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STUDENT NAME:__________________________________
STUDENT SCORE: _________________________________
MISSISSIPPI ASSESSMENT PROGRAM (MAP)
ENGLISH LANGUAGE ARTS
PRACTICE TESTLET
GRADE 6
Carey M. Wright, Ed.D., State Superintendent of Education
J.P. Beaudoin, Ed.D., Chief Research and Development Officer
March 2016
A Joint Publication
Division of Research and Development, Office of Student Assessment
Dr. J.P. Beaudoin, Chief Research and Development Officer
Walt Drane, Director of Operations and Test Security
Marion Jones, Director of Support Services
Richard Baliko, NAEP State Coordinator
Sharon Prestridge, Special Populations Coordinator
Vincent Segalini, MAP Program Coordinator
Patrice Williams, MKAS Coordinator
Office of the Chief Academic Officer
Dr. Kim Benton, Chief Academic Officer
Jean Massey, Executive Director, Office of Secondary Education
Nathan Oakley, Executive Director, Office of Elementary Education and Reading
Trudy Cook, Lead Professional Development Coordinator
Victoria Johnson, Office Director ELA
Dr. Kymyona Burk, State Literacy Director
Dana Danis, ELA Professional Development Coordinator
Felicia Jackson-Stewart, ELA Professional Development Coordinator
The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for
the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
basis of race, sex, color, religion, national origin, age, or disability in the provision of
educational programs and services or employment opportunities and benefits. The following
office has been designated to handle inquiries and complaints regarding the non-discrimination
policies of the above-mentioned entities:
Director, Office of Human Resources
Mississippi Department of Education
359 North West Street
Suite 203
Jackson, Mississippi 39201 (601) 359-3511
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
1
Introduction
Purpose
The practice testlet is designed to provide students with an authentic opportunity to
practice items that are aligned to the Mississippi College- and Career-Readiness Standards and
that mirror those that will appear on the ELA MAP assessment. The testlet is also intended to
provide teachers with data to drive classroom instruction and provide direct feedback to students.
It is NOT intended to predict student performance on the operational MAP assessment.
Structure
The ELA testlet is formatted as a true performance task. There is a passage and writing
prompt. The writing prompt was written to measure reading, writing, and language MS CCRS.
Students will read the passage and answer a series of multiple-select items. These multiple-select
items will help the students unpack the text and develop their thinking for the writing task.
Directions
1. Allow students to read the text, complete the multiple-select items, and the writing
task. Teachers should follow the MAP Testing Time Guidance for the writing tasks.
2. Teachers will review student responses to the multiple-select items and score the
writing tasks using the MAP Writing Rubric.
3. Teachers should review the results to determine the needed instructional approach
(reteaching).
4. Teachers can utilize the testlets as teaching tools to help students gain deeper
understanding of the MS CCRS.
5. The writing tasks and the scored responses can be used as models for future student
writing.
6. At the bottom left of each page is an item tag, which will contain the item number,
grade level, suggested DOK level, and the standard aligned to the item.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
2
Mississippian Time Period
ca. 1000 AD to 1550 AD
1 The Mississippian Period, (named for the river), not the state, is
characterized by an increase in population, larger, fortified towns, flat-topped,
pyramidal earthen mounds, large ceremonial centers and more highly stylistic
shell-tempered pottery. Archaeologists believe these Mississippian characteristics
developed out of the site now known as Cahokia, the largest Mississippian site in
North America, located near St. Louis, where the Missouri River meets the
Mississippi. From Cahokia, these characteristics spread in all directions along the
river systems to almost all areas of the Southeast.
2 As populations increased, multi-level societies called chiefdoms replaced
tribal organizations in many areas. With this increase in population, new religious
and social elements developed and new economic changes occurred. People began
to depend more on agriculture particularly corn, beans and squash (known as the
three sisters) even though hunting and gathering remained important.
3 The Mississippian peoples built their towns and ceremonial centers near old
river or stream channels where the best soil for agriculture was found and they had
direct access to water resources, including boat travel. They also began fortifying
their towns and villages with defense structures such as moats and palisades, (large
posts set vertically in the earth with defense towers for archers), in order to protect
their land and resources from other neighboring chiefdoms.
DIRECTIONS
Read the passage. Then read the questions about the passage. Choose the best answer and mark it in
this test book.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
3
4 Perhaps the most well-known characteristic of this time period is the large,
pyramidal earthen mounds, such as Emerald Mound in Adams County. These large
mounds served as temples, mortuaries, chiefs’ houses and other important
buildings (Hudson, 1976). The mounds were built using baskets to carry loads of
dirt to the desired location. The dirt was dumped out, and then stamped down to
pack it in place. The sides of the mounds were usually very steep and an earthen
ramp was added to the mound for easier access to the summit.
5 Not all mounds housed important buildings. The Hollywood site, located in
Tunica County, provides evidence of many low-lying mounds upon which
villagers’ houses stood (Johnson, 1996).
6 In some large ceremonial centers, such as Winterville Mounds north of
Greenville, several mounds surround a central plaza. This plaza was used as a
village commons, playing field or ceremonial area (Hudson, 1976). Plazas could
also be dominated by single, major mounds (McNutt, 1996). These large
Mississippian sites were used for ceremonial purposes, having only the chief and
other higher status families living within them while the majority of the population
lived in large fortified villages outside the ceremonial center. One of the largest
mound centers in North America was at the Carson Site in Coahoma County, once
having up to eighty-nine mounds. Still under investigation, the site had numerous
houses, refuse pits, and stockades surrounding portions of it, along with numerous
burials. All but about six of the larger mounds have been plowed away.
7 Archaeological evidence shows that Mississippian houses were generally
rectangular or square in shape and made with wattle and daub (cane mats and
hardened clay, which functioned much like lathe and plaster on a modern wall).
Cane mats are evidenced by being imprinted on the fired daub found at many
Mississippian sites within the state.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
4
8 The second most common characteristic of this time period is the highly
stylistic shell-tempered pottery. People made a wide variety of pottery using
crushed live shell as a tempering agent. These bowls, bottles, jars, pans and other
vessel types were plain or could be highly decorated. Decorations were created by
punctuation, incising, painting, pinching, and engraving. Bottles, a vessel type
common only to this period, would often be designed to resemble a person, animal
or mythological creature. Archaeologists refer to these as effigy pots.
9 Pottery was used in both everyday life as well as for ceremonial purposes.
Rough coarse pottery, where the shell temper is large and obvious in the vessel,
was probably used every day for storage and cooking. Plain vessels, where the
shell is very small and almost invisible, and highly decorated pottery were likely
used for ceremonial purposes. Many examples of this pottery can be seen at the
Mississippi History Museum in Jackson or the Cottonlandia Museum in
Greenwood. The Winterville Mounds Museum near Greenville, as well as the
Grand Village Museum in Natchez have excellent examples as well.
10 The evidence for the Mississippian Period in Mississippi is centralized
around the Yazoo Basin, from the state line near Memphis down to Vicksburg;
although it does appear in other areas of the state as well. One exception to this is
south Mississippi, where a variant of the Mississippian characteristics occur.
Archaeologists refer to this variant as the Plaquemine Period. Unlike the
Mississippian Period, the Plaquemine Period is not characterized by shell-tempered
pottery. In fact, the most common temper for the pottery was grog, (crushed up
dried clay). In addition, the settlements in this area were small and dispersed.
Plaquemine mound sites tended to be large and are thought to have been used only
as ceremonial centers.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
5
1. Read the following sentence from paragraph 6 and answer the question that
follows.
These large Mississippian sites were used for ceremonial purposes,
having only the chief and other higher status families living within them
while the majority of the population lived in large fortified villages
outside the ceremonial center.
How does this sentence contribute to the reader’s understanding of the
passage?
a. By showing that the major mounds were the most important location in
the ceremonial centers.
b. By describing the family structure of the ceremonial centers.
c. By explaining social levels of the people in the ceremonial centers.
d. By indicating the authority the chief had in the ceremonial centers.
01-GR6-LV2-RI.6.5
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
6
2. This item has two parts. First answer Part A. Then answer Part B.
Part A
What is a central idea of the passage?
a. Characteristics of the Mississippian Time Period can still be seen in
Mississippi today.
b. The Mississippian Time Period influenced the Plaquemine Time Period.
c. The transportation system changed during the Mississippian Time Period.
d. The Mississippian Time Period was not important.
Part B
Which sentence from the passage best supports the correct answer to Part
A?
a. “The Mississippian peoples built their towns and ceremonial centers near
old river or stream channels where the best soil for agriculture was found
and they had direct access to water resources, including boat travel.”
b. “The mounds were built using baskets to carry loads of dirt to the desired
location. The dirt was dumped out, and then stamped down to pack it in
place.”
c. “People began to depend more on agriculture particularly corn, beans and
squash (known as the three sisters) even though hunting and gathering
remained important.”
d. “The evidence of the Mississippian Period in Mississippi is centralized
around the Yazoo Basin, from the state line near Memphis down to
Vicksburg; although it does appear in other areas.”
02-GR6-LV2-RI.6.2, RI.6.1
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
7
3. What does the word earthen mean as it is used in paragraph 4?
a. made from cement
b. made from packed dirt
c. made from plastic
d. made from tree bark
03-GR6-LV2-RI.6.4, L.6.4
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
8
4. Based on the information in the passage, what inference can be made about
why the Mississippian ceremonial centers were located near water?
a. to plan travel
b. to support economic growth
c. to protect from war
d. to connect with other chiefdoms
04-GR6-LV2-RI.6.1
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
9
5. How does the author show that pottery was important during the time
period?
a. by explaining how the pottery was created
b. by describing the different uses for pottery
c. by establishing a timeline for the different types of pottery
d. by giving the location where examples of the pottery can be seen today
05-GR6-LV2-RI.6.3
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
10
6. What detail from the passage best indicates that Mississippi had more than
one time period?
a. Archaeologists found different types of pottery.
b. Archaeologists identified different types of houses.
c. Archaeologists continue to investigate mounds in the state.
d. Archaeologists refer the Plaquemine Period as a variant of the
Mississippian.
06-GR6-LV2-RI.6.3
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
11
7. What was the author’s purpose for writing the passage?
a. to show the importance of the Mississippian Time Period
b. to describe the different mounds created during the Mississippian Time
Period
c. to illustrate the different types of pottery from the Mississippian Time
Period
d. to explain the impact of the Mississippian Time Period on the State of
Mississippi
07-GR6-LV2-RI.6.6
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
12
8. Which detail from the passage supports the claim that decorative pottery
from the Mississippian Time Period is important to the history of
Mississippi?
a. “The Mississippian Period, (named for the river), not the state, is
characterized by an increase in population, larger, fortified towns, flat-
topped, pyramidal earthen mounds, large ceremonial centers and more
highly stylistic shell-tempered pottery”
b. “Perhaps the most well-known characteristic of this time period is the
large, pyramidal earthen mounds, such as Emerald Mound in Adams
County.”
c. “Many examples of this pottery can be seen at the Mississippi History
Museum in Jackson or the Cottonlandia Museum in Greenwood.”
d. “In fact the most common temper for the pottery was grog, (crushed or
dry clay).”
08-GR6-LV2-RI.6.8
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
13
Writing Prompt
9. You have just read the passage Mississippian Time Period ca. 1000 AD to
1550 AD. The Mississippian Time Period was an important time period in
the history of Mississippi. In an essay, write about how the characteristics of
the time period are still important today. Use evidence from the text to
support your response.
Your writing will be scored based on development of idea, organization of
writing, and language conventions of grammar, usage and mechanics.
09-GR6-LV3-RI.6.2-3, W.6.2, L.6.1-3
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
14
En
gli
sh L
an
gu
age
Art
s W
riti
ng R
ub
ric
Per
form
an
ce R
an
ge
Ad
van
ced
P
rofi
cien
t B
asi
c M
inim
al
12
11-9
8-5
4-1
0
Sta
nd
ard
ID
S
tan
da
rd
Sco
re o
f
4 p
oin
ts
3 p
oin
ts
2 p
oin
ts
1 p
oin
t 0
po
ints
W.6
.1-3
D
evel
op
men
t
of
Idea
s
The
wri
tin
g i
s cl
ear,
consi
sten
tly f
ocu
sed
,
and
sho
ws
a co
mp
lete
und
erst
and
ing o
f th
e
giv
en t
ask
. Id
eas
are
full
y d
evel
op
ed b
y
usi
ng l
ogic
al a
nd
convin
cing r
easo
nin
g,
wel
l-cho
sen e
vid
ence
fro
m t
he
text,
and
det
ails
that
are
spec
ific
, re
levant,
and
accu
rate
bas
ed u
po
n
the
tex
t.
The
wri
tin
g i
s
gen
eral
ly c
lear
and
focu
sed
, an
d s
ho
ws
a
gen
eral
und
erst
and
ing o
f th
e
giv
en t
ask
. Id
eas
are
adeq
uat
ely d
evel
op
ed
by u
sin
g l
ogic
al
reas
onin
g,
suff
icie
nt
and
ap
pro
pri
ate
evid
ence
fro
m t
he
text,
and
des
crip
tio
ns
and
det
ails
that
are,
for
the
mo
st p
art,
rele
van
t and
acc
ura
te
bas
ed u
po
n t
he
text.
The
wri
tin
g i
s vague
and
sho
ws
only
par
tial
und
erst
and
ing
of
the
giv
en t
ask.
Idea
s ar
e so
mew
hat
dev
elo
ped
by u
sin
g
som
e re
aso
nin
g a
nd
som
e ev
iden
ce f
rom
the
tex
t an
d
des
crip
tio
ns
and
det
ails
that
may b
e
irre
levan
t, m
ay b
e
mer
ely l
iste
d,
and
may o
r m
ay n
ot
be
fou
nd
in t
he
tex
t.
The
wri
tin
g i
s
uncl
ear,
and
sho
ws
a
lack
of
und
erst
and
ing
of
the
giv
en t
ask.
Idea
s ar
e d
evel
op
ed
wit
h l
imit
ed
reas
onin
g,
litt
le t
o n
o
evid
ence
fro
m t
he
text,
and
des
crip
tio
ns
and
det
ails
that
are
irre
levan
t and
/or
inac
cura
te.
The
wri
tin
g i
s
uncl
ear,
sho
ws
no
und
erst
and
ing o
f th
e
giv
en t
ask
, and
use
s
no
rea
sonin
g w
ith
litt
le t
o n
o e
vid
ence
fro
m t
he
text
and
des
crip
tio
ns
and
det
ails
that
are
irre
levan
t and
/or
inac
cura
te.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
15
Sta
nd
ard
ID
S
tan
da
rd
Sco
re o
f
4 p
oin
ts
3 p
oin
ts
2 p
oin
ts
1 p
oin
t 0
po
ints
W.6
.1-3
W
riti
ng
Org
aniz
atio
n
The
wri
tin
g
dem
onst
rate
s
evid
ence
of
pla
nn
ing
and
a p
urp
ose
ful,
logic
al p
rogre
ssio
n o
f
idea
s th
at a
llo
ws
the
read
er t
o e
asil
y
foll
ow
the
wri
ter’
s
idea
s. W
ord
s,
clau
ses,
and
tran
siti
ons
are
use
d
freq
uen
tly a
nd
effe
cti
vely
to
cla
rify
the
rela
tio
nsh
ips
am
on
g c
laim
s,
reas
ons,
det
ails
,
and
/or
evid
ence
. T
he
wri
tin
g c
onta
ins
an
effe
cti
ve
intr
od
uct
ion
and
co
ncl
usi
on t
hat
contr
ibute
to
cohes
iven
ess
and
clar
ity o
f th
e
resp
onse
.
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wri
tin
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dem
onst
rate
s
evid
ence
of
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n o
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s th
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llo
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ter’
s id
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rds,
clau
ses,
and
tran
siti
ons
are
use
d
effe
cti
vely
to
cla
rify
the
rela
tio
nsh
ips
am
on
g c
laim
s,
reas
ons,
det
ails
,
and
/or
evid
ence
. T
he
wri
tin
g c
onta
ins
an
intr
od
uct
ion a
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on t
hat
contr
ibute
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cohes
iven
ess
of
the
resp
onse
.
The
wri
tin
g
dem
onst
rate
s
evid
ence
of
pla
nn
ing
wit
h s
om
e lo
gic
al
pro
gre
ssio
n o
f id
eas
that
all
ow
s th
e re
ader
to f
oll
ow
the
wri
ter’
s
idea
s. W
ord
s,
clau
ses,
and
tran
siti
ons
are
use
d
som
ew
hat
consi
sten
tly t
o c
lari
fy
the
rela
tio
nsh
ips
am
on
g c
laim
s,
reas
ons,
det
ails
,
and
/or
evid
ence
. T
he
wri
tin
g c
onta
ins
a
bas
ic i
ntr
od
uct
ion
and
co
ncl
usi
on t
hat
contr
ibute
to
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iven
ess
that
may b
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rmu
laic
in
stru
cture
.
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wri
tin
g s
ho
ws
an
atte
mp
t at
pla
nnin
g,
but
the
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gre
ssio
n o
f
idea
s is
no
t al
ways
logic
al,
makin
g i
t
mo
re d
iffi
cult
fo
r th
e
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er t
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ow
the
wri
ter’
s m
essa
ge
or
idea
s. W
ord
s,
clau
ses,
and
tran
siti
ons
are
use
d
spar
ingly
and
som
etim
es
ineff
ecti
vel
y t
o
clar
ify t
he
rela
tio
nsh
ips
am
on
g
clai
ms,
rea
sons,
det
ails
, an
d/o
r
evid
ence
. T
he
wri
tin
g
conta
ins
an
intr
od
uct
ion a
nd
concl
usi
on t
hat
are
inap
pro
pri
ate
and
/or
dis
connec
ted
,
resu
ltin
g i
n a
lac
k o
f
cohes
iven
ess
and
clar
ity.
The
wri
tin
g l
acks
evid
ence
of
pla
nn
ing
(ran
do
m o
rder
) o
r a
pro
gre
ssio
n o
f id
eas,
mak
ing i
t d
iffi
cult
fo
r
the
read
er t
o f
oll
ow
the
wri
ter’
s m
ess
age
or
idea
s. W
ord
s,
clau
ses,
and
tran
siti
ons
are
lack
ing
or
use
d i
nef
fect
ivel
y
to c
lari
fy t
he
rela
tio
nsh
ips
am
on
g
clai
ms,
rea
sons,
det
ails
, an
d/o
r
evid
ence
. T
her
e is
a
lack
of
an
intr
od
uct
ion a
nd
/or
concl
usi
on r
esult
ing
in a
lac
k o
f
cohes
iven
ess
and
clar
ity.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
16
Sta
nd
ard
ID
S
tan
da
rd
Sco
re o
f
4 p
oin
ts
3 p
oin
ts
2 p
oin
ts
1 p
oin
t 0
po
ints
L.6
.1 a
nd 6
.3
Lan
gu
age
Co
nven
tio
ns
of
Gra
mm
ar
and
Usa
ge
The
wri
tin
g
esta
bli
shes
and
mai
nta
ins
tone
app
rop
riat
e to
tas
k,
purp
ose
, an
d
aud
ience
. W
ord
cho
ice
is p
reci
se,
effe
cti
ve,
and
purp
ose
ful.
Sente
nce
s
are
fluent
and
var
ied
in l
ength
and
stru
cture
. T
he
wri
tin
g m
ay
con
tain
a f
ew m
ino
r er
rors
in
gra
mm
ar
an
d u
sag
e,
bu
t th
ey d
o n
ot
inte
rfere
wit
h
mea
nin
g.
The
wri
tin
g m
ainta
ins
a to
ne
inap
pro
pri
ate
to t
ask,
purp
ose
,
and
/or
aud
ience
.
Wo
rd c
ho
ice
is
lim
ited
, cl
ichéd
, an
d
rep
etit
ive.
Sen
tence
s
sho
w l
ittl
e o
r no
var
iety
in l
eng
th a
nd
stru
cture
, an
d s
om
e
may b
e aw
kw
ard
lead
ing t
o a
mo
no
tono
us
read
ing.
Th
e w
riti
ng
ma
y
con
tain
a p
att
ern
of
erro
rs i
n g
ram
ma
r
an
d u
sag
e t
ha
t
occ
asi
on
all
y im
ped
es
mea
nin
g.
The
wri
tin
g f
ails
to
mai
nta
in t
one
app
rop
riat
e to
tas
k,
purp
ose
, an
d
aud
ience
. W
ord
s ar
e
funct
ional
and
sim
ple
and
/or
may b
e
inap
pro
pri
ate
to t
he
task
. T
he
sen
tence
s
may c
onta
in e
rro
rs i
n
const
ruct
ion o
r ar
e
sim
ple
and
lac
k
var
iety
, m
akin
g t
he
essa
y d
iffi
cult
to
read
. T
he
wri
tin
g
ma
y co
nta
in
egre
gio
us
erro
rs i
n
gra
mm
ar
an
d u
sag
e
tha
t im
ped
e
mea
nin
g.
L.6
.2
Lan
gu
age
Co
nven
tio
ns
of
Mec
han
ics
The
wri
tin
g
dem
onst
rate
s a
consi
sten
t co
mm
and
of
the
con
venti
on
s o
f
stan
dar
d E
ng
lish
(punct
uat
ion,
cap
ital
izat
ion,
spel
lin
g).
The
wri
ting
may c
onta
in a
few
min
or
erro
rs i
n
mec
ha
nic
s b
ut
they
do
no
t in
terf
ere
wit
h
mea
nin
g.
The
wri
tin
g
dem
onst
rate
s an
inco
nsi
stent
com
mand
of
the
conventi
on
s o
f
stan
dar
d E
ng
lish
(punct
uat
ion,
cap
ital
izat
ion,
spel
lin
g).
The
wri
ting
may c
onta
in a
pat
tern
of
erro
rs i
n
mec
ha
nic
s th
at
occ
asio
nal
ly i
mp
edes
mea
nin
g.
The
wri
tin
g
dem
onst
rate
s ver
y
lim
ited
co
mm
and
of
the
con
ven
tio
ns
of
stan
dar
d E
ng
lish
(punct
uat
ion,
cap
ital
izat
ion,
spel
lin
g).
The
wri
ting
may c
onta
in
egre
gio
us
erro
rs i
n
mec
ha
nic
s th
at
imp
ede
mea
nin
g.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
17
Answer Key
Item Answer Standard Point Value
1 C RI.6.5 1
2A and 2B A, A RI.6.2 and RI.6.1 2
3 B RI.6.4; L.4 1
4 B RI.6.1 1
5 B RI.6.3 1
6 D RI.6.3 1
7 D RI.6.6 1
8 C RI.6.8 1
9 Answers will vary RI.6.2, RI.6.3, W.6.2,
L.61-3
12
Total Available Points 21
Scoring Rules
Step #1: Items #1 and 3-8 are selected-response items worth 1 point each, for a total of
Points-
Step #2: Item #2 is a 2 point item. Students must answer both parts correctly to receive 2
points. They must answer Part A correctly to receive 1 point.
Step #3: Item #9 is a constructed-response item worth 12 total points (See Writing Rubric).
Step #4: Add the total points earned by the student in steps #1-3.
Step #5: Divide the total points in step #4 by the total available points.
Step #6: Determine if the student earned at least 80% of the total points.
Readability Metric1
Word Count Lexile Level Flesch-Kincaid Level
823 1400 12.4
1 See Mississippi Assessment Program (MAP) Blueprint Interpretive Guide for grade specific guidelines.
MAP TESTLET-ELA-GRADE 6 MISSISSIPPI DEPARTMENT OF EDUCATION©
18