New York State
Testing Program
Educator Guide to
the 2024 Grades 3–8
English Language Arts Tests
2024 Grades 3–8 English Language Arts Educator Guide
ii
THE UNIVERSITY OF THE STATE OF NEW YORK
Regents of The University
LESTER W. YOUNG, JR., Chancellor, B.S., M.S., Ed.D. ................................................................ Beechhurst
JOSEPHINE VICTORIA FINN, Vice Chancellor, B.A., J.D. .......................................................... Monticello
ROGER TILLES, B.A., J.D. .............................................................................................................. Manhasset
CHRISTINE D. CEA, B.A., M.A., Ph.D. ........................................................................................ Staten Island
WADE S. NORWOOD, B.A. ........................................................................................................... Rochester
KATHLEEN M. CASHIN, B.S., M.S., Ed.D. ................................................................................. Brooklyn
JAMES E. COTTRELL, B.S., M.D. .................................................................................................. New York
JUDITH CHIN, B.S., M.S. in Ed. .................................................................................................... Little Neck
CATHERINE COLLINS, R.N., N.P., B.S., M.S. in Ed., Ed.D. ..................................................... Bualo
LUIS O. REYES, B.A., M.A., Ph.D. ................................................................................................. New York
SUSAN W. MITTLER, B.S., M.S. .................................................................................................... Ithaca
FRANCES G. WILLS, B.A., M.A., M.Ed., C.A.S., Ph.D. ............................................................. Ossining
ARAMINA VEGA FERRER, B.A., M.S. in Ed., Ph.D. ................................................................. Bronx
SHINO TANIKAWA, B.A., M.S. .................................................................................................... Manhattan
ROGER P. CATANIA, B.A., M.A., M.S., C.A.S., Ph.D. ................................................................ Saranac Lake
ADRIAN I. HALE, A.S., B.A. .......................................................................................................... Rochester
Commissioner of Education and President of the University
Betty A. RosA, B.A., M.s. in ed., M.s. in ed., M.ed., ed.d.
Senior Deputy Commissioner, Oce of Education Policy
JeffRey A. MAtteson
Deputy Commissioner, P-12 Operational Support
JAson HARMon
Assistant Commissioner, Oce of State Assessment
ZAcHARy WARneR
The State Education Department does not discriminate on the basis of race, creed, color, national origin, religion, age, sex, military, marital status, familial status, domestic violence victim
status, carrier status, disability, genetic predisposition, sexual orientation and criminal record in its recruitment, educational programs, services, and activities. NYSED has adopted a web
accessibility policy, and publications designed for distribution can be made available in an accessible format upon request. Inquiries regarding this policy of nondiscrimination should be
directed to the Oce of Human Resources Management, Room 528 EB, Education Building, Albany
, New York 12234.
Copyright © 2024 by the New York State Education Department. Permission is hereby granted for school administrators and educators to reproduce these materials, located online on
the NYSED website (http://p12.nysed.gov), in the quantities necessary for their schools’ use, but not for sale, provided copyright notices are retained as they appear in these publications.
2024 Grades 3–8 English Language Arts Educator Guide
iii
Table of Contents
Foreword .....................................................................................................................................1
2024 New York State Grades 3–8 Testing Program
...............................................................2
Purpose of State Testing
..................................................................................................2
New York State Educators Involvement in Test Development
........................................2
Option for Schools to Administer the Tests on Computer
...............................................2
The Next Generation English Language Arts Learning Standards
.....................................3
Lifelong Practices of Readers and Writers
.......................................................................3
Reading
............................................................................................................................3
Writing
.............................................................................................................................3
Language
..........................................................................................................................3
Speaking and Listening
....................................................................................................4
Performance Level Denitions
..................................................................................................5
NYS Level 4
....................................................................................................................5
NYS Level 3
....................................................................................................................5
NYS Level 2
....................................................................................................................5
NYS Level 1
....................................................................................................................5
Performance Level Descriptions
......................................................................................5
Assessing the Learning Standards for English Language Arts
.............................................6
Reading, Writing, and Language
.....................................................................................6
Speaking and Listening
....................................................................................................6
Text Selection
..................................................................................................................7
A Note on Texts
..............................................................................................................7
Range of Informational Texts
..........................................................................................8
2024 Grades 3–8 English Language Arts Educator Guide
iv
The 2024 Grades 3–8 English Language Arts Tests ................................................................9
Testing Sessions
...............................................................................................................9
When Students Have Completed Their Tests...................................................................9
Test Design
.....................................................................................................................10
Test Blueprint
.................................................................................................................12
Grades 3–5
.........................................................................................................12
Grades 6–8
.........................................................................................................13
Question Formats
...........................................................................................................13
Multiple-Choice Questions
................................................................................13
Constructed-Response Questions
.......................................................................13
2-Credit Constructed-Response Questions
........................................................14
4-Credit Constructed-Response Questions
........................................................14
Additional Assessment Resources
.....................................................................14
English Language Arts Rubrics
.....................................................................................15
2-Credit Constructed-Response Rubric
.............................................................15
4-Credit Constructed-Response Rubric
.............................................................16
New York State Grades 4–5 Writing Evaluation Rubric
....................................17
New York State Grades 6–8 Writing Evaluation Rubric
....................................18
Appendix A
...............................................................................................................................19
Guidance on Constructed-Response Questions
............................................................19
Sample Response to a 2018 Grade 3,
2-Credit Constructed-Response Question
..........................................................20
Sample Response to a 2018 Grade 6,
2-Credit Constructed-Response Question
..........................................................21
Sample Response to a 2018 Grade 4,
4-Credit Constructed-Response Question
..........................................................22
Sample Response to a 2018 Grade 6,
4-Credit Constructed-Response Question
..........................................................24
2024 Grades 3–8 English Language Arts Educator Guide
1
Foreword
e information contained in this Educator Guide is designed to raise educator awareness of the structure
of the 2024 New York State Grades 3–8 English Language Arts Tests aligned to the New York State Next
Generation Learning Standards (http://www.nysed.gov/curriculum-instruction/new-york-state-next-
generation-english-language-arts-learning-standards).
e guide provides educators with pertinent information about the 2024 test development process, the learning
standards that the tests are designed to measure, and the format of the testing sessions, which includes what
types of questions will be asked and the suggested length of the testing sessions. Links to additional resources
are provided to further enhance educators’ understanding of the structure of the English Language Arts tests.
Educators are encouraged to review the guides prior to the test administration to gain familiarity with the
test format. e information presented can also be used as a platform for educator discussion on how to best
utilize student assessment results to guide future instruction.
e Elementary and Intermediate testing schedule for the spring 2024 administration can be found on
the Department’s website (http://www.nysed.gov/state-assessment/grades-3-8-test-schedules). Questions
regarding the New York State Testing Program and test design may be addressed to emscassessinfo@nysed.
gov. Questions regarding the New York State Learning Standards may be addressed to emscurric@nysed.
gov.
2024 Grades 3–8 English Language Arts Educator Guide
2
2024 New York State Grades 3–8 Testing Program
Purpose of State Testing
The federal Every Student Succeeds Act (2018) requires that states annually administer tests in English
Language Arts (ELA) and Mathematics in Grades 3–8. The Grades 3–8 ELA and Mathematics NYS Testing
Program has been designed to measure student knowledge and skills as dened by the grade-level New York
Next Generation Learning Standards (NGLS) in ELA and Mathematics. The tests are designed to report
student prociency in one of four performance levels. Refer to page 5 of this guide for further information
regarding the Performance Level Descriptions.
New York State Educators Involvement in Test Development
While teachers have always been included in the Grades 3–8 Test Development Process, the New York
State Education Department (NYSED) continues to expand the number of opportunities for New York State
educators to become involved. This includes writing all of the test questions. New York State educators
provide the critical input necessary to ensure that the tests are fair, valid, and appropriate for students through
their participation in many test development activities.
The test development process includes the development, review, and approval of test questions, construction
of eld and operational test forms, nal approval of test forms prior to administration, and the development
of scoring materials. NYSED remains committed to improving the quality of the State’s assessments and
the experiences that students have taking these tests. For more information on opportunities to participate in
the test development process, please visit the Test Development Participation Opportunities website (http://
www.nysed.gov/state-assessment/test-development-participation-opportunities).
Option for Schools to Administer the Tests on Computer
In Spring 2024, all students in Grades 5 and 8 will be required to take ELA, Math, and Science Tests via
computer-based testing (CBT). The other grade levels may also participate in CBT, but paper-based testing
will still be available for these students. In Spring 2025, Grades 4 and 6 will also be required to test via
computer for ELA and Math and, nally, all students in Grades 3–8 will participate in CBT beginning in
Spring 2026. More information about this option is available at the NYSED computer-based testing (CBT)
Support website (https://cbtsupport.nysed.gov/).
2024 Grades 3–8 English Language Arts Educator Guide
3
The Next Generation English Language Arts Learning Standards
The New York State Next Generation English Language Arts Learning Standards dene the knowledge,
skills, and understandings that individuals can and do habitually demonstrate over time when exposed to
high-quality instructional environments and learning experiences. The standards are organized into four
overlapping strands which together support the development of advanced literacy skills: Reading, Writing,
Language, and Speaking and Listening.
The information below is meant to provide the context and expectations to enable student success and inform
teacher practice.
Lifelong Practices of Readers and Writers
The Lifelong Practices of Readers and Writers reect the changing expectations for what it means to be
literate today. Coursework and instruction based on the ELA learning standards should develop within the
context of the Lifelong Practices of Readers and Writers. These practices are a context for the New York
State ELA Learning Standards which, in turn, support these practices by specifying grade level expectations
for readers and writers.
Reading
Students in Grades 3–8 should experience a balance of literature and informational texts in the context
of instruction designed to create opportunities for children to engage with a variety of topics and texts,
and have discussions about texts that support language development and knowledge building. Creating this
learning environment can take a variety of formats, including read-alouds, shared readings, paired readings,
independent readings (beginning in Grade 4), and other learning activities that incorporate literacy materials,
talking, and writing.
Writing
As students develop their writing skills, they will use a variety of strategies to plan, revise, and strengthen
their writing as they work independently and collaboratively with adults and peers to produce texts and
to learn about and develop oral language—written language and reading—writing connections. Students
will write for multiple purposes (to entertain, to explain, to persuade) and learn about various tools (print
and digital) to produce, share, and publish writing. In all writing tasks, students will learn to use and adjust
language to best communicate ideas, content, and message. From Grade 3 through Grade 8, students will
develop an understanding of the distinction between—and appropriate application of—conversational and
academic language.
Language
To develop academic language and background knowledge, and to enrich personal language and expression,
standards-based language instruction will enable students to increasingly demonstrate control of the
conventions of academic language, develop their knowledge of language (understanding how language
functions in dierent contexts, making eective choices for meaning and style, and comprehending more
fully when reading or listening), and build skills relating to vocabulary acquisition and use (learning general
academic and content specic words and phrases, clarifying the meaning of unknown or multiple meaning
words and phrases, and demonstrating understanding of gurative language and nuances in meaning).
2024 Grades 3–8 English Language Arts Educator Guide
4
Speaking and Listening
Language develops in the classroom if there is an extended back-and-forth process of interactions among
students, organized around rich content and topics. Students will build their speaking and listening skills and
knowledge by participating eectively in a range of conversations and collaborations with diverse partners;
expressing ideas clearly and persuasively; integrating and evaluating information presented in diverse media
and formats; evaluating points of view and reasoning; reasonably and clearly presenting information with
supporting evidence; ensuring that organization and style are appropriate to task, purpose, and audience;
making strategic use of media; adapting speech to context; and demonstrating command of academic English.
For more information about the Next Generation Learning Standards for English Language Arts &
Literacy, please refer to the NYSED website (http://www.nysed.gov/next-generation-learning-standards).
2024 Grades 3–8 English Language Arts Educator Guide
5
Performance Level Denitions
For each subject area, students perform along a continuum of the knowledge and skills necessary to meet the
demands of the Learning Standards for English Language Arts and Mathematics. New York State assessments
are designed to classify student performance into one of four levels based on the knowledge and skills the
student has demonstrated. Due to the need to identify student prociency, the state tests must provide students
at each performance level opportunities to demonstrate their knowledge and skills in the NGLS. For this
reason, the Performance Level Descriptions play a central role in the test development process, specically
question writing.
These performance levels are dened as:
NYS Level 4
Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills,
and practices embodied by the Learning Standards that are considered more than sucient for the
expectations at this grade.
NYS Level 3
Students performing at this level are procient in standards for their grade. They demonstrate knowledge,
skills, and practices embodied by the Learning Standards that are considered sucient for the expectations
at this grade.
NYS Level 2
Students performing at this level are partially procient in standards for their grade. They demonstrate
knowledge, skills, and practices embodied by the Learning Standards that are considered partial but
insucient for the expectations at this grade. Students performing at Level 2 are considered on track
to meet current New York high school graduation requirements but are not yet procient in Learning
Standards at this grade.
NYS Level 1
Students performing at this level are below procient in standards for their grade. They may demonstrate
limited knowledge, skills, and practices embodied by the Learning Standards that are considered
insucient for the expectations at this grade.
Performance Level Descriptions
For information about the Next Generation English Language Arts Performance Grade-Level Descriptions
for Grades 3–8, please see the website (http://www.nysed.gov/state-assessment/next-generation-grades-3-
8-learning-standards-performance-level-descriptions).
2024 Grades 3–8 English Language Arts Educator Guide
6
Assessing the Learning Standards for English Language Arts
The 2024 Grades 3–8 English Language Arts Tests will focus entirely on the ELA learning standards for
each grade.
Reading, Writing, and Language
The 2024 Grades 3–8 English Language Arts Tests will assess Reading, Writing, and Language standards
using multiple-choice, 2-credit constructed-response, and 4-credit constructed-response questions. All
questions will be based on close reading of informational and literary texts, including paired texts in
Grades 4–8. All texts will be drawn from authentic, grade-level works. The length of the texts on the 2024
Grades 3–8 English Language Arts Tests will typically be:
Length of Texts*
Grade 3 525–625 words
Grade 4 625–725 words
Grade 5 725–825 words
Grade 6 775–875 words
Grade 7 825–925 words
Grade 8 925–1025 words
*In some instances, ranges may vary slightly for a
particular passage in order to create a more complete
excerpt that will aid student comprehension.
Please see pages 7–8 for further information about authentic texts and text selection.
Reading and Language Standards will be assessed using multiple-choice questions. 2-credit constructed-
response questions will primarily assess reading, but will also require writing and command of language.
4-credit constructed-response questions will primarily assess Writing from Sources, whereby student
responses will be rated on the degree to which they can communicate a clear and coherent analysis of one
or two texts.
Speaking and Listening
While Speaking and Listening Standards will NOT be assessed on the State test, they remain two very
important components of critical building blocks in students’ ability to read and write at grade level. Speaking
and Listening Standards provide the dialogic building blocks that directly support students in acquiring the
necessary skills and knowledge.
Only through rigorous, structured classroom discourse will students gain valuable experiences examining
texts they need in order to meet the rigors of what is required in writing. It is imperative that teachers
continue to instruct and assess the Speaking and Listening Standards in the classroom. Instructional resources
and examples of formative assessments for the Speaking and Listening Standards can be found in the
Grades 3–8 curriculum materials (http://www.nysed.gov/curriculum-instruction/teaching-learning-
assessment-learning).
For more information about Curriculum Materials, please refer to the NYSED website
(http://www.nysed.gov/curriculum-instruction).
2024 Grades 3–8 English Language Arts Educator Guide
7
Text Selection
During the test development process, NYS educators approve all passages for use on the NYS Grades 3–8
English Language Arts Tests. Selecting high-quality, grade-appropriate texts requires both objective text
complexity metrics and educator judgment. For the 2024 Grades 3–8 English Language Arts Tests, both
qualitative and quantitative measures are used to determine the complexity of the texts. Based on research
and the guidance of nationally-recognized literacy experts,
1
the following ranges for quantitative measures
were used to guide text selections.
Updated Text Complexity Grade Bands and Associated Ranges from Multiple Measures
NYELA
Grade
Band
ATOS
Degrees
of
Reading
Power
®
Fleisch-
Kincaid
The Lexile
Framework
®
Reading
Maturity
Text
Evaluator
2nd–3rd
2.75–5.14 42–54 1.98–5.34 420–820 3.53–6.13 100–590
4th–5th
4.97–7.03 52–60 4.51–7.73 740–1010 5.42–7.92 405–720
6th–8th
7.00–9.98 57–67 6.51–10.34 925–1185 7.04–9.57 550–940
9th–10th
9.67–12.01 62–72 8.32–12.12 1050–1335 8.41–10.81 750–1125
11th–CCR
11.20–14.10 67–74 10.34–14.20 1185–1385 9.57–12.00 890–1360
A Note on Texts
Many of the Reading Standards require students to recognize how authors support their opinions, to
understand the author’s point of view and purpose, and to be able to discern well-supported arguments from
those that are not. To assess these standards on the test, text passages are included that express opinions and
theories with which not all readers may agree. Students must demonstrate their ability to determine point of
view, purpose, and success of argumentation with supporting evidence in subjects that they will encounter
both in other academic classes and in their daily lives.
For more information about passage selection, please refer to the NYSED website (http://www.nysed.
gov/curriculum-instruction/grades-3-8-ela-and-mathematics-tests).
1
Nelson, Jessica; Perfetti, Charles; Liben, David; and Liben, Meredith, “Measures of Text Diculty: Testing Their Predictive
Value for Grade Levels and Student Performance,” 2012.
2024 Grades 3–8 English Language Arts Educator Guide
8
Range of Informational Texts
The 2024 Grades 3–8 English Language Arts Tests will have questions on a variety of informational texts.
The array of passages selected for the tests will assess whether students can comprehend and analyze a wide
range of text types. The chart below categorizes common informational texts according to their structure.
Please note that the chart below is not specic to any grade, rather it is meant to help teachers understand the
range of informational texts that students may encounter by the end of Grade 8.
EXPOSITORY ARGUMENTATIVE INSTRUCTIONAL NARRATIVE
Textbooks (science)
Opinion/Editorial
Pieces
Training Manuals (Auto) Biographies
Textbooks
(humanities)
Speeches (including
those from seated
politicians)
Contracts Histories
Reports Advertisements User Guides/Manuals Correspondence
Tourism Guides Political Propaganda Legal Documents Curriculum Vitae
Product Specications Journal Articles Recipes Memoirs
Product/Service
Descriptions
Government
Documents
Product/Service
Descriptions
News Articles
Magazine Articles Legal Documents Essays
Company Proles Tourism Guides Interviews
Legal Documents Correspondence Agendas
Agendas Essays
Correspondence Reviews
Essays Memoirs
Interviews
Government
Documents
News Articles
2024 Grades 3–8 English Language Arts Educator Guide
9
The 2024 Grades 3–8 English Language Arts Tests
Testing Sessions
The 2024 Grades 3–8 English Language Arts Tests consist of two sessions that are administered over two
days. Students will be provided as much time as necessary within the connes of the regular school day to
complete each test session. School personnel should use their best professional judgment and knowledge
about individual students to determine how long a student should be engaged in taking a particular assessment
and when it is in the student’s best interest to end the test session.
Although test duration will vary among students, the table below estimates the average time it will take
students to complete each session of the exam and is intended for test preparation and planning. It is strongly
encouraged for educators to share this information with students and parents prior to the test administration.
Additionally, educators preparing students for this exam are encouraged to emphasize the rubric criteria for
constructed-response questions and remind students that the length of their response does not necessarily
improve the quality of their response. For examples of concise full credit responses, see Appendix A.
Average Time to Complete
Session 1
Average Time to Complete
Session 2
Grade 3 60–70 Minutes 70–80 Minutes
Grade 4 60–70 Minutes 70–80 Minutes
Grade 5 80–90 Minutes 70–80 Minutes
Grade 6 80–90 Minutes 90–100 Minutes
Grade 7 80–90 Minutes 90–100 Minutes
Grade 8 80–90 Minutes 90–100 Minutes
The tests must be administered under standard conditions and the directions must be followed carefully. The
same test administration procedures must be used with all students so that valid inferences can be drawn
from the test results.
NYSED devotes great attention to the security and integrity of the New York State Testing Program.
School administrators and teachers involved in the administration of State assessments are responsible for
understanding and adhering to the instructions set forth in the School Administrator’s Manual (https://www.
nysed.gov/state-assessment/grades-3-8-test-manuals) and the Teacher’s Directions (https://www.nysed.gov/
state-assessment/grades-3-8-ela-and-math-test-manuals).
When Students Have Completed Their Tests
Students who nish their assessment should be encouraged to go back and check their work. Once the
student checks their work, or chooses not to, examination materials should be collected by the proctor. After
a student’s assessment materials are collected, or the student has submitted the test if testing on computer,
that student may be permitted to read silently. This privilege is granted at the discretion of each school. No
talking and no other schoolwork is permitted.
2
2
For
more detailed information about test administration, including proper procedures for proctoring, please refer to the
School Administrator’s Manual and the Teacher’s Directions.
2024 Grades 3–8 English Language Arts Educator Guide
10
Given that the Spring 2024 tests have no time limits, schools and districts have the discretion to create their
own approach to ensure that all students who are productively working are given the time they need within
the connes of the regular school day to continue to take the tests. If the test is administered in a large-
group setting, school administrators may prefer to allow students to hand in their test materials, or submit
the test if testing on computer, as they nish and then leave the room. If so, take care that students leave the
room as quietly as possible so as not to disturb the students who are still working on the test.
Test Design
The charts below illustrate the test designs for the 2024 Grades 3–8 English Language Arts Tests. These charts
detail the number of passages and the type(s) of questions in each session. The rst three passages in Session 1
consist of passages with only multiple-choice questions. However, the nal passage in Session 1 will include
both multiple-choice and 2-credit constructed-response questions. Session 2, Grade 3 consists of passages with
multiple-choice or 2-credit constructed-response questions. Session 2, Grades 4–8 consists of passages with
multiple-choice or 2-credit and 4-credit constructed-response questions.
Also noted is the approximate number of informational and literary passages present on the 2024 tests.
Please note that embedded eld test questions and passages are included in the design. It will not be apparent
to students whether a question is an embedded eld test question that does not count toward their score or an
operational test question that does count toward their score.
2024 Grade 3 English Language Arts Test Design
Session 1 Session 2 Total
Reading Writing
Passages
4 2 6
Multiple-Choice
Questions
23 6 29
2-Credit
Constructed-
Response Questions
2 3 5
4-Credit
Constructed-
Response Questions
0 0 0
Total Number of Literary Passages 3–4
Total Number of Informational Passages 2–3
2024 Grades 3–8 English Language Arts Educator Guide
11
2024 Grade 4 English Language Arts Test Design
Session 1 Session 2 Total
Reading Writing
Passages
4 3 7
Multiple-Choice
Questions
23 6 29
2-Credit
Constructed-
Response Questions
2 3 5
4-Credit
Constructed-
Response Questions
0 1 1
Total Number of Literary Passages 3–4
Total Number of Informational Passages 3–4
2024 Grades 5–6 English Language Arts Test Design
Session 1 Session 2 Total
Reading Writing
Passages
4 3 7
Multiple-Choice
Questions
26 7 33
2-Credit
Constructed-
Response Questions
2 3 5
4-Credit
Constructed-
Response Questions
0 1 1
Total Number of Literary Passages 2–5
Total Number of Informational Passages 2–5
2024 Grades 3–8 English Language Arts Educator Guide
12
2024 Grades 7–8 English Language Arts Test Design
Session 1 Session 2 Total
Reading Writing
Passages
4 4 8
Multiple-Choice
Questions
26 14 40
2-Credit
Constructed-
Response Questions
2 3 5
4-Credit
Constructed-
Response Questions
0 1 1
Total Number of Literary Passages 3–5
Total Number of Informational Passages 3–5
Test Blueprint
The charts below show the percentage of credits that relate to Reading, Language, and Writing Standards. When
reading these charts, it is essential to remember that most questions assess many standards simultaneously.
Additionally, Reading Standards are divided by focus (Key Ideas, Craft and Structure, and Integration of
Knowledge) to help guide instruction.
Grades 3–5
Area of Focus Approximate Percentages
Reading Standards 100% requires close reading
Language and Writing Standards
Up to 50% requires writing and
command of language
Approximate Percentages
Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas
Up to 65% Up to 35% Up to 30%
2024 Grades 3–8 English Language Arts Educator Guide
13
Grades 6–8
Area of Focus Approximate Percentages
Reading Standards 100% requires close reading
Language and Writing Standards
Up to 40% requires writing and
command of language
Approximate Percentages
Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas
Up to 60% Up to 40% Up to 40%
It should be noted that Standards R3.1, R3.1, R4.1, R4.1, etc., provide a foundation for all questions on the
tests, as all will require text-based responses. Likewise, Standards R3.10, R3.10, R4.10, etc., form the heart
of all text-based instruction. While not assessed directly in questions, R3.10, R3.10, R4.10, etc., are present
on the test in the form of rigorous, worthwhile texts.
Question Formats
The 2024 Grades 3–8 English Language Arts Tests contain multiple-choice (1-credit), 2-credit and 4-credit
constructed-response questions. For multiple-choice questions, students select the correct response from
four answer choices. For 2-credit and 4-credit constructed-response questions, students write an answer to
an open-ended question.
Multiple-Choice Questions
Multiple-choice questions are designed to assess Reading and Language Standards. They will ask students to
analyze dierent aspects of a given text, including central idea, style elements, character and plot development,
and vocabulary. Almost all questions, including vocabulary questions, will only be answered correctly if the
student comprehends and makes use of the whole passage.
Multiple-choice questions will assess Reading and Language Standards in a range of ways. Some will ask
students to analyze aspects of text or vocabulary. Many questions will require students to combine skills.
For example, questions may ask students to identify a segment of text that best supports the central idea. To
answer correctly, a student must rst comprehend the central idea and then show understanding of how that
idea is supported. Questions will require more than rote recall or identication. Students will also be required
to negotiate plausible, text-based distractors.
3
Each distractor will require students to comprehend the whole
passage.
Constructed-Response Questions
As writers, students develop and apply a variety of distinct skills for a variety of purposes and in a variety
of formats. The written communication of ideas necessitates executive functioning and planning, language
knowledge and dexterity, creativity and expression. Students write formally and informally, extensive pieces
and abbreviated vignettes, for reection as well as expression, for academic purposes and for personal
enjoyment. The expansive scope of the knowledge, skills, and understandings inherent in writing instruction
far exceeds what can be assessed on a single test or through a single assignment. The constructed-response
questions on these tests assess only a limited slice of these, as described in the question descriptions below
3
A
distractor is an incorrect response that may appear to be a plausible correct response to a student who has not mastered the skill
or concept being assessed.
2024 Grades 3–8 English Language Arts Educator Guide
14
and detailed in the corresponding rubrics which provide a straightforward and detailed explanation of how
student responses are assessed. For example, the rubric calls for the use of relevant evidence and well-
chosen facts, criteria which are no more or less weighted than the ability to skillfully link ideas, having a
clear and purposeful organization, or demonstrating insightful comprehension and analysis. The rubrics do
not prioritize the length of the response or reward the accumulation of evidence beyond what is asked for
by the question. Educators preparing students for this exam are encouraged to emphasize the quality of the
constructed responses consistent with the rubric criteria and remind students that the length of their response
does not necessarily improve the quality of their response.
2-Credit Constructed-Response Questions
2-credit constructed-response questions are designed to assess Reading and Language Standards. These are
single questions for which students use textual evidence to support their own answers to an inferential
question. These questions ask the student to make an inference (a claim, position, or conclusion) based on
their analysis of the passage, state it in their own words, and then provide two pieces of text-based evidence
to support their answer.
The purpose of the 2-credit constructed-response questions is to assess a student’s ability to comprehend
and analyze text. In responding to these questions, students will be expected to write in complete sentences.
Responses with a valid inference and two supporting details from the associated text receive full credit.
Responses should typically require no more than approximately two or three complete sentences. The rubric
used to evaluate these types of responses is provided on page 16. It is important to note that students who
answer the question only using details from the text will NOT receive full credit. A full-credit response is
characterized by both a valid inference and sucient textual support.
4-Credit Constructed-Response Questions
4-credit constructed-response questions are designed to assess Writing from Sources. They will focus primarily
on Writing Standards. In Grades 4–8, 4-credit constructed-response questions will require students to read
and analyze paired texts. Paired texts are related by theme, genre, tone, time period, or other characteristics.
Many 4-credit constructed-response questions will ask students to express a position and support it with text-
based details. 4-credit constructed-response questions allow students to demonstrate their ability to write a
coherent essay using textual evidence to support their ideas. Whether in response to an individual text or
paired texts, a student needs to synthesize, evaluate, and provide their thinking in a coherent and concise
manner. As with 2-credit constructed-response questions, students are encouraged to answer in an ecient
manner.
Additional Assessment Resources
The New York State Question Sampler (http://www.nysed.gov/state-assessment/question-sampler) provides
a preview of the question types in the computer-based testing platform designed to help students prepare for
testing day using the online testing tools. Passages and questions from previous Grades 3–8 assessments can
be found on the NYSED website (https://www.nysedregents.org/ei/ei-ela.html).
2024 Grades 3–8 English Language Arts Educator Guide
15
English Language Arts Rubrics
The 2024 Grades 3–8 English Language Arts Tests will be scored using the rubrics below. Both the English
Language Arts 2-Credit and 4-Credit Rubrics reect the demands called for by the Next Generation Learning
Standards.
2-Credit Constructed-Response Rubric
2-credit constructed-response questions will ask students to make a claim, take a position, or draw a
conclusion, and then support it with details. As such, the 2-Credit Constructed-Response Rubric focuses on
both the inference and evidence a student provides. This structure allows students to have wide latitude in
responding to each prompt so long as their response is supported by the text.
Additionally, the expectation for all 2-credit responses will be complete, coherent sentences. By weaving
these elements together, the questions, responses, and scores remain rmly focused on student reading ability.
2-Credit Constructed-Response Rubric
Score
Response Features
2 Credits
The features of a 2-credit response are
• Valid inferences and/or claims from the text where required by the prompt
• Evidence of analysis of the text where required by the prompt
• Relevant facts, denitions, concrete details, and/or other information from the text
to develop response according to the requirements of the prompt
• Sucient number of facts, denitions, concrete details, and/or other information
from the text as required by the prompt
• Complete sentences where errors do not impact readability
1 Credit
The features of a 1-credit response are
• A mostly literal recounting of events or details from the text as required by the
prompt
• Some relevant facts, denitions, concrete details, and/or other information from
the text to develop response according to the requirements of the prompt
• Incomplete sentences or bullets
0 Credits*
The features of a 0-credit response are
• A response that does not address any of the requirements of the prompt or is totally
inaccurate
• A response that is not written in English
• A response that is unintelligible or indecipherable
• If the prompt requires two texts and the student only references one text, the response can be scored
no higher than a 1.
* Condition Code A is applied whenever a student who is present for a test session leaves an entire constructed-
response question in that session completely blank (no response attempted).
2024 Grades 3–8 English Language Arts Educator Guide
16
4-Credit Constructed-Response Rubric
One must be able to write for a purpose using information from textual sources. 4-credit constructed-response
questions on the 2024 English Language Arts Tests will ask students to analyze texts and address meaningful
questions using strategic, textual details. Scores for 4-credit constructed-response questions will be based on
four overarching criteria:
• Content and Analysis—the extent to which the essay conveys complex ideas and information clearly
and accurately in order to support claims in an analysis of topics or texts
• Command of Evidence—the extent to which the essay presents evidence from the provided texts to
support analysis and reection
• Coherence, Organization, and Style—the extent to which the essay logically organizes complex
ideas, concepts, and information using formal style and precise language
• Control of Conventions—the extent to which the essay demonstrates command of the conventions
of standard English grammar, usage, capitalization, punctuation, and spelling
These four characteristics combined make up the focus of the 4-credit constructed-response tasks,
Writing from Sources. Whether in response to an individual text or a paired selection, a student will be
asked to synthesize, evaluate, and provide evidence for their thinking in a coherent and legible manner.
Please note the 4-Credit Writing Evaluation Rubric in Grades 4–5 on page 18 and Grades 6–8 on
page 19.
17
New York State Grades 4–5 Wring Evaluaon Rubric
CRITERIA NGLS
SCORE
4
Essays at this level:
3
Essays at this level:
2
Essays at this level:
1
Essays at this level:
0*
Essays at this level:
CONTENT AND ANALYSIS:
the extent to which the essay
conveys ideas and informaon
clearly and accurately in order to
support analysis of topics or text(s)
W.2
R.1–9
—clearly introduce a topic
in a manner that follows
logically from the task and
purpose
—demonstrate insighul
comprehension and analysis
of the text(s)
—clearly introduce a topic in
a manner that follows from
the task and purpose
—demonstrate grade-
appropriate comprehension
and analysis of the text(s)
—introduce a topic in
a manner that follows
generally from the task and
purpose
—demonstrate a literal
comprehension of the
text(s)
—introduce a topic in a
manner that does not
logically follow from the
task and purpose
—demonstrate lile
understanding of the text(s)
—demonstrate a lack of
comprehension of the
text(s) or task
COMMAND OF EVIDENCE:
the extent to which the essay
presents evidence from the
provided text(s) to support
analysis and reecon
W.2
R.1–8
—develop the topic with
relevant, well-chosen
facts, denions, concrete
details, quotaons, or other
informaon and examples
from the text(s)
—sustain the use of varied,
relevant evidence
—develop the topic with
relevant facts, denions,
details, quotaons, or other
informaon and examples
from the text(s)
—sustain the use of relevant
evidence, with some lack of
variety
—parally develop the topic
of the essay with the use
of some textual evidence,
some of which may be
irrelevant
—use relevant evidence
with inconsistency
—demonstrate an aempt
to use evidence, but only
develop ideas with minimal,
occasional evidence which
is generally invalid or
irrelevant
—provide no evidence or
provide evidence that is
completely irrelevant
COHERENCE, ORGANIZATION, AND
STYLE:
the extent to which the essay
logically organizes complex ideas,
concepts, and informaon using
formal style and precise language
W.2
L.3
L.6
—exhibit clear, purposeful
organizaon
—skillfully link ideas using
grade-appropriate words
and phrases
—use grade-appropriate,
styliscally sophiscated
language and domain-
specic vocabulary
—provide a concluding
statement that follows
clearly from the topic and
informaon presented
—exhibit clear organizaon
—link ideas using grade-
appropriate words and
phrases
—use grade-appropriate
precise language and
domain-specic vocabulary
—provide a concluding
statement that follows from
the topic and informaon
presented
—exhibit some aempt at
organizaon
—inconsistently link ideas
using words and phrases
—inconsistently use
appropriate language and
domain-specic vocabulary
—provide a concluding
statement that follows
generally from the topic and
informaon presented
—exhibit lile aempt at
organizaon, or aempts
to organize are irrelevant to
the task
—lack the use of linking
words and phrases
—use language that is
imprecise or inappropriate
for the text(s) and task
—provide a concluding
statement that is illogical or
unrelated to the topic and
informaon presented
—exhibit no evidence of
organizaon
—exhibit no use of linking
words and phrases
—use language that is
predominantly incoherent
or copied directly from the
text(s)
—do not provide a
concluding statement
CONTROL OF CONVENTIONS:
the extent to which the essay
demonstrates command of the
convenons of standard English
grammar, usage, capitalizaon,
punctuaon, and spelling
W.2
L.1
L.2
—demonstrate grade-
appropriate command of
convenons, with few errors
—demonstrate grade-
appropriate command of
convenons, with occasional
errors that do not hinder
comprehension
—demonstrate emerging
command of convenons,
with some errors that may
hinder comprehension
—demonstrate a lack of
command of convenons,
with frequent errors that
hinder comprehension
—are minimal, making
assessment of convenons
unreliable
• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.
• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.
• Responses totally unrelated to the topic, illegible, or incoherent should be given a 0.
• A response totally copied from the text(s) with no original student wring should be scored a 0.
* Condion Code A is applied whenever a student who is present for a test session leaves an enre constructed-response queson in that session completely blank (no response aempted).
18
New York State Grades 6–8 Wring Evaluaon Rubric
CRITERIA NGLS
SCORE
4
Essays at this level:
3
Essays at this level:
2
Essays at this level:
1
Essays at this level:
0*
Essays at this level:
CONTENT AND ANALYSIS:
the extent to which the essay
conveys ideas and informaon
clearly and accurately in order to
support analysis of topics or text(s)
W.2
R.1–9
—clearly introduce a topic in
a manner that is compelling
and follows logically from
the task and purpose
—demonstrate insighul
analysis of the text(s)
—clearly introduce a topic in
a manner that follows from
the task and purpose
—demonstrate grade-
appropriate analysis of the
text(s)
—introduce a topic in
a manner that follows
generally from the task and
purpose
—demonstrate a literal
comprehension of the
text(s)
—introduce a topic in a
manner that does not
logically follow from the
task and purpose
—demonstrate lile
understanding of the text(s)
—demonstrate a lack of
comprehension of the
text(s) or task
COMMAND OF EVIDENCE:
the extent to which the essay
presents evidence from the
provided text(s) to support
analysis and reecon
W.2
R.1–8
—develop the topic with
relevant, well-chosen
facts, denions, concrete
details, quotaons, or other
informaon and examples
from the text(s)
—sustain the use of varied,
relevant evidence
—develop the topic with
relevant facts, denions,
details, quotaons, or other
informaon and examples
from the text(s)
—sustain the use of relevant
evidence, with some lack of
variety
—parally develop the topic
of the essay with the use
of some textual evidence,
some of which may be
irrelevant
—use relevant evidence
with inconsistency
—demonstrate an aempt
to use evidence, but only
develop ideas with minimal,
occasional evidence which
is generally invalid or
irrelevant
—provide no evidence or
provide evidence that is
completely irrelevant
COHERENCE, ORGANIZATION, AND
STYLE:
the extent to which the essay
logically organizes complex ideas,
concepts, and informaon using
formal style and precise language
W.2
L.3
L.6
—exhibit clear organizaon,
with the skillful use of
appropriate and varied
transions to create a
unied whole and enhance
meaning
—establish and maintain a
formal style, using grade-
appropriate, styliscally
sophiscated language and
domain-specic vocabulary
with a notable sense of
voice
—provide a concluding
statement or secon that
is compelling and follows
clearly from the topic and
informaon presented
—exhibit clear organizaon,
with the use of appropriate
transions to create a
unied whole
—establish and maintain a
formal style using precise
language and domain-
specic vocabulary
—provide a concluding
statement or secon that
follows from the topic and
informaon presented
—exhibit some aempt
at organizaon, with
inconsistent use of
transions
—establish but fail to
maintain a formal style, with
inconsistent use of language
and domain-specic
vocabulary
—provide a concluding
statement or secon that
follows generally from
the topic and informaon
presented
—exhibit lile aempt at
organizaon, or aempts
to organize are irrelevant to
the task
—lack a formal style, using
language that is imprecise
or inappropriate for the
text(s) and task
—provide a concluding
statement or secon that
is illogical or unrelated to
the topic and informaon
presented
—exhibit no evidence of
organizaon
—use language that is
predominantly incoherent
or copied directly from the
text(s)
—do not provide a
concluding statement or
secon
CONTROL OF CONVENTIONS:
the extent to which the essay
demonstrates command of the
convenons of standard English
grammar, usage, capitalizaon,
punctuaon, and spelling
W.2
L.1
L.2
—demonstrate grade-
appropriate command of
convenons, with few errors
—demonstrate grade-
appropriate command of
convenons, with occasional
errors that do not hinder
comprehension
—demonstrate emerging
command of convenons,
with some errors that may
hinder comprehension
—demonstrate a lack of
command of convenons,
with frequent errors that
hinder comprehension
—are minimal, making
assessment of convenons
unreliable
• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.
• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.
• Responses totally unrelated to the topic, illegible, or incoherent should be given a 0.
• A response totally copied from the text(s) with no original student wring should be scored a 0.
* Condion Code A is applied whenever a student who is present for a test session leaves an enre constructed-response queson in that session completely blank (no response aempted).
2024 Grades 3–8 English Language Arts Educator Guide
19
Appendix A
Guidance on Constructed-Response Questions
This section provides examples of student responses to previously administered English Language Arts
(ELA) operational test questions that received full credit. Using clear and concise writing helps a student
communicate their message eectively. Additional examples can be referenced in the previously released
editions of the English Language Arts Test Materials, which can be found on the NYSED website
(https://www.nysedregents.org/elementary-intermediate.html).
While the following questions and sample responses have been taken from the released sections of the
2018 ELA 3–8 tests, items included within the 2024 tests are subject to the same scoring criteria and the
guidance herein applies to the constructed response questions on the 2024 tests.
2024 Grades 3–8 English Language Arts Educator Guide
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Sample Response to a 2018 Grade 3, 2-Credit Constructed-Response Question
Note below, the four-sentence response to a question assessing Reading Standard 5 from the
2018 Grade 3 released scoring materials provided on the NYSED website (https://www.nysedregents.org/
elementary-intermediate.html) received full credit.
2024 Grades 3–8 English Language Arts Educator Guide
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Sample Response to a 2018 Grade 6, 2-Credit Constructed-Response Question
Note that the three-sentence response below from the 2018 Grade 6 released scoring materials provided on
the NYSED website (https://www.nysedregents.org/elementary-intermediate.html) received full credit.
2024 Grades 3–8 English Language Arts Educator Guide
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Sample Response to a 2018 Grade 4, 4-Credit Constructed-Response Question
Note that the 2018 Grade 4 response below from the released scoring materials on the NYSED website
(https://www.nysedregents.org/elementary-intermediate.html) received full credit as a coherent essay which
uses textual evidence.
See scoring information for this response on the following page.
2024 Grades 3–8 English Language Arts Educator Guide
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2024 Grades 3–8 English Language Arts Educator Guide
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Sample Response to a 2018 Grade 6, 4-Credit Constructed-Response Question
Note that the 2018 Grade 6 response below from the released scoring materials on the NYSED website
(https://www.nysedregents.org/elementary-intermediate.html) received full credit as a coherent essay which
uses textual evidence.
See scoring information for this response on the following page.
2024 Grades 3–8 English Language Arts Educator Guide
25
