# NYSAA Grade 3 ELA ItemR 2013

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 or have read to him/her simple texts and respond appropriately


Item Response Text:
The student will using discussion with peers, answer literal questions about text read by the student 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 distinguish 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 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 read modified or adapted grade level texts with classmates


Item Response Text:
The student will attend to longer personal narrative(s) (e.g., diary or journal entries, friendly letters, etc.).


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.


# NYSAA Grade 3 Math ItemR 2013

Item Response Group Long:
Number Sense and Operations:  Number Systems

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 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 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 compare capacities of objects measured in cups and quarts


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 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 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 relate and/or compare times to a schedule of activities


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


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 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 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 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


# NYSAA Grade 4 ELA ItemR 2013

Item Response Group Long:
Writing for information and Understanding

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 begin to use the writing process in composing text (e.g., prewriting, drafting, revising, proofreading, and revising)


Item Response Group Long:
Writing for Literary Response and Expression

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 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 use the writing process in composing text (e.g., prewriting, drafting, revising, proofreading, and revising)


Item Response Text:
The student will compose complete sentences to answer comprehension questions about a literary text


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 Text:
The student will compose a complete sentence indicating a reaction to a literary text


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:
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 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 compose ideas for story(s)


# NYSAA Grade 4 Math ItemR 2013

Item Response Group Long:
Number Sense and Operations:  Operations

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 use a ruler to measure and identify lengths to the nearest whole standard unit


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 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 compare two objects according to the attributes of mass (more mass/less mass)


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 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 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 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 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 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 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 to 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 4 Science ItemR 2013

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

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


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 Group Long:
Scientific Inquiry: Develop Explanations of natural phenomena


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 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 Text:
The student will recognize the planning steps of a simple 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 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 investigation


Item Response Text:
The student will implement the steps of a simple 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 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 forms of water are interchangeable


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 step for a simple investigation


Item Response Text:
The student will complete a single step of a simple 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 steps of a simple investigation


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


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


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


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 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)


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 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 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)


# NYSAA Grade 5 ELA ItemR 2013

Item Response Group Long:
Reading for Literary Response and Expression

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 relate text to a personal experience


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


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 how details are related to main ideas and each other


Item Response Group Long:
Listening for Literary Response and Expression

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 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 recognize explicit motive(s) of character(s)


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


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


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 Math ItemR 2013

Item Response Group Long:
Number Sense and Operations:  Number Systems

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 Group Long:
Number Sense and Operations:  Operations

Item Response Text:
The student will add, subtract, and/or multiply whole numbers using one or more strategies


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 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 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 ELA ItemR 2013

Item Response Group Long:
Writing for Information and Understanding

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 Group Long:
Writing for Literary Response and Expression

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 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 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 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, chapter 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 genres


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 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 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 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 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 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 6 Math ItemR 2013

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 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 relate fractions (as tenths) and their decimal or percent equivalents using one or more strategies


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 ELA ItemR 2013

Item Response Group Long:
Reading for Literary Response and Expression

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 Group Long:
Listening for Information and Understanding

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 Group Long:
Reading for Information and Understanding

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 use facts to support a main idea


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 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 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 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 activity(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 7 Math ItemR 2013

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:
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 using one or more strategies


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 add integers from -10 to +10 using one or more strategies


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 Grade 8 ELA ItemR 2013

Item Response Group Long:
Reading for Information and Understanding

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 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 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:
Writing for Information and Understanding

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 take notes distinguishing between relevant and irrelevant ideas, facts, or data


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 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 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 2013

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 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:
The student will identify congruent shapes and/or congruent angles


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 and/or reflections using one or more types of models


Item Response Text:
The student will evaluate numerical expressions


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


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 and interpret images resulting from translations, reflections, rotations, and/or dilations


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 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, translated, dilated, or reflected


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


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


# NYSAA Grade 8 Science ItemR 2013

Item Response Group Long:
Physical Setting/Earth Science: Particle properties determined observable characteristics and reactivity of matter

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


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 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 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 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 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 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 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 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 a solid and a liquid


# NYSAA Secondary ELA ItemR 2013

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 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 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:
Writing for Critical Analysis and Evaluation

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 Group Long:
Writing for Information and Understanding

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


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 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 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 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 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:
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 an 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 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


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


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


# NYSAA Secondary Math ItemR 2013

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

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 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 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 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 2013

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

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


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 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:
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:
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 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 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 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 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 that the moon appears to change shape over the course of a month


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 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 describe the sun as an external source of heat


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 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 recognize the movements of the earth, moon and sun relative to each other


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 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 multiple ways that humans impact the Earth's resources


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


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 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 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 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 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 Secondary Social Studies ItemR 2013

Item Response Group Long:
World History: Global History and Geography: Age of Revolution

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 Group Long:
World History: Global Connections and Interactions

Item Response Text:
The student will locate one country other than the United States on a map


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 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 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 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 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


