# NYSAA Grade 4 Science ItemR 2009

Item Response Group Long:
Scientific Inquiry: Develop Explanations of natural phenomena

Item Response Text:
The student will recognize differences between objects


Item Response Text:
The student will sort objects according to similarities


Item Response Text:
The student will sort objects according to differences


Item Response Text:
The student will sort objects according to similarities and differences


Item Response Text:
The student will recognize similarities and differences between objects


Item Response Group Long:
Scientific Inquiry: Testing proposed explanations

Item Response Text:
The student will identify tools needed in a simple investigation


Item Response Text:
The student will identify materials needed in a simple investigation


Item Response Group Long:
Physical Setting/Earth Science: Interactions among components of air, water and land


Item Response Text:
The student will recognize liquid and solid forms of water


Item Response Text:
The student will identify that material is being added to during deposition


Item Response Text:
The student will identify liquid and solid forms of water


Item Response Text:
The student will identify the wind direction as indicated by a wind vane


Item Response Text:
The student will identify that material is being moved away during erosion


Item Response Text:
The student will recognize that liquid, solid, and gaseous water are interchangeable


Item Response Group Long:
Living Environment: Changes in organisms over time

Item Response Text:
The student will identify the function of basic plant or animal structures (e.g., fins, wings, legs, arms, mouths, noses, eyes, ears, roots, stems, leaves, flowers, seeds, etc.)


Item Response Text:
The student will associate some characteristic features of plants or animals with certain environments (e.g., heavy fur for cold climates, thick stems for dry areas, etc.)


Item Response Text:
The student will make observations about events or objects


Item Response Text:
The student will recognize similarities between objects


Item Response Text:
The student will identify similarities among objects or events


Item Response Text:
The student will identify differences among objects and/or events


Item Response Text:
The student will describe observations of objects and/or events


Item Response Text:
The student will ask questions about objects and/or events they observe


Item Response Text:
The student will recognize scientific tool(s) used in a simple investigation


Item Response Text:
The student will attend to someone conducting a single procedure for a simple exploration (investigation)


Item Response Text:
The student will complete a single procedure of a simple exploration (investigation)


Item Response Text:
The student will recognize the general outcome of the procedure


Item Response Text:
The student will identify the purpose of common tool(s) and/or material(s) needed for a simple investigation


Item Response Text:
The student will complete two procedures of a simple exploration (investigation)


Item Response Text:
The student will recognize the planning steps of a simple exploration (investigation)


Item Response Text:
The student will identify specific results of the investigation


Item Response Text:
The student will sequence the steps of a familiar exploration (investigation)


Item Response Text:
The student will gather common tools and materials that will be needed for a simple investigation


Item Response Text:
The student will plan a simple exploration (investigation)


Item Response Text:
The student will implement the procedures of a simple exploration (investigation)


Item Response Text:
The student will report specific results of a simple investigation


Item Response Text:
The student will distinguish between plants and animals


Item Response Text:
The student will identify basic plant or animal structures (e.g., fins, wings, legs, arms, mouths, noses, eyes, ears, roots, stems, leaves, flowers, seeds, etc.)


Item Response Text:
The student will identify different plants or animals found in different places


Item Response Text:
The student will recognize the environment in which an organism is typically found


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will identify the part that is missing from a specific plant or animal


Item Response Text:
The student will identify that animals or plants have different structures that are essential for growth, reproduction, and/or survival


Item Response Text:
The student will recognize how animals or plants adapt to their environment


Item Response Text:
The student will identify at least one component of the daily weather (e.g. general wind speed or direction, general temperature, precipitation, or cloudiness)


Item Response Text:
The student will identify the appropriate tool(s) for measuring weather conditions (e.g., thermometer, wind vane)


Item Response Text:
The student will recognize that a thermometer indicates how hot or cold something is


Item Response Text:
The student will recognize that a wind vane indicates the direction the wind is blowing


Item Response Text:
The student will identify identify evidence of erosion


Item Response Text:
The student will identify evidence of deposition


Item Response Text:
The student will attend to water being evaporated (i.e. steam from heated water)


Item Response Text:
The student will attend to water being frozen (i.e. ice cube trays with water placed in freezer and removed with ice)


Item Response Text:
The student will recognize that natural events change land


Item Response Text:
The student will describe multiple elements of daily weather (e.g. sunny, cold, and windy)


Item Response Text:
The student will identify the temperature as indicated by a thermometer


Item Response Text:
The student will describe ways that extreme natural events affect the environment


Item Response Text:
The student will identify the gas form of water


Item Response Text:
The student will recognize storms (extreme natural events)


Item Response Text:
The student will recognize liquid or solid forms of water


Item Response Text:
The student will distinguish between various weather conditions (e.g. sunny or cloudy, hot or cold, windy or quiet, rainy or dry)


# NYSAA Grade 5 ELA ItemR 2009

Item Response Group Long:
Reading for Literary Response and Expression

Item Response Text:
The student will attend to or read familiar book(s)


Item Response Text:
The student will recognize literary term(s) (plot, character and/or setting) in literary text(s)


Item Response Text:
The student will recognize plot means the sequence of events or action of a narrative


Item Response Group Long:
Reading for Information and Understanding

Item Response Text:
The student will attend to or read to identify text feature(s) (e.g., titles, page numbers, chapter headings, tables of contents, indexes)


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will locate the school library


Item Response Text:
The student will recognize that  some texts contain factual information


Item Response Text:
The student will recognize that illustration(s) and/or other text feature(s) contain factual information


Item Response Text:
The student will attend to or read to find fact(s) in informational text(s)


Item Response Text:
The student will locate and/or use school library


Item Response Text:
The student will locate organizational text features in informational text(s) (e.g., titles, page numbers, chapter headings, table of contents, indexes, etc.)


Item Response Text:
The student will use text feature(s) such as a caption, map and/or chart to gather information


Item Response Text:
The student will read to collect facts about a topic


Item Response Text:
The student will recognize main idea(s) in informational text(s)


Item Response Text:
The student will recognize the similarities or differences between two topics


Item Response Text:
The student will use the school library resources to find information


Item Response Text:
The student will use the school library to acquire information on two or more related topics


Item Response Text:
The student will locate the public library


Item Response Text:
The student will use text organizational features to locate facts and/or ideas in informational text(s) (e.g., titles, page numbers, chapter headings, tables of contents, indexes, etc.)


Item Response Text:
The student will use multiple text features such as captions, maps, charts, and/or tables, to gather similar information on a topic


Item Response Text:
The student will collect facts and/or ideas from two or more texts about a topic


Item Response Text:
The student will recognize statements of opinion


Item Response Text:
The student will re-state or paraphrase collected facts and/or ideas


Item Response Text:
The student will identify main idea(s) in informational texts


Item Response Text:
The student will compare or contrast facts or ideas pertaining to a single topic


Item Response Text:
The student will relate text to a personal experience


Item Response Text:
The student will recognize explicit motive(s) of character(s)


Item Response Text:
The student will identify the meaning of the term(s) plot, character and/or setting


Item Response Text:
The student will answer questions about plot, character, and/or setting of text(s)


Item Response Text:
The student will select and read literature with fluency


Item Response Group Long:
Listening for Information and Understanding

Item Response Text:
The student will distinguish between main idea(s) and supporting detail(s) in informational text


Item Response Text:
The student will distinguish relevant details from irrelevant details


Item Response Group Long:
Listening for Literary Response and Expression

Item Response Text:
The student will recognize the author's message


Item Response Text:
The student will respond to different genres read aloud


Item Response Text:
The student will discuss different genres read aloud to enhance comprehension and/or appreciation


Item Response Text:
The student will describe literary terms (plot character and/or setting) in literary text(s)


Item Response Text:
The student will demonstrate that plot means the sequence of events or action of a narrative leading to a logical ending


Item Response Text:
The student will identify explicit motive(s) of character(s)


Item Response Text:
The student will identify favorite and/or least favorite part(s) of a story


Item Response Text:
The student will make prediction(s) about the ending of story


Item Response Text:
The student will identify main idea(s) in informational text


Item Response Text:
The student will take notes (main idea) during a listening activity(s)


Item Response Text:
The student will follow two-step verbal directions


Item Response Text:
The student will distinguish between statements of fact and opinion


Item Response Text:
The student will take note(s) of main idea(s) and supporting detail(s) during a listening activity(s)


Item Response Text:
The student will recognize how details are related to main idea(s) and/or each other


Item Response Text:
The student will follow multi-step verbal directions to perform a task or assignment


Item Response Text:
The student will make prediction(s) based on clues in the story


Item Response Text:
The student will relate setting, events, and/or characters to personal experience or the experience of others


Item Response Text:
The student will identify key details about setting, plot and/or characters


Item Response Text:
The student will identify implicit motives of characters


Item Response Text:
The student will identify change(s) in character(s) in a story


Item Response Text:
The student will identify characteristics of texts to differentiate genres


Item Response Text:
The student will follow verbal directions having one step


Item Response Text:
The student will respond to speaker (e.g. yes/no questions, choices, decisions, etc.)


Item Response Text:
The student will identify factual statements that can be proven true or false


Item Response Text:
The student will distinguish between implicit fact and opinion


Item Response Text:
The student will identify essential details when note taking


Item Response Text:
The student will identify how details are related to main ideas and each other


Item Response Text:
The student will attend to literary text(s) read in a small group


Item Response Text:
The student will identify story elements (e.g., character, plot, setting, etc.)


Item Response Text:
The student will recognize rhyme or rhythm in poetry


Item Response Text:
The student will recognize different genres shared in small group discussions


Item Response Text:
The student will recognize simile(s) or personification


Item Response Text:
The student will respond appropriately to unfamiliar story(s) and/or poem(s) to show comprehension


Item Response Text:
The student will identify the author's message


Item Response Text:
The student will identify use of rhyme and/or rhythm in poetry


Item Response Text:
The student will identify similes and personification


Item Response Text:
The student will respond to different genres and authors' works read aloud


Item Response Text:
The student will take part in small group and/or classroom literary discussions to explore details related to the author's purpose or message


Item Response Text:
The student will recognize that the author's message may be implied or explicit


Item Response Text:
The student will recognize the use of literary devices (e.g., rhyme, rhythm, personification, simile, etc.) to enhance appreciation of literature


# NYSAA Grade 5 Social Studies ItemR 2009

Item Response Group Long:
Civics, Citizenship and Government: Local, State & National Government

Item Response Text:
The student will identify why the right to elect political leaders is essential in a democracy


Item Response Text:
The student will recognize the roles/powers of the three branches of government


Item Response Text:
The student will explain the importance of obeying classroom/school rules and/or governmental laws


Item Response Group Long:
US and NYS History: Industrial Growth & Expansion in NYS

Item Response Text:
The student will describe the importance of Ellis Island to immigration


Item Response Text:
The student will investigate how advances in transportation or communication and the effects of industrialization led to the growth of New York State's cities in the 19th century


Item Response Text:
The student will examine the significance of the Erie Canal to New York State's 19th century economy


Item Response Text:
The student will describe a group that immigrated to New York State and the group's contribution(s) to the state


Item Response Text:
The student will examine factory working conditions in New York State


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Group Long:
US and NYS History: Colonial Life and Revolutionary War in NYS

Item Response Text:
The student will identify New York as his/her state of residence


Item Response Text:
The student will locate on a New York map where he/she lives


Item Response Text:
The student will recognize pictures or objects that show colonial life in New York


Item Response Text:
The student will identify at least one difference between colonial life and ways of life today


Item Response Text:
The student will explore the lifestyles, cultural environment and/or needs/wants of people during the colonial and/or Revolutionary period


Item Response Text:
The student will locate his/her community of residence on a New York map


Item Response Text:
The student will identify reasons why Europeans came to New York long ago


Item Response Text:
The student will identify where the Dutch or English settled in New York State


Item Response Text:
The student will compare one aspect of colonial life to life today, e.g., school, transportation, shelter


Item Response Text:
The student will identify at least one important event that occurred in New York during the American Revolution


Item Response Text:
The student will name and locate his/her community of residence on a New York map


Item Response Text:
The student will describe reasons why Europeans came to New York long ago


Item Response Text:
The student will describe cultural features of the European colonists who settled New York State (e.g., jobs, religion, shelter, family life)


Item Response Text:
The student will compare colonial cultural features to those of today


Item Response Text:
The student will recognize that New York State's location and/or New York leaders played an important role in the American Revolution


Item Response Text:
The student will explore the significance of at least one American Revolutionary War leader and/or battle


Item Response Text:
The student will identify modern means of transportation and/or communication, e.g., cars, airplanes, bus, wheelchair, telephones, television, computers


Item Response Text:
The student will identify means of transportation or communication in 18th or 19th century New York State, e.g., horses, carriages, walking, telegraph, telephone, letters, newspapers


Item Response Text:
The student will compare modern and former means of transportation and/or communication


Item Response Text:
The student will locate the route of the Erie Canal on a map


Item Response Text:
The student will locate cities in New York on a map in relation to the Erie Canal


Item Response Text:
The student will recognize immigrant groups that came to New York State in the 19th century


Item Response Text:
The student will explore daily life in 19th century New York State with special attention to jobs, means of transportation, or communication


Item Response Text:
The student will identify reasons why immigrants came to New York State in the 19th century


Item Response Text:
The student will describe the contributions immigrants made to New York State


Item Response Text:
The student will explore how New York State's location, natural features, or transportation systems contributed to the growth of its cities


Item Response Text:
The student will describe the importance of the Erie Canal


Item Response Text:
The student will describe what life was like for immigrant groups that came to live in New York State


Item Response Text:
The student will identify reasons New York State enacted compulsory education laws in the 19th century


Item Response Group Long:
Civics, Citizenship and Government: Government of World Communities

Item Response Text:
The student will identify one major U.S. holiday, e.g., Thanksgiving, Martin Luther King, Jr. Day, Presidents' Day, etc.


Item Response Text:
The student will compare school rules to governmental laws


Item Response Text:
The student will recognize that all nations have organized governments


Item Response Text:
The student will explain why governments pass laws


Item Response Text:
The student will describe services citizens receive from their government, e.g., schools, public libraries, police and fire protection, public transportation, road construction, national defense, etc.


Item Response Text:
The student will recognize examples of inappropriate behaviors, e.g., fighting, stealing, lying, etc.


Item Response Text:
The student will recognize examples of appropriate behaviors, e.g., honesty, cooperation, respect for others, etc.


Item Response Text:
The student will recognize that voting or volunteering are duties of a citizen


Item Response Text:
The student will recognize The Pledge of Allegiance or The Star Spangled Banner


Item Response Text:
The student will identify the importance of obeying classroom or school rules and/or governmental laws


Item Response Text:
The student will match leaders/roles to each level of state and/or national government


Item Response Text:
The student will recognize one purpose written constitutions have in New York State and/or United States governmental organization


Item Response Text:
The student will identify the Pledge of Allegiance or The Star Spangled Banner as patriotic United States symbols


Item Response Text:
The student will recognize the three branches of government


Item Response Text:
The student will identify how individuals can participate in government


Item Response Text:
The student will identify and/or use terms related to government, e.g., citizen, state, vote, branch of government, representation, tax, etc.


Item Response Text:
The student will identify one major holiday celebrated in communities around the world


Item Response Text:
The student will recognize a reason why a national holiday is celebrated


Item Response Text:
The student will recognize an activity that might take place on the national holiday


Item Response Text:
The student will recognize one important symbol of a community around the world, e.g., Great Wall of China, Eiffel Tower, national flags, etc.


Item Response Text:
The student will identify at least two national holidays celebrated in communities around the world


Item Response Text:
The student will identify reasons why national holidays are celebrated in communities around the world


Item Response Text:
The student will identify activities that take place on national holidays


Item Response Text:
The student will identify national holidays or symbols associated with a foreign country


Item Response Text:
The student will list and describe the importance of school and classroom rules


Item Response Text:
The student will identify the similar purposes of school rules and government laws


Item Response Text:
The student will recognize at least one difference between school rules and government laws


Item Response Text:
The student will identify national holidays and symbols in communities around the world


Item Response Text:
The student will describe the origins/reasons national holidays or symbols were established


Item Response Text:
The student will explain what or how a national symbol represents a community around the world


Item Response Text:
The student will compare holidays and/or symbols associated with a foreign country to American holidays and/or symbols


Item Response Text:
The student will identify similarities and/or differences between school rules and laws enacted by governments


Item Response Text:
The student will describe the rights and responsibilities of citizens living in a democratic society


Item Response Text:
The student will identify the significance of The Declaration of Independence and the United States Constitution


Item Response Text:
The student will explain that the Pledge of Allegiance and/or The Star Spangled Banner are examples of American democratic ideals and principles


Item Response Text:
The student will identify their personal location in the classroom, school, home, community, county, or state


Item Response Text:
The student will identify on a map or model their classroom, school, home, community, county or state


Item Response Text:
The student will examine the role of child labor in the 19th century


Item Response Text:
The student will recognize that all communities (school, local, national, and world) need rules and laws


Item Response Text:
The student will recognize the importance of obeying laws


# NYSAA Grade 6 ELA ItemR 2009

Item Response Group Long:
Reading for Information and Understanding

Item Response Text:
The student will attend to or read to collect fact(s) about a topic


Item Response Text:
The student will attend to or read to recognize main idea(s) in informational text(s)


Item Response Text:
The student will attend to or read to recognize the similarities or differences between two topics


Item Response Text:
The student will use the school library resources to find information


Item Response Text:
The student will use the school library to acquire information on two or more related topics


Item Response Text:
The student will use text organizational feature(s) to locate facts and/or ideas in informational text(s) (e.g., titles, page numbers, chapters headings, table of contents, indexes)


Item Response Group Long:
Reading for Literary Response and Expression

Item Response Text:
The student will make prediction(s) or draw conclusion(s) about a character or plot based on specific details in story(s)


Item Response Text:
The student will recognize the same story can be told in different genre


Item Response Text:
The student will identify the author's message


Item Response Text:
The student will locate a book in a school library


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will select an informational text on a specific topic


Item Response Text:
The student will use text feature(s) such as a title, subtitle, caption, and/or chart to gather information


Item Response Text:
The student will use text feature(s) such as captions, charts, tables, and/or maps to gather information


Item Response Text:
The student will read to collect facts and/or ideas about a topic


Item Response Text:
The student will compare or contrast facts or ideas pertaining to a single topic


Item Response Text:
The student will locate and use the school library or public library to acquire information


Item Response Text:
The student will read to collect facts and/or ideas from two or more texts about a chosen topic


Item Response Text:
The student will identify the main idea and/or supporting details in informational text(s)


Item Response Text:
The student will relate facts and/or ideas to chosen topic


Item Response Text:
The student will distinguish facts from opinions


Item Response Text:
The student will compare and/or contrast two comparable subjects


Item Response Text:
The student will use facts to support a main idea


Item Response Text:
The student will draw conclusion(s) based on explicit information about a topic


Item Response Text:
The student will select and attend to or read literature


Item Response Text:
The student will recognize literary terms (e.g., plot, character, setting, etc.) in literary text(s)


Item Response Text:
The student will recognize plot means the sequence of events or action of a narrative leading to a logical ending


Item Response Text:
The student will relate text to a personal experience


Item Response Text:
The student will recognize explicit motive(s) of character(s)


Item Response Text:
The student will recognize that character(s) change in a story


Item Response Text:
The student will identify favorites and/or least favorite story(s)


Item Response Text:
The student will make prediction(s) based on clues in a story


Item Response Text:
The student will recognize statements of opinion


Item Response Text:
The student will re-state or paraphrase collected facts and/or ideas


Item Response Text:
The student will identify main ideas in informational texts


Item Response Text:
The student will distinguish prose from poetry


Item Response Text:
The student will recognize poetic element(s) (e.g., rhyme patterns, rhythm, and/or repetition, etc.)


Item Response Text:
The student will identify favorite and/or least favorite part(s) of a story


Item Response Text:
The student will relate setting, events, and/or a character to personal experience or the experience of others


Item Response Text:
The student will identify key details about plot, character(s) and/or setting


Item Response Text:
The student will identify implicit motive(s) of character(s)


Item Response Text:
The student will identify change(s) in character(s) in a story


Item Response Text:
The student will identify characteristics of texts to differentiate genres


Item Response Text:
The student will explain what happens in a story in sequence (plot)


Item Response Text:
The student will provide details about events (plot): who, what, where, when, and/or how


Item Response Group Long:
Writing for Literary Response and Expression

Item Response Text:
The student will recognize details of setting in story(s)


Item Response Text:
The student will compose response to explicit questions about story(s) using related vocabulary


Item Response Text:
The student will recognize writing style(s) of various author(s)


Item Response Text:
The student will compose original story(s) with well developed or defined plot, character(s), and/or setting


Item Response Text:
The student will identify a change in character(s) and/or their personality(s) reflected in their actions and/or words


Item Response Text:
The student will explain author's message using details from the story


Item Response Text:
The student will identify details in a story or poem that appeal to the senses


Item Response Group Long:
Writing for Information and Understanding

Item Response Text:
The student will identify main idea(s) in informational text for note-taking


Item Response Text:
The student will separate main idea(s) from detail(s)


Item Response Text:
The student will summarize informational text in his/her own words


Item Response Text:
The student will arrange events in logical sequence using time-ordered words (e.g., first, next, last, etc.)


Item Response Text:
The student will create picture(s), symbol(s), object(s), etc. to communicate information


Item Response Text:
The student will identify the main idea in text(s) with multiple paragraphs


Item Response Text:
The student will identify detail(s) and/or example(s) in text


Item Response Text:
The student will recognize a relationship between the facts and/or ideas (e.g., importance, cause and effect, support, opposition, etc)


Item Response Text:
The student will identify relevant and/or irrelevant ideas or facts related to the main idea


Item Response Text:
The student will compose a general statement about comparison or contrast


Item Response Text:
The student will organize details in appropriate order based on their relationship to the main idea (e.g. chronological, order of importance, etc.)


Item Response Text:
The student will use the writing process in composing text (e.g., prewriting, drafting, revising, proofreading, and revising)


Item Response Text:
The student will take notes, using a note-taking process, to record data, facts, and/or ideas


Item Response Text:
The student will recognize relationships between data, facts, and/or ideas to organize notes


Item Response Text:
The student will distinguish relevant from irrelevant ideas or facts


Item Response Text:
The student will organize the main idea and supporting details or examples in an appropriate organizational format


Item Response Text:
The student will compose the answers to literal questions about explicit text (who, what, where, when, and/or how) in an appropriate organizational format


Item Response Text:
The student will compare and/or contrast facts and/or ideas


Item Response Text:
The student will compose a conclusory sentence about a comparison or contrast


Item Response Text:
The student will compose story(s) using personal experience(s)


Item Response Text:
The student will begin to use the writing process initial steps of prewriting and drafting or using a graphic organizer


Item Response Text:
The student will compose response to literary questions about plot, character, and/or setting


Item Response Text:
The student will identify characteristic(s) of writing style in favorite story(s)


Item Response Text:
The student will create picture(s), symbol(s), object(s), etc. to communicate a story


Item Response Text:
The student will compose story(s) with original plot and/or character(s) with some development


Item Response Text:
The student will use the writing process in composing text(e.g., prewriting, drafting, revising, proofreading, and revising)


Item Response Text:
The student will identify details in stories that develop plot (problem/conflict) and/or the character(s) (relationships, motivation)


Item Response Text:
The student will write responses to story(s) using the writing process


Item Response Text:
The student will demonstrate an understanding of plot and/or character by using story element vocabulary


Item Response Text:
The student will use the writing process to develop clear, concise, and/or varied sentences


Item Response Text:
The student will begin to develop a personal writing style


# NYSAA Grade 7 ELA ItemR 2009

Item Response Group Long:
Reading for Information and Understanding

Item Response Text:
The student will use facts to support a main idea


Item Response Text:
The student will locate and/or use the school library resources to find information


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will use the school library to acquire information on two or more related topics


Item Response Text:
The student will locate organizational text feature(s) in original format(s) (e.g., titles, page numbers, chapter headings, table of contents, indexes, etc.)


Item Response Text:
The student will use text feature(s) such as a caption, chart, table, and/or map to gather information


Item Response Text:
The student will attend to or read to collect fact(s) and/or idea(s) about a topic


Item Response Text:
The student will recognize statements of opinion


Item Response Text:
The student will re-state or paraphrase collected fact(s) and/or idea(s)


Item Response Text:
The student will identify main idea(s) in informational text(s)


Item Response Text:
The student will compare or contrast facts or ideas pertaining to a single topic


Item Response Text:
The student will locate and use the school library or public library to acquire information


Item Response Text:
The student will attend to or read at least two informational texts to collect facts and/or ideas about a chosen topic


Item Response Text:
The student will identify the main idea and/or supporting details in informational text(s)


Item Response Text:
The student will relate facts and/or ideas to chosen topic


Item Response Text:
The student will distinguish facts from opinions


Item Response Text:
The student will compare and/or contrast two comparable subjects


Item Response Text:
The student will draw conclusion(s) based on explicit information about a topic


Item Response Text:
The student will use the school library and/or public library resources to acquire information


Item Response Text:
The student will read attend to or read three or more informational texts to collect facts and/or ideas about a single topic


Item Response Text:
The student will distinguish the relevant from the irrelevant facts and/or ideas


Item Response Text:
The student will distinguish similar and/or dissimilar information from a variety of sources about the same topic


Item Response Text:
The student will recognize information that is implied


Item Response Group Long:
Reading for Literary Response and Expression

Item Response Text:
The student will make prediction(s) based on clues in a story


Item Response Text:
The student will identify favorite and/or least favorite part(s) of a story


Item Response Text:
The student will relate setting, event(s), and/or character(s) to personal experience or the experience of others


Item Response Text:
The student will recognize key details about setting, plot, and/or character(s) in a literary story


Item Response Text:
The student will recognize characters in multiple literary stories


Item Response Group Long:
Listening for Information and Understanding

Item Response Text:
The student will draw conclusion(s) on the basis of explicit information and relationships within the information presented during a listening activity(s)


Item Response Text:
The student will identify essential detail(s) when note-taking


Item Response Group Long:
Listening for Literary Response and Expression

Item Response Text:
The student will attend to different genres that are read aloud


Item Response Text:
The student will recognize rhyme and/or rhythm in poetry


Item Response Text:
The student will identify story elements (e.g., character, plot, setting, etc.)


Item Response Text:
The student will take part in small group and/or classroom literary discussions to identify the author's purpose or message


Item Response Text:
The student will identify change(s) in character(s) in a story


Item Response Text:
The student will recognize the author's message


Item Response Text:
The student will attend to or read different genres of literary stories


Item Response Text:
The student will tell what happens in a story in sequence (plot)


Item Response Text:
The student will provide details about events (plot): who, what, where, when, and/or how


Item Response Text:
The student will identify a change in character(s) and/or their personality(s) reflected in their actions and/or words


Item Response Text:
The student will identify implicit motive(s) of character(s)


Item Response Text:
The student will make prediction(s) or draw conclusion(s) about character(s) or plot based on specific details in story(s)


Item Response Text:
The student will recognize the same story can be told in different genres


Item Response Text:
The student will explain author's message using details from the story


Item Response Text:
The student will distinguish prose from poetry


Item Response Text:
The student will recognize poetic element(s) (e.g., rhyme patterns, rhythm, and/or repetition, etc.)


Item Response Text:
The student will identify details in a story or poem that appeal to the senses


Item Response Text:
The student will identify cause(s) of event(s) in story(s)


Item Response Text:
The student will identify character's motivation


Item Response Text:
The student will explain how setting affects the events or characters in a story


Item Response Text:
The student will show how one character is similar to or different from another character in the story in actions or words


Item Response Text:
The student will compare two versions of the same story: in written text and/or in some other form (e.g., film, cartoon, song, play, etc.)


Item Response Text:
The student will read poetry using rhyme, rhythm and/or repetition to enhance understanding


Item Response Text:
The student will recognize a simile (comparisons using like or as) in story(s) and/or poetry


Item Response Text:
The student will recognize a metaphor (comparisons, without using like or as, of two things that are basically different but have one similarity) in story(s) and/or poetry


Item Response Text:
The student will listen to and follow one-step  directions to perform a task or assignment


Item Response Text:
The student will respond to speaker (e.g. yes/no questions, choice decisions, etc.)


Item Response Text:
The student will distinguish between fact and opinion


Item Response Text:
The student will identify how details are related to main idea(s) and/or each other


Item Response Text:
The student will take notes (main idea) during a listening avtivity(s)


Item Response Text:
The student will listen to and follow two-step  directions that provide  information about a task or assignment


Item Response Text:
The student will draw conclusion(s) on the basis of explicit information and/or relationships within information


Item Response Text:
The student will take notes of main idea(s) and supporting detail(s) during a listening activity(s)


Item Response Text:
The student will listen to and follow multi-step directions that provide information about a task or assignment


Item Response Text:
The student will listen to a presentation and identify essential information via note-taking


Item Response Text:
The student will recognize the use of literary device(s) (e.g., rhyme, rhythm, personification, and/or simile, etc) to enhance appreciation of literature


Item Response Text:
The student will recognize the author's purpose


Item Response Text:
The student will identify details that imply information about a character


Item Response Text:
The student will recognize that the author's use of literary devices affects a listener's appreciation and/or understanding of literary text


Item Response Text:
The student will recognize that the author's message may be explicit (stated) or implicit (not stated)


Item Response Text:
The student will recognize how the author's style affects appreciation, interpretation, and/or comprehension by listening to class lectures or small group and/or classroom discussions


Item Response Text:
The student will begin to interpret text(s) using inferences about character(s)


Item Response Text:
The student will identify literary device(s) in text(s) to support interpretations of story(s) and/or poem(s)


Item Response Text:
The student will recognize how the author's use of literary device(s) affects a listener's understanding of literary text


# NYSAA Grade 8 ELA ItemR 2009

Item Response Group Long:
Writing for Critical Analysis and Evaluation

Item Response Text:
The student will recognize one strategy that is necessary for effective persuasion, exposition (informational) and/or description


Item Response Text:
The student will compose a persuasive, expository (informational), or descriptive paragraph for a particular audience


Item Response Group Long:
Reading for Information and Understanding

Item Response Text:
The student will identify relevant facts and/or data to support a given topic


Item Response Text:
The student will draw conclusion(s) based on explicit and/or implicit information


Item Response Text:
The student will locate the school library or public library


Item Response Text:
The student will attend to or read to collect fact(s) and/or idea(s) about a chosen topic


Item Response Text:
The student will identify the main idea and/or supporting details in informational text(s)


Item Response Text:
The student will relate fact(s) and/or idea(s) to chosen topic


Item Response Text:
The student will compare and/or contrast two comparable subjects using a chart and/or graphic organizer


Item Response Text:
The student will use facts to support a main idea


Item Response Text:
The student will use the school library and/or public library resources to acquire information


Item Response Text:
The student will collect facts and/or ideas from more than one text


Item Response Text:
The student will distinguish facts from opinions


Item Response Text:
The student will distinguish the relevant from the irrelevant facts and/or ideas


Item Response Text:
The student will distinguish similar and/or dissimilar information from a variety of sources about the same topic


Item Response Text:
The student will recognize information that is implied


Item Response Text:
The student will recognize the difference between implicit and explicit information


Item Response Text:
The student will draw conclusion(s) based on explicit information about a topic


Item Response Text:
The student will use multiple resources in the school library and/or public library to acquire information


Item Response Text:
The student will identify the best library resources to use to collect facts and/or ideas about a given topic


Item Response Text:
The student will compare and/or contrast information from multiple sources


Item Response Text:
The student will identify statements of fact and opinion


Item Response Text:
The student will identify relevant and/or irrelevant information


Item Response Text:
The student will identify facts and/or opinions


Item Response Text:
The student will indicate an opinion about a text


Item Response Text:
The student will make prediction(s) about possible outcome(s) and/or explain reasoning using evidence


Item Response Text:
The student will compose persuasive, expository, or descriptive sentence(s) about one topic for a particular audience


Item Response Group Long:
Writing for Information and Understanding

Item Response Text:
The student will take notes distinguishing between relevant and irrelevant ideas, facts, or data


Item Response Text:
The student will takes notes identifying the main idea and/or its supporting details or examples


Item Response Text:
The student will compare and/or contrast facts, ideas, and/or data


Item Response Text:
The student will use a note-taking process demonstrating relationships among relevant data, facts, and/or ideas from multiple informational texts


Item Response Text:
The student will compose clear sentences to answer literal questions or to present information (who, what, where, when, how, and/or why) about explicit informational text


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will use multiple informational texts (print, non-print, etc) to collect facts and/or ideas about a single topic


Item Response Group Long:
Reading for Critical Analysis and Evaluation

Item Response Text:
The student will attend to or read to identify the main idea(s)


Item Response Text:
The student will attend to or read to identify the similar information in two sources


Item Response Text:
The student will attend to or read to compare similar information to find differences in two sources


Item Response Text:
The student will attend to or read to identify author's purpose


Item Response Text:
The student will attend to or read to identify personal experience similar to text


Item Response Text:
The student will attend to or read to recognize difference(s) in perspective(s) (e.g., cultural or historical) on an issue presented in one or more texts


Item Response Text:
The student will recognize personal criteria used to evaluate or opinions about specific text(s)


Item Response Text:
The student will identify the main idea and/or supporting ideas


Item Response Text:
The student will recognize relative importance of  supporting details


Item Response Text:
The student will determine whether supporting details justify a positive evaluation of the main idea


Item Response Text:
The student will compare supporting details within text to help determine validity


Item Response Text:
The student will compare author's information with personal experience on same topic to determine accuracy


Item Response Text:
The student will recognize that various perspectives may alter opinions about a literary text


Item Response Text:
The student will use personal criteria to evaluate quality of literary work(s)


Item Response Text:
The student will recognize a strategy to determine validity and/or accuracy of information (e.g., adequate support, compare/contrast similar texts, data or personal experience, author's purpose, different perspectives, etc.)


Item Response Text:
The student will use established criteria to evaluate literary work(s)


Item Response Text:
The student will indicate a personal opinion about a literary work based on personal criteria


Item Response Text:
The student will connect details to main idea example(s) using a graphic organizer


Item Response Text:
The student will convey answers to literal questions about explicit text (who, what, where, when, and/or how)


Item Response Text:
The student will create a graphic organizer to record facts and/or ideas


Item Response Text:
The student will take notes to record data, fact(s), and/or idea(s)


Item Response Text:
The student will organize notes logically about a topic


Item Response Text:
The student will summarize informational text in own words


Item Response Text:
The student will create picture(s), symbol(s), object(s), etc. to communicate information


Item Response Text:
The student will use a note-taking process, to record data, facts, and/or ideas


Item Response Text:
The student will recognize the relationship among the facts and/or ideas (e.g. importance, cause and/or effect, support, opposition, etc.)


Item Response Text:
The student will use information to support answers to literal questions


Item Response Text:
The student will use outline or other organizer to share information


Item Response Text:
The student will compare and contrast ideas, facts, and/or data from informational text(s)


Item Response Text:
The student will recognize appropriate prediction(s) based on text about possible outcome(s)


Item Response Text:
The student will recognize concept(s) of audience, purpose, and/or content in text


Item Response Text:
The student will recognize that opinion-based writing requires facts, examples or reasons to support an opinion


Item Response Text:
The student will recognize use of persuasion in our everyday lives (e.g., magazines, television, elections)


Item Response Text:
The student will share details to develop a description


Item Response Text:
The student will share details to develop exposition


Item Response Text:
The student will share facts to support an opinion


Item Response Text:
The student will use another resource to check the validity of one fact or example in persuasive writing


Item Response Text:
The student will make a prediction about a possible outcome and provide supporting evidence


Item Response Text:
The student will indicate an opinion and provide supporting evidence for that opinion


Item Response Text:
The student will develop content for a composed presentation for a particular audience and/or purpose


Item Response Text:
The student will identify persuasive technique(s) in an editorial or advertising


Item Response Text:
The student will use multiple resources to check the validity of fact(s) or example(s) in persuasive writing


Item Response Text:
The student will attend to or read multiple informational texts to collect facts and/or ideas


# NYSAA Grade 8 Math ItemR 2009

Item Response Text:
The student will evaluate numerical expressions


Item Response Text:
The student will evaluate and/or simplify algebraic expressions


Item Response Group Long:
Algebra: Patterns, Relations, and Functions

Item Response Text:
The student will recognize repeating patterns in nature, art, music or literature


Item Response Text:
The student will duplicate or extend repeating patterns in nature, art, music or literature


Item Response Text:
The student will when given a repeating or growing number and/or shape pattern, duplicate the pattern


Item Response Text:
The student will when given a repeating number and/or shape pattern, extend the pattern


Item Response Text:
The student will when given a growing number and/or shape pattern, extend the pattern


Item Response Text:
The student will when given a repeating or growing number and/or shape pattern, fill in the missing element in the pattern


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will identify congruent shapes (same size and shape) and/or congruent angles (same size)


Item Response Text:
The student will identify parallel line segments


Item Response Text:
The student will identify shapes that contain angles


Item Response Text:
The student will identify pairs of congruent angles


Item Response Text:
The student will identify pairs of vertical angles and determine if they are congruent


Item Response Text:
The student will determine the measure of the missing angle when given the measure of one of a pair of vertical angles


Item Response Text:
The student will identify pairs of supplementary angles


Item Response Text:
The student will calculate the missing angle of a pair of supplementary angles


Item Response Text:
The student will identify or interpret images resulting from translations (slides) using one or more types of models


Item Response Text:
The student will identify or interpret images resulting from translations (slides) and/or reflections (flips) using one or more types of models


Item Response Text:
The student will identify and interpret images resulting from translations (slides), reflections (flips), rotations (turns) and/or dilations (shrinks or enlargements)


Item Response Text:
The student will compare quantities of objects using the symbols (=, >, or <) related to the terms (equal to, greater than or less than)


Item Response Text:
The student will compare numerals using the symbols (=, >, <, or symbol for not equal) related to the terms (equal to, greater than, less than or not equal)


Item Response Text:
The student will translate verbal/written sentences into algebraic sentences using the symbols +, −, × , ÷, not equal, >, and/or <


Item Response Text:
The student will identify correct number sentences that use any of the symbols +, −, × , ÷, not equal, >, and/or <


Item Response Text:
The student will translate verbal/written sentences into algebraic sentences using the symbols +, −, × , ÷, not equal, >, <, >=, and/or <=


Item Response Text:
The student will complete and/or identify correct number sentences that use any of the symbols +, −, × , ÷, not equal, >, <, >=, and/or <=


Item Response Text:
The student will create verbal expressions that match given mathematical expressions


Item Response Text:
The student will when given a number and/or shape pattern in the form of a list or table, extend the pattern


Item Response Text:
The student will when given a number and/or shape pattern in the form of a list or table, fill in the missing element in the pattern


Item Response Text:
The student will create a number and/or shape pattern


Item Response Text:
The student will identify the rule for a number pattern


Item Response Text:
The student will recognize the image of a figure or shape that has been rotated (turned), translated (slide), dilated (shrunk or enlarged) or reflected (flipped)


Item Response Text:
The student will translate verbal/written sentences into algebraic sentences using numerals and the symbols +, −, =, and/or not equal


# NYSAA Grade 8 Science ItemR 2009

Item Response Group Long:
Physical Setting/Earth Science: Particle properties determine observable characteristics of matter a

Item Response Text:
The student will recognize that matter is made of small parts (atoms)


Item Response Text:
The student will recognize a physical change in a substance


Item Response Text:
The student will recognize a chemical change in a substance


Item Response Group Long:
Scientific Inquiry: Observations made while testing

Item Response Text:
The student will identify a conclusion based on the results of an investigation


Item Response Text:
The student will predict future event(s) based on results of the investigation


Item Response Text:
The student will recognize objects according to characteristics such as mass, length or size


Item Response Text:
The student will describe an investigation involving a physical change


Item Response Text:
The student will demonstrate a cause and effect relationship


Item Response Text:
The student will recognize whether an event is possible based on the results of the investigation


Item Response Text:
The student will describe an investigation involving a chemical change


Item Response Text:
The student will identify multiple characteristics of matter (e.g. color, odor, mass, hardness, etc.)


Item Response Text:
The student will identify whether matter is solid, liquid, or gas


Item Response Text:
The student will identify that changes occur when materials interact


Item Response Text:
The student will recognize an aspect of an organism's response that helps the organism get food, water, air or sunlight


Item Response Text:
The student will recognize the functions of the basic parts of plants


Item Response Text:
The student will identify the function of animal organ systems


Item Response Text:
The student will explain a conclusion based on the results of an investigation


Item Response Text:
The student will recognize one or more components that most organisms need to live and maintain health (e.g. food, water, air, sunlight, etc.)


Item Response Group Long:
Scientific Inquiry: Testing proposed explanations

Item Response Text:
The student will recognize one technique for conducting scientific  investigations


Item Response Text:
The student will recognize tool(s) used for scientific investigations


Item Response Text:
The student will recognize a safety hazard associated with a scientific investigation


Item Response Text:
The student will recognize result(s) of an investigation


Item Response Text:
The student will identify simple techniques used during scientific investigations


Item Response Text:
The student will identify tools needed for a scientific investigation


Item Response Text:
The student will identify a safety procedure for a scientific investigation


Item Response Text:
The student will conduct all steps of a simple scientific investigation


Item Response Text:
The student will identify result(s) of an investigation


Item Response Text:
The student will gather tool(s) needed for a scientific investigation


Item Response Text:
The student will implement a technique that is appropriate to answer a specific question


Item Response Text:
The student will use appropriate safety procedures during a scientific investigation


Item Response Text:
The student will design a simple scientific investigation


Item Response Text:
The student will recognize independent, dependent variables, and constants in a simple investigation


Item Response Text:
The student will record qualitative and quantitative results of an investigation


Item Response Text:
The student will record result(s) of an investigation (data)


Item Response Text:
The student will recognize the results of investigations presented using concrete objects, graphs, diagrams, tables, or models


Item Response Text:
The student will recognize the cause of an event


Item Response Text:
The student will recognize the effect of an event


Item Response Text:
The student will record results of an investigation in a graph, diagram, table, or model


Item Response Text:
The student will identify simple trends in the results of investigations


Item Response Text:
The student will identify the cause and effect relationships of an event


Item Response Text:
The student will compare results of investigation(s) using graphs, diagrams, tables, or models


Item Response Text:
The student will describe simple trends in the results of investigations


Item Response Text:
The student will describe how matter is made of small parts (atoms)


Item Response Text:
The student will perform an investigation involving a physical change


Item Response Text:
The student will perform an investigation involving a chemical change


Item Response Text:
The student will recognize an aspect of an organism's design that helps the organism get food


Item Response Text:
The student will identify how the responses of organisms help them get food, water, air or sunlight


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will recognize an object as hot (warm) or cold (cool)


Item Response Text:
The student will recognize that matter is made of small parts


Item Response Text:
The student will recognize that everything is made of matter


Item Response Text:
The student will sort objects according to characteristics such as mass, length or size


Item Response Text:
The student will recognize some behaviors of organisms that help it maintain a healthy condition


Item Response Text:
The student will recognize that organism(s) get energy or nutrients from food


Item Response Text:
The student will identify an aspect of an organism's design that helps the organism get food


Item Response Text:
The student will identify an aspect of an organism's response that helps the organism get food, water, air or sunlight


Item Response Text:
The student will identify the features that enable a plant or animal to survive in its environment


Item Response Text:
The student will identify the differences in the ways that plants and animals get energy or nutrients


Item Response Text:
The student will identify that organisms need food to live, maintain health and a balanced condition


Item Response Text:
The student will identify how an aspect of an organism's design helps the organism get food


Item Response Text:
The student will identify two or more of the components that most organisms need to live and maintain health (e.g. food, water, air, sunlight, etc.)


Item Response Text:
The student will identify a physical change in a substance (e.g. salt in water)


Item Response Text:
The student will identify a chemical change in a substance (e.g. oxygen and iron-rust)


Item Response Text:
The student will describe the color, odor, mass, or hardness of matter


Item Response Text:
The student will describe the properties of a solid, liquid, or gas


Item Response Text:
The student will compare the mass of two objects that are the same size (density)


Item Response Text:
The student will recognize that electricity causes a light bulb to produce light and heat


Item Response Text:
The student will demonstrate conservation of matter


Item Response Text:
The student will recognize that animals need a balanced diet to maintain health


Item Response Text:
The student will identify one characteristic of matter (e.g. color, odor, mass, hardness, etc.)


Item Response Text:
The student will recognize a solid and a liquid


# NYSAA Grade 8 Social Studies ItemR 2009

Item Response Group Long:
Civics, Citizenship & Government: Experiment in Government

Item Response Text:
The student will recognize that he/she is a citizen of both New York State and the United States


Item Response Text:
The student will recognize  what governments do


Item Response Text:
The student will identify the purpose of a constitution


Item Response Text:
The student will explore examples of citizens fulfilling civic responsibilities


Item Response Text:
The student will identify examples of rights or securities that citizens have in the United States


Item Response Text:
The student will identify a reason for writing the United States Constitution


Item Response Text:
The student will recognize aspects of African American history around the 1920s., e.g., northern migration, etc.


Item Response Text:
The student will identify the effects that millions of African Americans moving from the south to north had on cities and/or American society


Item Response Text:
The student will recognize that individual(s) are citizens of a community


Item Response Group Long:
Civics, Citizenship and Government: WWII to the Present

Item Response Text:
The student will identify the changes brought about in schools by the Brown v. Board of Education Supreme Court decision (1954)


Item Response Text:
The student will identify one purpose of each branch of the United States government


Item Response Text:
The student will explain how citizens fulfill civic responsibilities


Item Response Text:
The student will recognize examples of powers held only by state government


Item Response Text:
The student will recognize what factory work was like for immigrants


Item Response Text:
The student will examine the immigrant experience as shown through their art, writings, music, and/or artifacts


Item Response Text:
The student will recognize that millions of immigrants came to the United States from Europe between 1820 and 1920


Item Response Text:
The student will explore Ellis Island's role in the immigrant experience


Item Response Text:
The student will explore how technological advances changed ways of life for Americans in the 1920s


Item Response Text:
The student will list and/or explain reasons why immigrants came to the United States


Item Response Text:
The student will identify the roles immigrants had and the contributions they made to industrialization


Item Response Text:
The student will explore the types of work immigrants found in New York State


Item Response Text:
The student will investigate challenges immigrants faced with urban life or discrimination


Item Response Text:
The student will recognize technological advances of the 1920s, e.g., radio, movies, airplanes, automobiles, etc.


Item Response Text:
The student will recognize the contributions of a famous American associated with the 1920s, e.g., Charles Lindbergh, Babe Ruth, Amelia Earhart, Henry Ford, etc.


Item Response Text:
The student will recognize a cultural development associated with the 1920s, e.g., The Harlem Renaissance, Prohibition, art, jazz, dance, literature, motion pictures, fads, fashions, etc.


Item Response Text:
The student will examine how ways of life changed for many Americans during the 1920s: due to technological advances, increased leisure time, prosperity for some but not all, the continued growth of industry, etc.


Item Response Text:
The student will identify why the United States had limited involvement in world affairs during the 1920s


Item Response Text:
The student will identify the effects of prohibition on the United States


Item Response Text:
The student will explore why some Americans prospered during the 1920s; while others (farmers) did not


Item Response Text:
The student will describe ways that American culture changed during the 1920s, e.g., economic problems, stock market crash, etc.


Item Response Text:
The student will explore racial and/or ethnic discrimination that occurred during the 1920s


Item Response Text:
The student will identify aspects of the Harlem Renaissance or changes in women's roles during the 1920s


Item Response Text:
The student will explain why most farmers did not prosper during the 1920s


Item Response Text:
The student will recognize him/herself as a member of a group, i.e., class, family, community


Item Response Text:
The student will recognize he/she is a citizen of New York State


Item Response Text:
The student will recognize a right that he/she has as a citizen


Item Response Text:
The student will locate on a world map or globe the continent or country of his/her family's country of ancestry


Item Response Text:
The student will identify that American culture developed from many different traditions


Item Response Text:
The student will identify the routes taken by any immigrant group that came to the United States


Item Response Text:
The student will identify factory jobs held by many immigrants


Item Response Text:
The student will examine what factory work was like for immigrants


Item Response Text:
The student will describe what urban life was like for immigrants


Item Response Text:
The student will identify how an immigrant became a U.S. citizens


Item Response Text:
The student will demonstrate that different groups of people came to the United States at different times


Item Response Text:
The student will locate countries/regions immigrants came from


Item Response Text:
The student will recognize what immigrant life was like in the United States between 1820 and 1920


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will identify an example of good citizenship in school


Item Response Text:
The student will identify an example of good citizenship outside of school


Item Response Text:
The student will demonstrate what it means to be a good citizen in the classroom, at home, and/or in the larger community


Item Response Text:
The student will identify why the Bill of Rights was added to the Constitution


Item Response Text:
The student will identify two basic rights guaranteed by the Bill of Rights


Item Response Text:
The student will identify the three branches of government of either New York State or the United States (executive, legislative, judicial)


Item Response Text:
The student will identify examples of powers held by both the federal and state governments


Item Response Text:
The student will explain the importance of the Bill of Rights


Item Response Text:
The student will recognize the purposes of political parties


Item Response Text:
The student will recognize that there are civil right(s) that are afforded to all


Item Response Text:
The student will recognize way(s) to resolve conflict in school, at home, and/or in larger community


Item Response Text:
The student will recognize elements of American culture that changed during post-World War II, e.g. growth of suburbs, television, music, baby boom, interstate highway construction,  family life, etc.


Item Response Text:
The student will recognize post-World War II presidents and/or civil rights leaders


Item Response Text:
The student will recognize ways African Americans sought to gain their civil rights after World War II


Item Response Text:
The student will identify reasons suburbs grew rapidly after World War II


Item Response Text:
The student will identify contributions of the post-World War II president(s) and/or civil rights leader(s)


Item Response Text:
The student will explain the goals of the civil rights movement


Item Response Text:
The student will identify reasons the United States became involved in the Vietnam War


Item Response Text:
The student will examine the historical impact of significant leaders of the Civil Rights movement on America


Item Response Text:
The student will examine the effects of United States involvement in the Vietnam War on the nation's politics and/or culture


Item Response Text:
The student will discuss the significance of the Brown v. Board of Education Supreme Court decision on American society


Item Response Text:
The student will explain the purpose of a constitution


Item Response Text:
The student will identify the effects of President Kennedy's and/or Martin Luther King's assassinations on the United States


Item Response Text:
The student will explain how the growth of technology changed the American economy after World War II


Item Response Text:
The student will describe how the construction of interstate highways changed housing patterns after World War II


# NYSAA Secondary ELA ItemR 2009

Item Response Group Long:
Writing for Information and Understanding

Item Response Text:
The student will compose clear, concise, and complete sentences to answer literal questions


Item Response Text:
The student will use appropriate format(s) for sharing information (e.g., outlines, graphic organizers, semantic webs, etc.)


Item Response Group Long:
Writing for Critical Analysis and Evaluation

Item Response Text:
The student will make prediction(s) about possible outcome(s) and explain reasoning using evidence


Item Response Text:
The student will compose a persuasive, expository, or descriptive piece, about one topic for a particular audience


Item Response Text:
The student will recognize use of persuasion in our everyday lives (e.g., magazines, television, elections)


Item Response Group Long:
Reading for Information and Understanding

Item Response Text:
The student will use the school library and/or public library resources to identify a resource with information on a topic


Item Response Text:
The student will attend to or read to collect fact(s) and/or idea(s) about a single topic


Item Response Text:
The student will attend to or read text to distinguish facts from opinions


Item Response Text:
The student will attend to or read to distinguish the relevant from the irrelevant facts and/or ideas


Item Response Text:
The student will attend to or read to distinguish similar (same) and dissimilar (different) information from a variety of sources about the same topic


Item Response Text:
The student will use text feature(s) (e.g., book titles, chapter titles, headings, subtitles, etc.) to find information


Item Response Text:
The student will use the school library or public library resources to acquire information


Item Response Text:
The student will identify the best library resource to use to collect facts and/or ideas about a given topic


Item Response Text:
The student will compare and/or contrast information from multiple sources


Item Response Text:
The student will identify statements of fact and/or opinion


Item Response Text:
The student will identify relevant facts and/or data to support given topic


Item Response Text:
The student will draw conclusion(s) based on explicit and/or implicit information


Item Response Text:
The student will interpret information using strategy(s)


Item Response Text:
The student will recognize information that is implied


Item Response Text:
The student will use multiple resources in the school and/or public library resources to acquire information and/or research


Item Response Text:
The student will interpret facts, data, and/or ideas gathered from libraries' multiple resources


Item Response Text:
The student will review research data, explicit and/or implicit, and draw conclusion(s)


Item Response Text:
The student will develop opinion(s) based on information


Item Response Text:
The student will support opinion(s) with relevant information


Item Response Group Long:
Reading for Critical Analysis and Evaluation

Item Response Text:
The student will attend to or read to identify main idea(s) and/or supporting ideas


Item Response Text:
The student will attend to or read to determine whether supporting details justify a positive evaluation of the main idea


Item Response Text:
The student will identify a hypothesis and it's supporting evidence


Item Response Text:
The student will describe persuasive technique(s) used in a simple ad, an editorial or other attempts to persuade (e.g., false cause, hasty generalization, plain folks, testimonials, etc.)


Item Response Text:
The student will connect supporting details to main idea


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will attend to or read to compare related information to help determine validity


Item Response Text:
The student will recognize personal criteria or opinion about a literary work


Item Response Text:
The student will use personal criteria to evaluate the quality of literary work(s)


Item Response Text:
The student will recognize a strategy to determine validity and/or accuracy of information (e.g., adequate support, comparison/contrast similar texts, data or personal experience, author's purpose, different perspectives, etc.)


Item Response Text:
The student will compose clear, concise, and complete sentence to present information about informational text


Item Response Text:
The student will indicate an opinion and provide supporting evidence for that opinion


Item Response Text:
The student will use a research resource to check reliability of source(s) of informational text(s)


Item Response Text:
The student will use established criteria to evaluate literary work(s)


Item Response Text:
The student will indicate a personal opinion about a literary work based on personal criteria


Item Response Text:
The student will use strategy(s) to determine validity and/or accuracy of information (e.g., adequate support, comparison/contrast similar texts, data, or personal experience, author's purpose, different perspectives, reliability of sources, etc.)


Item Response Text:
The student will use personal and/or established criteria to evaluate quality of literary work(s)


Item Response Text:
The student will indicate opinion(s) about literary work(s) based on established criteria


Item Response Text:
The student will identify relevant and/or irrelevant idea(s), fact(s) and/or data


Item Response Text:
The student will distinguish between relevant and irrelevant ideas, facts, and/or data


Item Response Text:
The student will convey answers to literal questions about explicit text (e.g., who, what, where, when, and/or how)


Item Response Text:
The student will create a organizer to compare facts and/or ideas


Item Response Text:
The student will take notes to record idea(s), fact(s) and/or data


Item Response Text:
The student will create picture(s), symbol(s), object(s), etc. to communicate information


Item Response Text:
The student will summarize informational text in his/her own words


Item Response Text:
The student will use the note-taking process to show the relationships among relevant ideas, facts, and/or data


Item Response Text:
The student will compose clear sentences to answer literal questions (e.g., who, what, where, when, how, and/or why) or to present information about explicit informational text


Item Response Text:
The student will use information to support answers to literal questions


Item Response Text:
The student will identify the most appropriate organizational format to share information


Item Response Text:
The student will share information about a comparison and/or contrast


Item Response Text:
The student will take accurate notes using a note-taking process


Item Response Text:
The student will share details to develop a description


Item Response Text:
The student will share details to develop exposition


Item Response Text:
The student will share facts to support an opinion


Item Response Text:
The student will make a prediction about a possible outcome and provide supporting evidence


Item Response Text:
The student will develop content for a presentation for a particular audience and/or purpose


Item Response Text:
The student will identify a persuasive technique used in an editorial or advertising


Item Response Text:
The student will use another resource to check the validity of one fact or example in persuasive writing


Item Response Text:
The student will compose a persuasive, expository, or descriptive paragraph about a single topic for multiple audiences


Item Response Text:
The student will compose a composition indicating an opinion, arguments for or against, and supporting evidence


Item Response Text:
The student will compose a composition predicting various possible outcomes and providing supporting evidence


# NYSAA Secondary Math ItemR 2009

Item Response Text:
The student will solve two or more step verbal/written problems using one or more strategies


Item Response Text:
The student will solve one-step and/or two-step equations


Item Response Group Long:
Statistics and Probability: Organization and Display of Data

Item Response Text:
The student will display given data in a simple graph, list or chart


Item Response Text:
The student will gather data and/or record data on a list or in a chart


Item Response Text:
The student will display data in a scatter plot


Item Response Text:
The student will gather data and display it in a graph


Item Response Text:
The student will identify data as qualitative or quantitative


Item Response Text:
The student will identify data as biased or unbiased


Item Response Text:
The student will gather data and display it in a bar graph or scatter plot (whichever is more appropriate)


Item Response Group Long:
Statistics and Probability: Analysis of Data

Item Response Text:
The student will recognize data displayed on a simple graph


Item Response Text:
The student will interpret data displayed on a  simple graph


Item Response Text:
The student will translate verbal or written phrases into algebraic expressions, using numbers and the symbols + and/or −


Item Response Text:
The student will model numerical expressions involving whole numbers using concrete objects


Item Response Text:
The student will compare quantities of objects using the symbols (=, >, or <) related to the terms (equal to, greater than or less than)


Item Response Text:
The student will translate verbal or written phrases into algebraic expressions using numbers and the symbols +, −, ×  and/or ÷


Item Response Text:
The student will translate algebraic expressions that use numbers and the symbols +, −, × and/or ÷ into a model or representation of the expression


Item Response Text:
The student will translate verbal or written phrases into algebraic expressions using numbers, variables, and the symbols +, −, ×  and/or ÷


Item Response Text:
The student will translate algebraic expressions that use numbers and the symbols +, −, ×  and/or ÷ into words


Item Response Text:
The student will when given a repeating or growing number or shape pattern, identify a missing number or shape in the pattern


Item Response Text:
The student will solve simple algebraic equations involving addition and/or subtraction


Item Response Text:
The student will identify correct number sentences


Item Response Text:
The student will translate verbal/written sentences into algebraic sentences using the symbols (+, −, × , ÷, > and/or <) and equal (=) or not equal sign


Item Response Text:
The student will solve one-step verbal/written problems using one or more strategies


Item Response Text:
The student will translate verbal/written sentences into algebraic sentences using the symbols (+, −, × , ÷, >, <, >= and/or <= ) and equal (=) or not equal sign


Item Response Text:
The student will evaluate and/or simplify algebraic expressions


Item Response Text:
The student will complete and/or identify correct number sentences that use any of the symbols +, −, × , ÷, =, not equal, >, <, >= and/or <=


Item Response Text:
The student will compare using the terms equal to, greater than and/or less than


Item Response Text:
The student will when given a repeating or growing number pattern, describe or state the rule for the pattern


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will identify related data displayed on two or more simple graphs


Item Response Text:
The student will interpret different but related data sets displayed on one or more simple graphs


Item Response Text:
The student will identify correct number sentences that use any of the symbols +, −, × , ÷, =, not equal, > and/or <


Item Response Text:
The student will evaluate numerical expressions


Item Response Text:
The student will compare numerals using the symbols (=, >, < or symbol for not equal) related to the terms (equal to, greater than, less than or not equal)


# NYSAA Secondary Science ItemR 2009

Item Response Group Long:
Living Environment: Human decisions/activities impact

Item Response Text:
The student will describe at least one impact on the environment from technology and human populations


Item Response Text:
The student will describe that humans can deplete or ruin resources and they will no longer be available for other people to use


Item Response Group Long:
Physical Setting/Earth Science: Relative motion and perspective

Item Response Text:
The student will recognize the Earth, sun, and/or moon


Item Response Text:
The student will describe examples of how living and non-living things are interdependent


Item Response Text:
The student will describe multiple ways humans need the Earth's resources


Item Response Group Long:
Living Environment: Similarities/differences between living and nonliving things

Item Response Text:
The student will recognize relationships between living and non-living things


Item Response Text:
The student will recognize that humans have organs that are connected


Item Response Text:
The student will recognize the five senses


Item Response Text:
The student will identify a living thing


Item Response Text:
The student will identify a non-living thing


Item Response Text:
The student will identify relationships within an ecosystem in which living things depend on living and/or non-living things


Item Response Text:
The student will identify the groups of organs that work together


Item Response Text:
The student will recognize that organisms are made up of cells


Item Response Text:
The student will recognize a one-celled organism or a model of a one-celled organism


Item Response Text:
The student will recognize disruptions in the relationships between living and/or non-living things within an ecosystem


Item Response Text:
The student will describe how humans have system(s) of organs that fulfill certain need(s) (e.g., circulation, respiration, digestion, waste removal)


Item Response Text:
The student will identify different cells that the human body is made up of


Item Response Text:
The student will recognize that cells have structures that fulfill certain needs


Item Response Text:
The student will recognize that one-celled organisms have structures that fulfill certain needs


Item Response Text:
The student will recognize that living things (including humans) need non-living things


Item Response Text:
The student will recognize ways that humans use non-living things


Item Response Text:
The student will recognize ways that human actions affect the environment


Item Response Text:
The student will recognize ways to minimize human impacts on the environment


Item Response Text:
The student will recognize impacts that humans have on the Earth's resources


Item Response Text:
The student will identify at least one way that people need non-living things


Item Response Text:
The student will identify at least one way that humans need Earth's resources


Item Response Text:
The student will identify at least one way that humans can use non-living things wisely


Item Response Text:
The student will identify at least one way that humans impact the environment


Item Response Text:
The student will identify ways that humans can influence the environment


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will describe multiple ways that humans impact the Earth's resources


Item Response Text:
The student will demonstrate how humans can minimize their impact by using resources wisely


Item Response Text:
The student will identify night and/or day


Item Response Text:
The student will recognize the Earth tilts on its axis relative to the seasons


Item Response Text:
The student will recognize the movements of the earth, moon and sun relative to each other


Item Response Text:
The student will identify that the moon appears to change shape over the course of a month


Item Response Text:
The student will identify fossils as remains of living things


Item Response Text:
The student will recognize patterns of daily and/or monthly changes in their environment


Item Response Group Long:
Physical Setting/Earth Science: Interactions among components of air, water and land

Item Response Text:
The student will identify that weathering and/or erosion break down the land


Item Response Text:
The student will associate weather changes with differences in heating


Item Response Text:
The student will identify weather as short-term changes


Item Response Text:
The student will identify stars, planets, asteroids, comets, and/or meteors


Item Response Text:
The student will identify parts of the water cycle


Item Response Text:
The student will identify ways that fossils form


Item Response Text:
The student will identify how fossils can provide evidence of past conditions


Item Response Text:
The student will identify how rocks can provide evidence of past conditions


Item Response Text:
The student will explain the effects of the earth spinning on its axis


Item Response Text:
The student will describe the movements of the earth, moon and sun relative to each other


Item Response Text:
The student will describe changes in the moon's shape over the course of a month


Item Response Text:
The student will describe changes in the seasons over the course of a year


Item Response Text:
The student will describe stars, planets, asteroids, comets, and/or meteors


Item Response Text:
The student will recognize that the universe is vast and very old


Item Response Text:
The student will describe parts of the water cycle


Item Response Text:
The student will describe how fossils can provide evidence of past conditions


Item Response Text:
The student will describe how rocks can provide evidence of past conditions


Item Response Text:
The student will recognize that it feels warmer when in the sunshine than when in the shade


Item Response Text:
The student will recognize mountain(s) and valley(s)


Item Response Text:
The student will recognize that land is removed by erosion


Item Response Text:
The student will identify weather conditions


Item Response Text:
The student will recognize appropriate tools for measuring various weather conditions


Item Response Text:
The student will identify the sun as an external source of heat


Item Response Text:
The student will associate the visible presence or absence of the sun with certain weather


Item Response Text:
The student will associate changes in the amount of heat in the atmosphere with changes in seasons


Item Response Text:
The student will identify that forces within earth cause land to be folded into mountains and/or valleys


Item Response Text:
The student will describe the sun as an external source of heat


Item Response Text:
The student will describe the relationship between the position of the sun to the Earth with certain weather


Item Response Text:
The student will describe how the  amount of heat in the atmosphere changes with seasons


Item Response Text:
The student will recognize that the earth has internal heat


Item Response Text:
The student will recognize that the earth's internal heat drives the motion of material inside the earth (convection currents)


Item Response Text:
The student will describe that forces within earth cause land to be folded into mountains and/or valleys


Item Response Text:
The student will describe why weathering and erosion break down the land


Item Response Text:
The student will describe the relationship between differences in heating and weather and/or climate


Item Response Text:
The student will recognize that the moon appears to change shape over the course of a month


Item Response Text:
The student will recognize that seasons change over the course of a year


Item Response Text:
The student will recognize star(s), planet(s), asteroid(s), comet(s), and/or meteor(s)


Item Response Text:
The student will label a diagram of the water cycle


Item Response Text:
The student will identify a single celled organism


Item Response Text:
The student will identify the five senses


Item Response Text:
The student will describe the purpose and/or use of the senses


Item Response Text:
The student will recognize rocks can provide evidence of past conditions


Item Response Text:
The student will recognize the Earth spins on its axis


Item Response Text:
The student will identify appropriate tools for measuring various weather conditions


Item Response Text:
The student will use tools to measure various weather conditions


Item Response Text:
The student will describe the relationship between differences in heating and climate


# NYSAA Grade 3 ELA ItemR 2009

Item Response Group Long:
Read for Literary Response and Expression

Item Response Text:
The student will recognize picture, object, etc. that reflect character(s) and/or event(s) in familiar text(s)


Item Response Text:
The student will recognize picture, object, etc. that show "who", "what", and/or "where" about a familiar text


Item Response Text:
The student will interact with part(s) of a story through familiar hand motion(s) and/or expression of emotion(s)


Item Response Text:
The student will answer questions about texts read or read aloud by others


Item Response Text:
The student will identify important people and/or events in stories read or read aloud by others


Item Response Text:
The student will make prediction(s) about event(s) in a story


Item Response Text:
The student will read or attend to text(s) read aloud by others for comprehension


Item Response Text:
The student will choose appropriate texts in different genres to read or to be read aloud by others


Item Response Group Long:
Listening for Literary Response and Expression

Item Response Text:
The student will attend to familiar story(s) to identify the moral or message after class discussion.


Item Response Text:
The student will attend to various genres as they are read aloud (e.g., poetry, prose, fiction, nonfiction, drama, etc.).


Item Response Text:
The student will attend to familiar text(s) and recognize: "who", "what", "where", "when", and/or "how" in those text(s).


Item Response Text:
The student will show understanding by responding appropriately and/or by selecting favorites.


Item Response Text:
The student will answer questions of "who", "what", "where", "when", "how" and/or "why" about texts read aloud.


Item Response Text:
The student will answer questions about author's message.


Item Response Text:
The student will identify important characters and/or events in stories read aloud.


Item Response Text:
The student will listen for repetition in stories and/or poems.


Item Response Text:
The student will recognize obvious rhyme and/or rhythm in poetry.


Item Response Text:
The student will listen to identify story elements (e.g., character, plot, setting, etc.).


Item Response Text:
The student will show appreciation by responding appropriately and/or by selecting favorites.


Item Response Text:
The student will read simple texts and/or respond appropriately


Item Response Text:
The student will using discussion with peers, answer literal questions about text read or read aloud by others


Item Response Text:
The student will read or attend to simple material(s) with one or two words.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will read or attend to various genres as they are read aloud (poetry, prose, fiction, nonfiction, drama)


Item Response Text:
The student will identify the purpose(s) (e.g., thank you, invitation, inquiry about health, congratulations, encouragement, etc.) of friendly notes


Item Response Text:
The student will attend to friendly notes, cards, longer letters, or electronic mail (e-mail), etc addressed to someone else.


Item Response Text:
The student will identify the writer(s) (friends, teacher, parent) of the friendly notes, cards, longer letters, or electronic mail (e-mail), etc.


Item Response Text:
The student will identify the audience of these longer personal narrative(s).


Item Response Text:
The student will identify word(s) that reveal tone and/or feelings of the writer toward the identified recipient.


Item Response Text:
The student will listen to informal communication (e.g., notes, card, longer letters, electronic mail (email), etc.) to identify the tone of voice and social relationships


Item Response Text:
The student will take turns sharing information about the character(s) in a text


Item Response Text:
The student will listen and respond appropriately to others' thoughts and opinions about text(s)


Item Response Text:
The student will answer "who", "what", and/or "when" questions about text(s) with classmates


Item Response Text:
The student will read aloud with fluency for comprehension


Item Response Text:
The student will disinguish between varieties of texts, noticing differences in the way they look, the way they sound, that some are factual or some imaginative


Item Response Text:
The student will identify important details about events and/or people in text(s)


Item Response Text:
The student will attend to text(s) read aloud by others


Item Response Text:
The student will take turns giving an opinion about text


Item Response Text:
The student will read modified or adapted grade level texts with classmates


Item Response Text:
The student will attend to and respond to environmental sound(s) in the story.


Item Response Text:
The student will attend to poem(s) as they are read aloud.


Item Response Text:
The student will identify rhyme and/or rhythm in poetry.


Item Response Text:
The student will listen to unfamiliar stories and/or poems and answer comprehension questions.


Item Response Text:
The student will listen to identify the author's message.


Item Response Text:
The student will attend while friendly notes, cards, longer letters, or electronic mail (e-mail), etc. addressed to the student are read aloud.


Item Response Text:
The student will show respect, by attending to what the speaker is saying.


Item Response Text:
The student will identify word(s) that reveal the feelings of the author toward the identified recipient.


Item Response Text:
The student will identify the word(s) and/or convention(s) (greeting, format in a note card, closing) that a writer uses to show feelings


Item Response Text:
The student will attend to longer personal narrative(s) (e.g., diary or journal entries, friendly letters, etc.).


# NYSAA Grade 3 Math ItemR 2009

Item Response Text:
The student will compare capacities of objects measured in cups and quarts


Item Response Text:
The student will use a ruler or yardstick to measure and compare lengths to the nearest inch, foot or yard


Item Response Text:
The student will use a scale to measure the weight of objects and compare the weights of objects measured in pounds and ounces


Item Response Text:
The student will recognize the attributes of time such as earlier, later, morning, afternoon, and/or night


Item Response Text:
The student will determine the value of collections of coins and/or dollars


Item Response Text:
The student will represent the value of collections of coins and/or dollars using currency symbols ($0.00)


Item Response Text:
The student will tell time to the minute using an analog clock


Item Response Text:
The student will use appropriate tools to measure and identify capacities of objects measured in at least three of the following: cups, pints, quarts, and gallons


Item Response Text:
The student will recognize the value of coins


Item Response Text:
The student will recognize the attributes of time such as earlier, later, morning, afternoon, and/or night, and relate to the actual time of activities.


Item Response Text:
The student will recognize coin and dollar denominations


Item Response Text:
The student will recognize the value of coins and/or dollars


Item Response Text:
The student will indicate(write, say, or other) the amounts of money using $ or ¢


Item Response Text:
The student will relate time given on digital clocks to daily activities


Item Response Group Long:
Number Sense and Operations:  Number Systems

Item Response Text:
The student will compare quantities (equal to, greater than, and/or less than) using concrete objects


Item Response Text:
The student will recognize and/or compare to a whole, 1/2  of an object or a  group of objects


Item Response Text:
The student will identify the number (as a word and/or a symbol) that tells the number of objects in a set of 0 through 19 objects


Item Response Text:
The student will identify the number (as a word and/or a symbol) that tells the number of objects in a set of 1 through 9 objects


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will compare and/or describe quantities and/or numbers, 1 through 19, using the terms equal to, greater than, and/or less than


Item Response Text:
The student will recognize that a fraction is a part of a whole


Item Response Text:
The student will identify the number (as a word and/or symbol) that tells the number of objects in a set of 0 through 100 objects


Item Response Text:
The student will compare and/or describe quantities and/or numbers, 0 through 100, using the terms equal to, greater than, and/or less than


Item Response Text:
The student will recognize, illustrate, and/or name the unit fraction(s) 1/2, 1/3, 1/4, 1/5 and/or 1/10


Item Response Group Long:
Number Sense and Operations:  Operations

Item Response Text:
The student will add and/or subtract whole numbers from 1 to 19 using one or more strategies


Item Response Text:
The student will multiply and/or divide 1-digit whole numbers using one or more strategies


Item Response Text:
The student will select and use appropriate operations to solve problems


Item Response Text:
The student will add and/or subtract 2-digit whole numbers from 10 to 99


Item Response Text:
The student will multiply and/or divide 1-digit numbers using one or more strategies


Item Response Text:
The student will compare the lengths of two objects


Item Response Text:
The student will order three or more objects according to the attributes of length


Item Response Text:
The student will compare the weights of two objects


Item Response Text:
The student will order three or more objects according to the attributes of weight


Item Response Text:
The student will identify tools for measurement


Item Response Text:
The student will use standard and/or non-standard tool(s) for measurement


Item Response Text:
The student will use a ruler or yardstick to measure and identify lengths to the nearest whole foot or whole yard


Item Response Text:
The student will use a scale to measure the weight of objects and identify the weights of objects measured in pounds


Item Response Text:
The student will relate and/or compare times to a schedule of activities


Item Response Text:
The student will multiply and/or divide a 2-digit whole number by a 1-digit whole number using one or more strategies


Item Response Text:
The student will select and use the appropriate operation to solve word problems in real-life situations


Item Response Text:
The student will recognize the concepts of addition and/or subtraction


Item Response Text:
The student will add and/or subtract whole numbers from 1 to 9 using manipulatives


Item Response Text:
The student will select the appropriate operation to use in solving problems involving addition and/or subtraction


# NYSAA Grade 4 ELA ItemR 2009

Item Response Group Long:
Reading for Literary Response and Expression

Item Response Text:
The student will read aloud with fluency


Item Response Text:
The student will identify the definition of story element terms (character, setting, etc.)


Item Response Text:
The student will recognize plot as the sequence of events or action of a narrative


Item Response Text:
The student will relate text to a personal experience


Item Response Text:
The student will select and read literature with fluency for comprehension


Item Response Text:
The student will recognize literary terms (e.g., plot, character, setting, etc.) as they apply to literary texts


Item Response Text:
The student will demonstrate that plot means the sequence of events or action of a narrative leading to a logical ending


Item Response Text:
The student will recognize explicit motives of characters


Item Response Text:
The student will identify favorite and/or least favorite part(s) of a story


Item Response Text:
The student will make prediction(s) about the ending of story


Item Response Text:
The student will attend to text read aloud by others


Item Response Text:
The student will attend to or read text(s) and take turns responding


Item Response Text:
The student will attend to and respond appropriately to others' thoughts and/or opinions about text(s)


Item Response Text:
The student will answer "who", "what", and/or "when" questions about text(s) with classmate(s)


Item Response Text:
The student will read or have read to them multiple texts with classmate(s)


Item Response Text:
The student will attend to or read literary text(s)


Item Response Text:
The student will attend to or read different genres (poetry, prose, fiction, nonfiction, drama, etc.)


Item Response Text:
The student will identify important character(s) and/or event(s) in story(s) read or read aloud by others


Item Response Text:
The student will interact with part(s) of a story through familiar hand motion(s) and/or expression or emotion(s)


Item Response Text:
The student will recognize explicit motive(s) of character(s)


Item Response Text:
The student will answer comprehension questions about plot, character, and/or setting of text(s)


Item Response Group Long:
Writing for Literary Response and Expression

Item Response Text:
The student will compose a complete sentence indicating a reaction to a literary text


Item Response Group Long:
Writing for information and Understanding


Item Response Text:
The student will compose a general statement about a comparison


Item Response Text:
The student will identify a main idea based on notes


Item Response Text:
The student will summarize informational text in his/her own words


Item Response Text:
The student will use the writing process in composing text (e.g., prewriting, drafting, revising, proofreading, and revising)


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will answer literal questions about text read or read aloud by others in a peer setting


Item Response Text:
The student will read texts with classmate(s), e.g., the same text separately, in unison, similar texts; or different texts aloud to one another


Item Response Text:
The student will discuss texts (asking and/or answering questions) with classmate(s) to enhance comprehension


Item Response Text:
The student will use appropriate language for classroom discussion


Item Response Text:
The student will relate events in stories in sequence with a group


Item Response Text:
The student will identify main characters within a group


Item Response Text:
The student will select words, pictures, symbols, etc., from simple text to record facts


Item Response Text:
The student will identify main idea(s) in text(s) for note-taking


Item Response Text:
The student will arrange events in logical and sequential order


Item Response Text:
The student will create picture(s), symbol(s), object(s), etc. to communicate information


Item Response Text:
The student will take notes from text to record facts, data and/or ideas


Item Response Text:
The student will describe in his/her own words main ideas in texts for note-taking


Item Response Text:
The student will identify similar facts or ideas in one text for note taking


Item Response Text:
The student will demonstrate ongoing journaling of information


Item Response Text:
The student will tell story(s) about personal experience(s)


Item Response Text:
The student will attend to/read story(s) and tell what happened by using words, pictures, signs, symbols, etc.


Item Response Text:
The student will tell a story with character(s) and/or setting


Item Response Text:
The student will create pictures, symbols, objects, etc. to communicate a story


Item Response Text:
The student will compose story(s) about personal experience(s)


Item Response Text:
The student will compose story(s) having a plot, setting and/or character(s)


Item Response Text:
The student will retell the plot of a story read or read aloud


Item Response Text:
The student will compose comprehension question(s) about literary text(s)


Item Response Text:
The student will respond to stories by relating to personal experiences


Item Response Text:
The student will begin to use the initial steps of the writing process (prewriting and drafting)


Item Response Text:
The student will compose story(s) using personal experience(s) enhanced with make-believe having plot, setting, and/or characters


Item Response Text:
The student will compose complete sentences to answer comprehension questions about a literary text


Item Response Text:
The student will compose ideas for story(s)


# NYSAA Grade 4 Math ItemR 2009

Item Response Text:
The student will compare two objects according to the attributes of mass (more mass/less mass)


Item Response Text:
The student will order three or more objects according to the attributes of mass (more mass/less mass)


Item Response Text:
The student will identify tools appropriate for measurement


Item Response Text:
The student will use standard and/or non-standard tool(s) for measurement


Item Response Text:
The student will use a ruler to measure and identify lengths to the nearest whole standard unit


Item Response Text:
The student will recognize, name, and use appropriate tools to measure capacities (volumes), lengths, and/or mass measured in standard units


Item Response Text:
The student will recognize coins and their value (penny, nickel, dime and/or quarter)


Item Response Text:
The student will recognize the value of a collection of 2 or more of the same coins


Item Response Text:
The student will use a scale to measure and identify the mass of objects measured in grams


Item Response Text:
The student will use a scale to measure the mass of objects and compare the mass of two or more objects measured in grams


Item Response Text:
The student will use appropriate tools to measure capacities (volume) and identify the amounts measured in standard units


Item Response Text:
The student will use appropriate tools to measure and compare the capacity (volume) of two or more amounts measured in standard units


Item Response Text:
The student will use a ruler or meter stick to measure and compare lengths to the nearest whole standard unit


Item Response Text:
The student will use a scale to measure the mass of objects and compare the masses of objects measured in kilograms


Item Response Group Long:
Number Sense and Operations:  Operations

Item Response Text:
The student will add and/or subtract, one and/or two-digit whole numbers


Item Response Text:
The student will multiply and/or divide one and/or two-digit whole numbers


Item Response Text:
The student will select the appropriate operation to solve problems using two or more of the four operations


Item Response Group Long:
Number Sense and Operations:  Number Systems

Item Response Text:
The student will compare two whole numbers 0 to 19


Item Response Text:
The student will order three or more whole numbers 0 to 19


Item Response Text:
The student will demonstrate the commutative property of addition


Item Response Text:
The student will demonstrate an understanding that a decimal represents a part of a whole using manipulatives


Item Response Text:
The student will read, write, and/or name decimals to the tenths place with or without the use of manipulatives


Item Response Text:
The student will identify numeral(s) 0 to 19


Item Response Text:
The student will compare two whole numbers 0 to 100


Item Response Text:
The student will order three or more whole numbers 0 to 100


Item Response Text:
The student will compare two unit fractions


Item Response Text:
The student will order three or more unit fractions


Item Response Text:
The student will read, write, and/or name decimals to the hundredths place in the context of money with or without the use of manipulatives


Item Response Text:
The student will identify numerals 0 to 100


Item Response Text:
The student will compare two whole numbers 0 to 1,000


Item Response Text:
The student will order three or more whole numbers 0 to 1,000


Item Response Text:
The student will compare two fractions with the same denominator


Item Response Text:
The student will order three or more fractions with the same denominator


Item Response Text:
The student will compare two decimals to the hundredths place in the context of money


Item Response Text:
The student will order three or more decimals to the hundredths place in the context of money


Item Response Text:
The student will identify numerals 0 to 1,000


Item Response Text:
The student will add and/or subtract one-digit numbers


Item Response Text:
The student will multiply and/or divide one-digit numbers


Item Response Text:
The student will select the appropriate operation to solve problems


Item Response Text:
The student will use the appropriate operation to solve problems


Item Response Text:
The student will recognize a whole and/or its parts


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will use the appropriate operation to solve problems using two or more of the four operations


Item Response Text:
The student will connect written representations of unit fractions with pictorial representations


Item Response Text:
The student will add and/or subtract fractions with the same denominators


Item Response Text:
The student will add and/or subtract decimals to tenths and hundredths using a hundredths chart


Item Response Text:
The student will order objects according to their lengths


Item Response Text:
The student will recognize the difference in length between standard units of measure


Item Response Text:
The student will recognize the value of a collection of 2 or more coins of different value


Item Response Text:
The student will recognize the days of the week


Item Response Text:
The student will make change using coins


Item Response Text:
The student will make change using the least number of coins


Item Response Text:
The student will order the days of the week and relate them to an activity schedule


Item Response Text:
The student will make change using coins and/or dollar amounts


Item Response Text:
The student will use a monthly calendar to relate days special activities or events


Item Response Text:
The student will relate lengths of time to activity schedules using any measure of time to include seconds, minutes, hours, days, weeks, months, and/or years


Item Response Text:
The student will tell time using an analog clock


# NYSAA Grade 5 Math ItemR 2009

Item Response Group Long:
Number Sense and Operations:  Number Systems


Item Response Group Long:
Number Sense and Operations:  Operations

Item Response Text:
The student will identify a whole and its parts


Item Response Text:
The student will classify triangles by properties of their angles and/or sides


Item Response Text:
The student will sort quadrilaterals by properties of their angles and/or sides


Item Response Text:
The student will recognize, name, draw, compare and/or sort similar triangles and identify their corresponding parts


Item Response Text:
The student will recognize, name, draw, compare and/or sort congruent (same shape and size) quadrilaterals and identify their corresponding parts


Item Response Text:
The student will use single-digit whole numbers to locate a position on a number line


Item Response Text:
The student will use a letter and a number to locate areas on a map


Item Response Text:
The student will recognize that the sum of the angles of a triangle is 180 degrees


Item Response Text:
The student will identify and plot points in the first quadrant of a coordinate plane


Item Response Text:
The student will locate and plot points on a coordinate plane to form rectangles


Item Response Text:
The student will recognize the first digit of a number already rounded to the nearest million and compare two of these numbers


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will recognize the first digit of a number already rounded to the nearest million and order three or more of these numbers


Item Response Text:
The student will compare two unit fractions, 1/2, 1/4, and/or 1/3 using concrete objects


Item Response Text:
The student will order three or more unit fractions, 1/2, 1/4, and 1/3 using concrete objects


Item Response Text:
The student will compare two decimals to the nearest tenth


Item Response Text:
The student will compare three or more decimals to the nearest tenth


Item Response Text:
The student will group objects into equal sets


Item Response Text:
The student will identify the first two digits of a seven-digit number already rounded to the nearest hundred thousand and compare two or more of these numbers


Item Response Text:
The student will identify the first two digits of a seven-digit number already rounded to the nearest hundred thousand and order three or more of these numbers


Item Response Text:
The student will compare two fractions that have the same denominator


Item Response Text:
The student will order three or more fractions that have the same denominator


Item Response Text:
The student will compare two decimals to the nearest hundredth


Item Response Text:
The student will order three or more decimals to the nearest hundredth


Item Response Text:
The student will identify the first three digits of a seven-digit number already rounded to the nearest ten thousand


Item Response Text:
The student will identify the first three digits of a seven-digit number already rounded to the nearest ten thousand and order three or more of these numbers


Item Response Text:
The student will demonstrate the concept of ratio


Item Response Text:
The student will demonstrate an understanding that percent means part of 100


Item Response Text:
The student will add, subtract, and/or multiply whole numbers using one or more strategies


Item Response Text:
The student will add decimals to tenths using one or more strategies


Item Response Text:
The student will recognize a whole and/or its parts


Item Response Text:
The student will add, subtract, multiply, and/or divide whole numbers using two or more strategies


Item Response Text:
The student will add and/or subtract decimals to tenths using two or more strategies


Item Response Text:
The student will connect written and/or pictoral representations of fractions with denominators up to 2


Item Response Text:
The student will add and/or subtract fractions using one or more strategies


Item Response Text:
The student will add, subtract, multiply, and/or divide decimals to tenths using one or more strategies


Item Response Text:
The student will sort triangles from quadrilaterals


Item Response Text:
The student will count the number of sides and/or angles of  triangles and/or quadrilaterals


Item Response Text:
The student will identify geometric shapes


Item Response Text:
The student will classify quadrilaterals by properties of their angles and/or sides


Item Response Text:
The student will recognize, name, draw, compare and/or sort congruent (same shape and size) figures


Item Response Text:
The student will recognize that the sum of the interior angles of a quadrilateral is 360 degrees


# NYSAA Grade 6 Math ItemR 2009

Item Response Text:
The student will use whole numbers and the symbol + and/or - to translate verbal/written expression(s) into numerical expression(s)


Item Response Text:
The student will find the value of numerical expression(s) involving whole numbers


Item Response Text:
The student will compare using the term(s) equal to, greater than, and/or less than


Item Response Group Long:
Number Sense and Operations:  Operations

Item Response Text:
The student will identify a whole and its parts


Item Response Group Long:
Number Sense and Operations:  Number Systems

Item Response Text:
The student will identify the first digit of a number already rounded to the nearest billion and compare two of these numbers


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will identify the first digit of a number already rounded to the nearest billion and order three or more of these numbers


Item Response Text:
The student will recognize that 50% represents the same amount as 1/2 of the whole


Item Response Text:
The student will compare and/or order integers from -10 to 10 and/or unit fractions using a number line


Item Response Text:
The student will identify the first two digits of a ten-digit number already rounded to the nearest hundred million and compare two or more of these numbers


Item Response Text:
The student will identify the first two digits of a ten-digit number already rounded to the nearest hundred million and order three or more of these numbers


Item Response Text:
The student will identify commonly used percents and their fractional equivalents (e.g., 10%= 1/10, 25%= 1/4, 50%= 1/2, 100%= 5/5, etc.)


Item Response Text:
The student will compare and/or order integers from -20 to 20 and/or unit fractions


Item Response Text:
The student will identify the first three digits of a ten-digit number already rounded to the nearest ten million and compare two or more of these numbers


Item Response Text:
The student will identify the first three digits of a ten-digit number already rounded to the nearest million and order three or more of these numbers


Item Response Text:
The student will solve real world problems involving commonly used percents (Examples:  0%, 10%, 25%, 50%, 100%)


Item Response Text:
The student will compare and/or order integers, fractions and/or percents


Item Response Text:
The student will add and/or subtract simple unit fractions (1/2, 1/4) using one or more strategies


Item Response Text:
The student will compare and/or order 10%, 25%, 50%, and 100% and their decimal or fractional equivalents


Item Response Text:
The student will add, subtract, multiply and/or divide integers using one or more strategies


Item Response Text:
The student will add, subtract, multiply and/or divide fractions with a common denominator using one or more strategies


Item Response Text:
The student will relate fractions (as tenths) and their decimal or percent equivalents using one or more strategies


Item Response Text:
The student will add, subtract and/or multiply fractions using one or more strategies


Item Response Text:
The student will evaluate or solve numerical expressions using order of operations with whole numbers only


Item Response Text:
The student will use numerals and the symbols +, -, x, and/or ÷ to translate verbal/written expressions into numerical expressions


Item Response Text:
The student will evaluate numerical expressions


Item Response Text:
The student will use numerals, variables and operational symbols to translate verbal/written expressions into algebraic expressions


Item Response Text:
The student will evaluate and/or simplify algebraic expressions


Item Response Text:
The student will use whole numbers and the symbols (+ or -) and equal sign (=) to translate verbal or written sentence(s) into algebraic equation(s)


Item Response Text:
The student will identify correct numeric sentence(s)


Item Response Text:
The student will solve simple whole number equation(s) involving addition and/or subtraction


Item Response Text:
The student will use numerals, variables, and the symbols (+, -, x, or ÷) and equal sign (=) to translate verbal or written sentences into algebraic equations


Item Response Text:
The student will solve one-step equations using any of the four operations


Item Response Text:
The student will translate verbal or written sentences indicating a two-step process into algebraic equations


Item Response Text:
The student will solve two-step algebraic equations


# NYSAA Grade 7 Math ItemR 2009

Item Response Group Long:
Number Sense and Operations:  Operations

Item Response Text:
The student will add integers from -10 to +10 using one or more strategies


Item Response Group Long:
Statistics and Probability: Collection, Organization, and Display of Data

Item Response Text:
The student will recognize a question that could be answered by gathering data


Item Response Group Long:
Number Sense and Operations:  Number Systems

Item Response Text:
The student will show multiplication of whole numbers less than 10 with or without manipulatives


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Group Long:
Number Sense and Operations:  Number Theory

Item Response Text:
The student will multiply and/or divide whole numbers less than 10


Item Response Text:
The student will show addition of two or more whole numbers with or without manipulatives


Item Response Text:
The student will identify two whole numbers that when multiplied result in a given number


Item Response Text:
The student will identify a missing factor when given one factor and the resulting product using one or more strategies


Item Response Text:
The student will on a number line of whole numbers from 1 to 10, identify which numbers are prime numbers


Item Response Text:
The student will identify whole number factors of one or more whole numbers from 1 to 20 using one or more strategies


Item Response Text:
The student will identify a pair of factors of one or more whole numbers from 1 to 20


Item Response Text:
The student will simplify a numerical expression involving three whole numbers using the same or different operations throughout


Item Response Text:
The student will add and/or subtract integers from -20 to +20


Item Response Text:
The student will using the order of operations, simplify numerical expressions (not including those with parentheses) of whole numbers


Item Response Text:
The student will add, subtract, multiply, and/or divide integers with or without the use of a number line, counters, or other manipulatives


Item Response Text:
The student will simplify expressions using order of operations


Item Response Text:
The student will gather data and record it on a list or in a chart


Item Response Text:
The student will organize data and represent it using a simple graph


Item Response Text:
The student will pose a question, gather data appropriate to the question and record the data in an organized way


Item Response Text:
The student will organize data and represent it using a table, pictograph or a bar graph


Item Response Text:
The student will pose a question, gather data appropriate to the question and record the data using a table or frequency chart


Item Response Text:
The student will organize data and represent it using two or more different methods


Item Response Group Long:
Statistics and Probability: Analysis of Data

Item Response Text:
The student will recognize data displayed on a simple graph


Item Response Text:
The student will read and/or interpret data displayed on pictograph(s) and/or bar graph(s)


Item Response Text:
The student will read and/or interpret data displayed on pictograph(s), bar graph(s). and/or frequency chart(s)


Item Response Text:
The student will add and/or subtract one or two-digit whole numbers


# NYSAA Secondary Social Studies ItemR 2009

Item Response Group Long:
US & NYS History: Constitutional Foundations

Item Response Text:
The student will identify the development of the United States Constitution using simple time lines


Item Response Text:
The student will explore their rights as citizens


Item Response Text:
The student will explain why people create governments


Item Response Text:
The student will explain why voting is an essential part of a democracy


Item Response Text:
The student will compare the responsibilities of New York State government to the responsibilities of the United States government


Item Response Text:
The student will compare the responsibilities of the executive, legislative, and/or judicial branches of government


Item Response Text:
The student will explain the importance of the Bill of Rights in protecting individual rights


Item Response Text:
The student will explain how to protect and secure their rights as citizens


Item Response Group Long:
US & NYS History: World in Uncertain Times: 1980-Present

Item Response Text:
The student will identify the leader of a class or school


Item Response Text:
The student will recognize the United States, Canada, and/or Mexico on a map or globe


Item Response Text:
The student will recognize a current event


Item Response Text:
The student will utilize media to become aware of current events related to domestic issues


Item Response Text:
The student will explain how a person becomes the president of the United States


Item Response Text:
The student will identify the president of the United States


Item Response Text:
The student will identify at least two duties of the president of the United States


Item Response Text:
The student will recognize at least one right guaranteed to citizens


Item Response Text:
The student will identify reason(s) people create governments


Item Response Text:
The student will identify who is eligible to vote


Item Response Text:
The student will identify at least two rights of citizens guaranteed by the Bill of Rights


Item Response Text:
The student will identify the three branches of government


Item Response Text:
The student will construct a simple timeline of United States presidents


Item Response Text:
The student will recognize a foreign issue for the United States


Item Response Text:
The student will explain the duties of the United States president


Item Response Text:
The student will identify an example of a domestic and a foreign issue with which a president might become involved


Item Response Text:
The student will explain domestic and/or foreign issues


Item Response Text:
The student will investigate how a presidential administration has addressed domestic and/or foreign issues


Item Response Group Long:
World History: Global History and Geography: Age of Revolution

Item Response Text:
The student will identify differences between work done on farms and work done in cities


Item Response Text:
The student will explain why the Industrial Revolution led to the rapid growth of cities


Item Response Text:
The student will identify the outcome of significant domestic and/or foreign issues in which a presidential administration has become involved


Item Response Text:
The student will recognize Great Britain on a map or globe


Item Response Text:
The student will recognize work done on farms


Item Response Text:
The student will recognize at least one classroom rule


Item Response Text:
Measures the degree to which your child performed independently during an activity.


Item Response Text:
The student will recognize work done in cities and/or factories


Item Response Text:
The student will distinguish between products that are produced on farms and in factories


Item Response Text:
The student will identify one reason the growth of factories led to the growth of cities


Item Response Group Long:
World History: Global Connections and Interactions

Item Response Text:
The student will identify problems created by migrations


Item Response Text:
The student will examine how ways of life differ in rural and urban areas in a country other than the United States.


Item Response Text:
The student will explain the differences between a developing and a developed country


Item Response Text:
The student will identify a developed country and/or a developing country


Item Response Text:
The student will explore how migration may create economic, social, and political problems between countries


Item Response Text:
The student will identify the locations of cities outside the United States on a map or globe


Item Response Text:
The student will determine the populations of two or more major cities in and/or outside of the United States


Item Response Text:
The student will recognize examples of governmental laws


Item Response Text:
The student will identify the importance of obeying classroom rules and/or governmental laws


Item Response Text:
The student will recognize at least one purpose of government


Item Response Text:
The student will identify one issue related to migration


Item Response Text:
The student will explore the lifestyles of people living in foreign country(s), e.g. Mexico, Russia, China, etc.


Item Response Text:
The student will locate two continents or countries other than North America and the United States on a map or globe


Item Response Text:
The student will differentiate between continents and/or countries


Item Response Text:
The student will investigate how developing countries are using advances in science and technology to address problems created by overpopulation


Item Response Text:
The student will explore the life of people during the Industrial Revolution


Item Response Text:
Measures the accuracy with which your child demonstrated skills required to perform an activity.


Item Response Text:
The student will explore what life was like for men, women, and children living in cities during the Industrial Revolution


Item Response Text:
The student will identify reason(s) that governments began to pass laws to protect and help workers


Item Response Text:
The student will discuss why the ready supply of land, labor, and capital helped make Great Britain the birthplace of the Industrial Revolution


Item Response Text:
The student will explore why the Industrial Revolution caused cities to grow and how their growth benefited and/or hurt society


Item Response Text:
The student will explore what life was like for factory workers and their families living in a city during the Industrial Revolution


Item Response Text:
The student will discuss the reform movements that began during the Industrial Revolution


Item Response Text:
The student will locate one country other than the United States on a map


Item Response Text:
The student will recognize photographs or pictures that depict rural life in regions outside the United States, e.g., an African village, a Chinese farm, etc.


Item Response Text:
The student will recognize that some countries are overpopulated


Item Response Text:
The student will identify the individual purposes of judicial, legislative, and/or executive branches


Item Response Text:
The student will identify the natural resources found in Great Britain that helped cause the Industrial Revolution


