3 1, 2, 4, 5, 10–13, 19, 20

8.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

6, 27, 29, 34 1, 21 1, 2 3–5, 10, 12–14, 19, 20

8.RI.1.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

23A, 23B 19A, 19B 4, 5 1–3, 10–12, 14, 19

Craft and Structure

8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

7, 22A, 22B, 26, 31A, 31B,

37

3, 6, 7A, 7B, 17, 18A, 18B,

4010, 11 1–5, 12–14, 19, 20

8.RI.2.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

8, 11A, 11B, 24, 25, 32 2A, 2B, 20 12 3, 10, 13, 14, 19

8.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

9, 30 4, 11, 39 13, 14 10, 11, 19, 20


8.RI.3.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

50–55 49–52 Media Feature 1 1–5, 10–14, 19, 20





Lesson(s)

Additional Coverage

in Teacher Resource

Book Lesson(s)

Reading Standards for Informational Text (continued)

Integration of Knowledge and Ideas (continued)

8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

10, 33, 35, 36, 38, 40, 41 8, 9, 41–45 19 10

8.RI.3.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

42–44 46–48 20 3

Range of Reading and Level of Text Complexity

8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

All Lessons All Lessons All Lessons

Language Standards


8.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

60, 62 58, 59 — 2–4, 6, 8, 9, 15, 21

8.L.1.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

— — L1–L6 1, 2, 7

8.L.1.1b Form and use verbs in the active and passive voice.

— — L7 11

8.L.1.1c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

— 54 L8 4, 20

8.L.1.1d Recognize and correct inappropriate shifts in verb voice and mood.

— — L9 14

8.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

61, 62 55, 56 L10, L11 3, 12, 15, 16, 18, 20, 21

8.L.1.2a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

56–59 53, 57 L10 15, 16, 18, 21

8.L.1.2b Use an ellipsis to indicate an omission.

— — L11 3, 12, 20

Knowledge of Language

8.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

62 59 — 6

8.L.2.3a Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

— — L12 —





Lesson(s)

Additional Coverage

in Teacher Resource

Book Lesson(s)

Language Standards (continued)

Vocabulary Acquisition and Use

8.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

62 59 L13–16 14, 16, 17

8.L.3.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

1B, 2, 393, 6, 7A, 7B, 16, 17, 18A,

18B, 27L13 1–3, 4–16, 18–21

8.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

22A, 22B — L14 1, 2, 5–7, 11–14, 16, 19, 20

8.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

— — L15, L16 5, 7, 9, 13, 17, 20

8.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

— — — 4, 6, 8–11, 14, 16, 18, 19

8.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

62 59 L17–19 2

8.L.3.5a Interpret figures of speech (e.g. verbal irony, puns) in context.

1A, 4 25, 40 L17 8–10, 17, 18, 20

8.L.3.5b Use the relationship between particular words to better understand each of the words.

— — L18 8, 21

8.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

7, 26, 37, 47 34 L19 15, 18, 21

8.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

62 59 — All Lessons


Additional Coverage of LAFS Standards, Grade 8

Ready® FloridaAssessments Item Number(s) Teacher Resource

Book Lesson(s)Assessment 1 Assessment 2

Writing StandardsText Types and Purposes

8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

62 — 3, 5, 7, 10, 11, 14, 19, 20

8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

— 59 2–5, 12–15, 18

8.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

— — 1, 8, 9, 16, 21

Production and Distribution of Writing

8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

62 59 1, 2, 5, 6, 8, 9, 11, 12, 15, 17–19, 21

8.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

62 59 13

8.W.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

— — 4, 10, 11, 14

Research to Build and Present Knowledge

8.W.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

— — 1, 4–7, 9, 10, 11, 13, 15–19, 21

8.W.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

62 59 2, 3, 5, 8, 9, 12, 13, 15, 16, 20

8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

62 59 All Lessons

Speaking and Listening StandardsComprehension and Collaboration

8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

— — 1–21

8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

53 49 3, 13

8.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

— 50A, 50B 19


Additional Coverage of LAFS Standards, Grade 8

Ready® FloridaAssessments Item Number(s) Teacher Resource

Book Lesson(s)Assessment 1 Assessment 2

Speaking and Listening Standards (continued)Presentation of Knowledge and Ideas

8.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

— — 1–9, 11–21

8.SL.2.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

— — 1, 6, 10, 12, 15, 16, 21

8.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

— — 1, 2, 4, 5, 11–13, 17

Additional Coverage of Reading Standards for Literacy in History/Social Studies and Science and Technical Subjects, Grade 8

Ready Florida LAFS Student Book

Lesson(s)

Reading Standards for Literacy in History/Social StudiesKey Ideas and Details

68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources. 5

68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 1, 2

Craft and Structure

68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 11

68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). 12

68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 13, 14


68.RH.3.8 Distinguish among fact, opinion, and reasoned judgment in a text. 19

Reading Standards for Literacy in Science and Technical SubjectsKey Ideas and Details

68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts. 3

Craft and Structure

68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. 10


Assessment 1

Question Key DOKPrimary Standard

Secondary Standard(s)

Ready® Florida LAFS Instruction

Lesson(s)

1A A 2 8.RL.2.4 8.L.3.5 15, L17

1B B 2 8.RL.2.4 8.L.3.4 15, L13

2 B 2 8.RL.2.4 8.L.3.5 15, L13

3 A 2 8.RL.1.2 — 8

4 A 2 8.RL.8.4 8.L.3.5 15, L17

5 B 3 8.RL.2.5 — 17

6 B 2 8.RI.1.2 — 1

7 C 2 8.RI.2.4 8.L.3.5 10, L19

8 See page 9. 2 8.RI.2.5 — 12

9 A 2 8.RI.2.6 — 13

10 See page 9. 2 8.RI.3.8 — 19

11A B 2 8.RI.2.5 — 12

11B A 2 8.RI.2.5 — 12

12 B 2 8.RL.1.3 — 7

13 C 2 8.RL.2.6 — 18

14 B 3 8.RL.3.9 — 21

15 D 2 8.RL.1.1 — 6

16A B 2 8.RL.1.1 — 6

16B D, E 2 8.RL.1.1 — 6

17 D 2 8.RL.1.3 — 7

18 B, E 3 8.RL.1.3 — 7

19 C 3 8.RL.3.9 — 21

20 C 2 8.RL.1.3 — 7

21A A 2 8.RL.2.4 — 16

21B D 2 8.RL.2.4 — 16

22A C 1 8.RI.2.4 8.L.3.4 10, L14

22B B 2 8.RI.2.4 8.L.3.4 10, L14

23A D 2 8.RI.1.3 — 4

23B E, F 2 8.RI.1.3 — 4

24 A 2 8.RI.2.5 — 12

25 B 2 8.RI.2.5 — 12

26 B 2 8.RI.2.4 8.L.3.5 11, L19

27 A 2 8.RI.1.2 — 1

28 See page 9. 2 8.RI.1.1 — 3

29 C 2 8.RI.1.2 — 2

30 C 2 8.RI.2.6 — 13

Ready® FSA ELA Assessments Answer Key and CorrelationsThe charts below show the answers to multiple-choice and multi-select items in the Ready® FSA ELA Assessments tests, plus the depth-of-knowledge (DOK) index, primary standard, secondary standard(s), and corresponding Ready® Florida LAFS Instruction lesson(s) for every item. Score 1 point for each multiple-choice item and 2 points for each two-part item. For all constructed-response items, see scoring information in Answers to Constructed-Response Questions beginning on page 9. Use this information to adjust lesson plans and focus remediation.


Assessment 1




Lesson(s)

31A D 2 8.RI.2.4 — 11

31B See page 9. 2 8.RI.2.4 — 11

32 See page 9. 3 8.RI.2.5 — 12

33 C 3 8.RI.3.8 — 19

34 C 2 8.RI.1.2 — 1

35 C 2 8.RI.3.8 — 19

36 C, D, E 3 8.RI.3.8 — 19

37 B, D 2 8.RI.2.4 8.L.3.5 11, L19

38 A 2 8.RI.3.8 — 19

39 A 1 8.RI.2.4 8.L.3.4 10, L13

40 A 2 8.RI.3.8 — 19

41 C 2 8.RI.3.8 — 19

42 A 3 8.RI.3.9 — 20

43 D 3 8.RI.3.9 — 20

44 B 3 8.RI.3.9 — 19

45 See page 9. 2 8.RL.1.2 — 8

46 D 2 8.RL.2.5 — 17

47 D 2 8.RL.2.4 8.L.3.5 15, L19

48 B, C 2 8.RL.3.9 — 21

49 D 2 8.RL.3.9 — 21

50 A 2 8.RI.3.7 — MF1

51 A 2 8.RI.3.7 — MF1

52 C 2 8.RI.3.7 — MF1

53 D 2 8.RI.3.7 8.SL.1.2 MF1

54 A 2 8.RI.3.7 — MF1

55 D 2 8.RI.3.7 — MF1

56 C 2 8.L.1.2 — L10

57 B 1 8.L.1.2 — L10

58 B 1 8.L.1.2 — L10

59 D 1 8.L.1.2 — L10

60 C 1 8.L.1.1 — —

61 D 1 8.L.1.2 — —

62 See page 13. 3 8.W.1.1

8.W.2.4, 8.W.2.5, 8.W.3.8, 8.W.3.9, 8.L.1.1, 8.L.1.2, 8.L.2.3, 8.L.3.4, 8.L.3.5, 8.L.3.6

L1–19


Assessment 2




Lesson(s)

1 A, F, G 2 8.RI.1.2 — 2

2A A 2 8.RI.2.5 — 12

2B See page 10. 2 8.RI.2.5 — 12

3 A 2 8.RI.2.4 8.L.3.4 10, L13

4 C 3 8.RI.2.6 — 13

5 B 1 8.RI.1.1 — 3

6 See page 10. 2 8.RI.2.4 8.L.3.4 10, L13

7A A 2 8.RI.2.4 8.L.3.4 10, L13

7B See page 10. 2 8.RI.2.4 8.L.3.4 10, L13

8 C 2 8.RI.3.8 — 19

9 A 2 8.RI.3.8 — 19

10 See page 10. 2 8.RI.1.1 — 3

11 A, E 2 8.RI.2.6 — 13

12 D 2 8.RL.2.6 — 18

13 B 3 8.RL.3.9 — 21

14 A, C 2 8.RL.1.1 — 6

15A C 1 8.RL.1.3 — 7

15B C 1 8.RL.1.3 — 7

16 See page 10. 1 8.RL.2.4 8.L.3.4 16, L13

17 B 2 8.RI.2.4 8.L.3.4 10, L13

18A A 1 8.RI.2.4 8.L.3.4 10, L13

18B D 1 8.RI.2.4 8.L.3.4 10, L13

19A A 2 8.RI.1.3 — 5

19B A, D 2 8.RI.1.3 — 5

20 See page 11. 2 8.RI.2.5 — 12

21 See page 11. 2 8.RI.1.2 — 1

22 B 2 8.RL.2.6 — 18

23 E 2 8.RL.1.2 — 8

24A D 2 8.RL.1.3 — 7

24B See page 11. 2 8.RL.1.3 — 7

25 C 2 8.RL.2.4 8.L.3.5 16, L17

26 B 2 8.RL.1.2 — 9

27 C 2 8.RL.2.4 8.L.3.4 15, L13

28 B 2 8.RL.2.6 — 18

29 See page 11. 2 8.RL.1.1 — 6

30A A 3 8.RL.1.2 — 8

30B D, F 3 8.RL.1.2 — 8

31 A 2 8.RL.1.3 — 7

32 B 2 8.RL.1.3 — 7

33 See page 11. 2 8.RL.2.6 — 18

34 B 2 8.RL.2.4 8.L.3.5 11, L19

35 See page 11. 2 8.RL.2.5 — 17

36 C 3 8.RL.3.9 — 21


Assessment 2




Lesson(s)

37A D 3 8.RL.3.9 — 21

37B See page 11. 3 8.RL.3.9 — 21

38 B 3 8.RL.3.9 — 21

39 D 2 8.RI.2.6 — 14

40 A 2 8.RI.2.4 8.L.3.5 10, L17

41 B 2 8.RI.3.8 — 19

42 A 2 8.RI.3.8 — 19

43 C 2 8.RI.3.8 — 19

44 See page 11. 2 8.RI.3.8 — 19

45 B 2 8.RI.3.8 — 19

46 D 3 8.RI.3.9 — 20

47 D 3 8.RI.3.9 — 20

48 See page 12. 3 8.RI.3.9 — 20

49 D 3 8.RI.3.7 8.SL.1.2 MF1

50A C 2 8.RI.3.7 8.SL.1.3 MF1

50B See page 12. 2 8.RI.3.7 8.SL.1.3 MF1

51A A 2 8.RI.3.7 — MF1

51B See page 12. 2 8.RI.3.7 — MF1

52 See page 12. 2 8.RI.3.7 — MF1

53 See page 12. 1 8.L.1.2 — L10

54 See page 12. 1 8.L.1.1 — L8

55 See page 12. 1 8.L.1.2 — —

56 See page 12. 1 8.L.1.2 — —

57 See page 12. 2 8.L.1.2 — L10

58 See page 12. 2 8.L.1.1 — —

59 See page 15. 3 8.W.1.2

8.W.2.4, 8.W.2.5, 8.W.3.8, 8.W.3.9, 8.L.1.1, 8.L.1.2, 8.L.2.3, 8.L.3.4, 8.L.3.5, 8.L.3.6

L1–19

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