New York State administered the English Language Arts Tests
in April 2023 and is making approximately 75% of the
questions from these tests available for review and use.
New York State Testing Program
Grade 6
English Language Arts Test
Released Questions
2023
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program
Grades 3–8 English Language Arts
Released Questions from 2023 Exams
Background
As in past years, SED is releasing large portions of the 2023 NYS Grades 3–8 English Language Arts and Mathematics
test materials for review, discussion, and use.
For 2023, included in these released materials are at least 75 percent of the test questions that appeared on the
2023 tests (including all constructed-response questions) that counted toward students’ scores. Additionally, SED is
providing information about the released passages; the associated text complexity for each passage; and a map that
details what learning standards each released question measures and the correct response to each question. These
released materials will help students, families, educators, and the public better understand the tests and the New
York State Education Department’s expectations for
students.
Understanding ELA Questions
Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P–12 Next Generation Learning Standards in
English Language Arts. These questions ask students to analyze different aspects of a given text, including central
idea, style elements, character and plot development, and vocabulary. Almost all questions, including vocabulary
questions, will be answered correctly only if the student comprehends and makes use of the whole passage.
For multiple-choice questions, students select the correct response from four answer choices. Multiple-choice
questions assess reading standards in a variety of ways. Some ask students to analyze aspects of text or vocabulary.
Many questions 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 these questions correctly, a
student must first comprehend the
central idea and then show understanding of how that idea is supported. Questions tend to require more than rote
recall or identification.
Two-Credit Constructed-Response Questions
Two-credit constructed-response questions are designed to assess New York State P–12 Reading and Language
Standards.
These are single questions in which a student uses textual evidence to support his or her answer 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, and then provide two pieces of text-based evidence to support their answer.
The purpose of the two-credit constructed-response questions is to assess a student’s ability to comprehend and
analyze text. In responding to these questions, students are expected to write in complete sentences. Responses
require no more than three complete sentences. The rubric used for evaluating two-credit constructed-response
questions can be found in the grade-level Educator Guides at http://www.nysed.gov/state-assessment/grades-3-
8-ela-and-math-test-manuals.
Four-Credit Constructed-Response Questions
Four-credit constructed-response questions are designed to measure a student’s ability to write from sources.
Questions that measure Writing from Sources prompt students to communicate a clear and coherent analysis of one
or two texts. The comprehension and analysis required by each four-credit response is directly related to grade-
specific reading standards. Student responses are evaluated on the degree to which they meet grade-level writing and
language expectations. This evaluation is made by using a rubric that incorporates the demands of grade-specific
New York State P–12 Reading and Language Standards.
The integrated nature of the standards for ELA and literacy requires that students are evaluated across the strands
(Reading, Writing, and Language) with longer pieces of writing, such as those prompted by the four-credit
constructed-response questions. The rubric used for evaluating four-credit constructed-response questions can be
found in the grade-level Educator Guides at http://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-
manuals.
New York State P–12 Next Generation Learning Standards Alignment
The alignment to the New York State P–12 Next Generation Learning Standards for English Language Arts is intended
to identify the analytic skills necessary to successfully answer each question. However, some questions measure
proficiencies described in multiple standards, including writing and additional reading and language standards. For
example, two-credit and four-credit constructed-response questions require students to first conduct the analyses
described in the mapped standard and then produce written responses that are rated based on writing
standards. To gain greater insight into the measurement focus for constructed-response questions, please refer to
the rubrics.
These Released Questions Do Not Comprise a β€œMini Test”
To ensure it is possible to develop future tests, some content must remain secure. This document is not intended
to be representative of the entire test, to show how operational tests look, or to provide information about how
teachers should administer the test; rather, its purpose is to provide an overview of how the test reflects the demands
of the New York State P–12 Next Generation Learning Standards.
The released questions do not represent the full spectrum of the standards assessed on the State tests, nor do they
represent the full spectrum of how the standards should be taught and assessed in the classroom. It should not be
assumed that a particular standard will be measured by an identical question in future
assessments.
2023 Grade 6 ELA Test Text Complexity Metrics for
Released Questions Available
Selecting high-quality, grade-appropriate passages requires both objective text
complexity metrics and expert judgment. For the Grades 3–8 assessments based on the
New York State P-12 Next Generation Learning Standards for English Language Arts,
both quantitative and qualitative rubrics are used to determine the complexity of the
texts and their appropriate placement within a grade-level ELA exam.
Quantitative measures of text complexity are used to measure aspects of text
complexity that are difficult for a human reader to evaluate when examining a text.
These aspects include word frequency, word length, sentence length, and text cohesion.
These aspects are efficiently measured by computer programs. While quantitative text
complexity metrics are a helpful start, they are not definitive.
Qualitative measures are a crucial complement to quantitative measures. Using
qualitative measures of text complexity involves making an informed decision about the
difficulty of a text in terms of one or more factors discernible to a human reader
applying trained judgment to the task. To qualitatively determine the complexity of a
text, NYS educators use a rubric composed of five factors; four of these factors are
required and one factor is optional. The required criteria are: meaning, text structure,
language features, and knowledge demands. The optional factor, graphics, is used only
if a graphic appears in the text.
To make the final determination as to whether a text is at grade-level and thus
appropriate to be included on a Grades 3–8 assessment, New York State uses a two-step
review process, which is an industry best-practice. First, all prospective passages
undergo quantitative text complexity analysis using three text complexity measures. If
at least two of the three measures suggest that the passage is grade-appropriate, the
passage then moves to the second step, which is the qualitative review using the text-
complexity rubrics. Only passages that are determined appropriate by at least two of
three quantitative measures of complexity and are determined appropriate by the
qualitative measure of complexity are deemed appropriate for use on the exam.
Text Complexity Metrics for 2023 Grade 6 Passages
Passage Title
Word
Count
Lexile
Flesch
-Kincaid
ATOS
Qualitative
Review
792
1050
6.0
6.8
Appropriate
1002 900 6.3 6.4
Appropriate
Up Chinese-American from Number
616 910 5.5 6.5
Appropriate
369
780
4.9
5.1
Appropriate
469
840
6.4
6.6
Appropriate
New York State 2023 Quantitative Text Complexity Chart for Assessment and Curriculum
To determine if a text’s quantitative complexity is at the appropriate grade level, New
York State uses the table below. In cases where a text is excerpted from a large work,
only the complexity of the excerpt that students see on the test is measured, not the
large work, so it is possible that the complexity of a book might be above or below grade
level, but the text used on the assessment is at grade level. Because the measurement
of text complexity is inexact, quantitative measures of complexity are defined by grade
band rather than by individual grade level and then paired with the qualitative review
by NYS educators.
Grade
Band
ATOS
Degrees of
Reading
Power
Flesch-Kincaid
The Lexile
Framework
Reading
Maturity
SourceRater
2
nd
–3
rd
2.75 – 5.14
42 – 54
1.98 – 5.34
420 – 820
3.53 – 6.13
0.05 – 2.48
4
th
–5
th
4.97 – 7.03
52 – 60
4.51 – 7.73
740 – 1010
5.42 – 7.92
0.84 – 5.75
6
th
–8
th
7.00 – 9.98
57 – 67
6.51 – 10.34
925 – 1185
7.04 – 9.57
4.11 – 10.66
9
th
–10
th
9.67 – 12.01
62 – 72
8.32 – 12.12
1050 – 1335
8.41 – 10.81
9.02 – 13.93
11
th
–12
th
11.20 – 14.10
67 – 74
10.34 – 14.20
1185 – 1385
9.57 – 12.00
12.30 – 14.50
Source: Student Achievement Partners
Name:
__________________________________________________
GRADE 6 ELA SESSION 1
New York State
Testing Program
GRADE 6 ELA SESSION 1
2023
English Language Arts Test
Session 1
Grade
6
April 19–21, 2023
RELEASED QUESTIONS
Excerpt from β€œCarrots for Ranger” by Jennifer Adam, Cricket, July 1, 2018. Copyright Β© 2018 by Cricket Media. Used with permission of
Cricket Media, Inc. via Copyright Clearance Center.
Excerpt from Welcome to the World of Hummingbirds by Diane Swanson. Copyright Β© 2002 by Diane Swanson. Published by Whitecap
Books. Used with permission of ξ€Ÿe Canadian Copyright Agency via Copyright Clearance Center.
Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 14720 Energy Way,
A
pple Valley, MN 55124. Copyright Β© 2023 by the New York State Education Department.
Session 1
Session 1
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
β€’ Be sure to read all the directions carefully.
β€’ Most questions will make sense only when you read the whole passage. You may need
to read the passage more than once to answer a question.
β€’ When a question includes a quotation from a passage, you may need to review both the
quotation and the whole passage in order to answer the question correctly.
β€’ Read each question carefully and think about the answer before making your choice or
writing your response.
β€’ In writing your responses, be sure to
– clearly organize your writing;
– completely answer the questions being asked;
– support your responses with examples or details from the text; and
– write in complete sentences using correct spelling, grammar, capitalization,
and punctuation.
Page 1
Session 1
In this story, a girl tries to tame a mustang horse she callsRanger.
Excerpt from Carrots for Ranger
by Jennifer Adam
I had his name picked out the day we loaded him on the trailer: Ranger, because it
made me think of courage and stamina,
1
adventure and exploration. (I should have called
him Houdini,
2
or Trouble, or Bucksnort or something instead, as it turned out.)
1
It was dusk by the time we hauled him home, so I tossed him some hay, showed him
where the water tank was, and then le him to settle in. Ghost whinnied a greeting from
her own pasture, so I knew Ranger wouldn’t feel too alone. I couldn’t wait to spend a full
day with him, to touch him for the first time, to see what he was like and how he might
react to things. But as I jogged toward the corral gate early that first morning, confusion
and a sick, cold dread seeped into my bones.
2
Ghost was dozing quietly, but Ranger was nowhere to be seen....
3
Panic sank sharp claws into my shoulders and hissed prickly dragon breath down the
back of my neck. Ranger was wild, untouched. If he’d managed to get out of his safe corral,
how on earth could I catch him again?
4
A loud whinny broke the stillness of the morning, and hooξ‚’eats thundered behind
me. Ranger galloped into view along the edge of the cornfield, hooves kicking puffs of dus
t
and tail streaming behind him like a banner.
5
β€œWhat are you doing out here?” I cried. β€œHow did you escape?”
6
He tossed his head, almost as if he were laughing at me, and jumped back into the
pen with another whinny....
7
β€œRanger! You just jumped a six-foot fence from a standstill!” I’d guessed he was
athletic, but I’d never seen a horse clear a jump like that with such little effort.
8
He flicked his ears at me, spun on his back legs, and promptly jumped out again. Just
to prove he could, I suppose....
9
I spent the next few weeks letting him get used to the sound of my voice, the rhythm
of my movements. Whenever Dad didn’t need my help, I sat on an upturned bucket while
Ranger nibbled hay or grass, hoping to prove I wasn’t a threat. I tried offering treatsβ€”
flaxseed cookies, oatmeal biscuits, peppermints, even a scoop of Mom’s apple crispβ€”but
mustangs off the range are skeptical of new flavors, and Ranger didn’t believe he could eat
any of these things. I brought a carrot out once, but the crisp snap as I broke it in pieces
sent him bucking across the pen....
10
Page 2
GO ON
Session 1
Read this story. Then answer questions 1 through 7.
____________________
1
stamina: ability to keep going
2
Houdini: magician and escape artist
One day, toward the end of summer, I brought a couple of carrots out for Ghost. She
nickered eagerly when she saw me reach into my pocket. Ranger jumped out of his pen to
join us in her pasture, curiosity nudging him closer. When he saw the mare take a piece of
carrot from my palm and heard her crunch it, he tiptoed toward her so he could breathe
into her face and sniff her muzzle.
11
What is she eating? he seemed to ask.
12
Carefully, I offered him a piece of carrot, too.
13
It took him a long moment to make up his mind, but he finally pinched it in his lips
and took a single, hesitant bite. His eyes widened. His ears flicked forward. He crunched
again, drool slipping from his mouth as he chewed. He gobbled that carrot down, looking
to me for another. What deliciousness is this? his expression seemed to say. And how can I
get more?
14
Carrots proved the key to his training from that moment on. I used them as rewards
when he stood for haltering, when he learned to walk beside me as I held the lead rope,
when he let me pick up his feet.
15
Some horses turn greedy for treats, pushing and shoving in their eagerness to eat
something tasty. I only gave Ghost treats on rare occasions; otherwise, she got rude. But
Ranger remained polite, even when he realized I always carried his carrots in my pockets.
If he felt his efforts weren’t being rewarded quickly or oen enough, he might gently
nudge my pocket with his nose to get my attention, but then he’d take a couple of steps
back to wait patiently while I dug a bit of carrot out for him.
16
Carrots taught him that humans could be trusted, despite his strong instincts to flee
strangers. Aer school started, I begged my friends to stop by with carrots for him, and
Ranger started to look forward to meeting new people. It was quite a surprise for a work
crew building a new grain bin on our farm a few months later when he jumped out of the
pasture and came galloping up to check the contents of their lunch coolers!
17
Page 3
Session 1
GO ON
Which statement best supports a central claim of the story?
A Carrots are necessary for wild horses to perform the tasks they are given.
B Treats given to some wild horses may result in rude and aggressive behavior.
C Wild horses can learn to trust people if they are treated with patience and kindness.
D People should avoid naming wild horses until they learn the behavior of the animals.
ξ€΅ξˆξ„ξ‡ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξ“ξ‹ξ•ξ„ξ–ξˆξ€ƒξ‰ξ•ξ’ξξ€ƒξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€˜ξ€‘
. . . hooves kicking puffs of dust and tail streaming behind him like a
banner.

ξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒmost likelyξ€ƒξ˜ξ–ξˆξ–ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξ“ξ‹ξ•ξ„ξ–ξˆξ€ƒξ—ξ’
A ξ‹ξŒξŠξ‹ξξŒξŠξ‹ξ—ξ€ƒξ€΅ξ„ξ‘ξŠξˆξ•ξ’ξ–ξ€ƒξ–ξ“ξˆξˆξ‡
B ξ–ξ‹ξ’ξšξ€ƒξ€΅ξ„ξ‘ξŠξˆξ•ξ’ξ–ξ€ƒξ•ξˆξ‰ξ˜ξ–ξ„ξξ€ƒξ—ξ’ξ€ƒξ…ξˆξ€ƒξ—ξ„ξξˆξ‡
C ξŒξξξ˜ξ–ξ—ξ•ξ„ξ—ξˆξ€ƒξ€΅ξ„ξ‘ξŠξˆξ•ξ’ξ–ξ€ƒξ‡ξˆξ–ξŒξ•ξˆξ€ƒξ‰ξ’ξ•ξ€ƒξ‰ξ•ξˆξˆξ‡ξ’ξ
D ξŒξ‘ξ‡ξŒξ†ξ„ξ—ξˆξ€ƒξ€΅ξ„ξ‘ξŠξˆξ•ξ’ξ–ξ€ƒξ‡ξŒξ–ξ—ξ„ξ‘ξ†ξˆξ€ƒξ‰ξ•ξ’ξξ€ƒξ—ξ‹ξˆξ€ƒξ†ξ’ξ•ξ•ξ„ξ
Paragraphs 5 and 6 fit in the overall structure of the story by
A expanding the setting
B introducing the conflict
C foreshadowing a resolution
D describing a relationship
1
22
3
Page 4
GO ON
Session 1
Which quotation best supports a theme of the story?
A
β€œIt was dusk by the time we hauled him home, so I tossed him some hay, showed him
where the water tank was, and then le him to settle in.” (paragraph2)
B
β€œIf he’d managed to get out of his safe corral, how on earth could I catch him again?”
(paragraph4)
C
β€œRanger galloped into view along the edge of the cornfield, hooves kicking puffs of dust
and tail streaming behind him like a banner.” (paragraph5)
D
β€œI spent the next few weeks letting him get used to the sound of my voice, the rhythm of
my movements.” (paragraph10)
What is the most likely meaning of the word β€œskeptical” as used in paragraph10?
A afraid of
B cautious about
C unaware of
D worried about
What do the details in paragraphs11 through14 indicate about Ranger?
A He is ready to begin his training.
B His curiosity is overcoming his lack of trust.
C He is excited to try different foods.
D His desire for companionship is growing.
4
5
6
Page 5
Session 1
GO ON
How does the author mainly develop the narrator’s point of view in the story?
A by sharing the narrator’s thoughts about Ranger
B by showing how the narrator tries to make Ranger feel at home
C by describing the narrator’s reaction when Ranger escapes
D by indicating why the narrator believes Ranger will like carrots
7
Page 6
GO ON
Session 1
Excerpt from Welcome to the
World of Hummingbirds
by Diane Swanson
Where in the World
English-speaking people named hummingbirds aξ‘•er the hum of their beating wings,
but people who spoke Portuguese focused on the way the birds feed. eir word for
hummingbird means β€œkiss the ower.” e French seemed especially struck by its little
body, naming it β€œξšy-sized bird.ξ₯
1
Hummers are the smallest birds in the world. e calliope hummingbird is the tiniest
in North America. Full-grown, it is as short as your thumb and weighs less than a
penny
2
All hummingbirds wear thick coats. For their size, they produce more feathers than
any other bird. And on many hummers, some of these feathers gleam like colorful jewels
in the bright sunshine. Stand between a hummingbird and the sunβ€”with the light to your
backβ€”and you’ll witness the ash as the bird faces the sun. WOW! But when the light or
the angle isn’t right, the brilliance disappears and the bright colors fade to drab
3
Hummingbirds live where owers bloomβ€”but only in the western half of the world.
e birds all make their homes in North, Central, and South America. Most kinds live in
hot jungles. Others do well in cooler climates. Rufous hummingbirds, for instance, spend
part of each year in AlasξŽξ„ξ€‘ξ’
4
Look for hummingbirds of one kind or another in very diξ™Ώerent types of homes: sea
coasts, forests, mountain meadows, deserts, and grassy plains. e birds raise their
families in the wilderness, but also in busy city parks and backyard gardens. If you set out
a feeder of sugary water, hummingbirds will oξ‘•en arrive for dinner. Some become so
comfortable around people, they perch on ξš€ngers to eat.
5
Twice each year, a few kinds of hummingbirds migrate long distances between their
summer and winter homes. Ruby-throated and rufous hummers y more than 3200
kilometres (2000 miles) from their nesting sites in the north to their winter homes in the
south. About 800 kilometres (500 miles) of the ruby-throated’s long journey is across the
Gulf of Mexico. It’s an amazing trip, which the hummingbirds make nonstop, and usually
alone
6
Page 18
GO ON
Session 1
Read this article. Then answer questions 22 through 28.
World Full of Food
World in Motion
New World
Imagine eating six times an hour. at’s nothing for a hummingbird. It normally
feeds every 10 minutesβ€”sometimes more oξ‘•enβ€”downing about 60 meals a daξœξ€„ξ’
7
Hummingbirds are so active they burn up energy fast. One scientist ξš€gured that if an
average man used as much energy as a ruby-throated hummingbird, he would need to eat
130 kilograms (285 pounds) of hamburger every day. And before the ruby-throated
migrates, it stores energy by eating even more than usual, growing about 50 percent
heavier. e extra weight slows its speed, but it helps the bird y farther
8
A hummingbird feeds mostly on nectarβ€”the sweet liquid formed inside owers. e
bird sticks its long tongue into a blossom and laps the nectar. e liquid rises through
grooves along the tongue. en the bird draws its tongue back in. Its beak squeezes the
nectar oξ™Ώ when the bird sticks its tongue out again. To get enough food, a hummer might
need to check out 3000 blossoms in a single day
9
Hummingbirds are most at home in the air. ey’re champion acrobats of the sky!
Not only can they zoom forward like other birds, they can also go backward. As they
move from ower to ower, they it sideways easily. If ying upside down might help the
hummers escape danger, they can do that, tooβ€”for short distances. But most amazingly of
all, they can hover
1
inmidair.
10
Narrow, pointed wings help make these acrobatics possible. e wings are strong,
too. e muscles that move them weigh at least one-quarter as much as the whole bird.
And the hummingbird moves its wings in an odd way, tracing ξš€gure eights in the air. at
helps it create power on both the upbeat and the downbeat. Depending on the kind of
hummer and what it’s doing, it oξ‘•en beats its wings more than 40 times a secon
11
For its size, the hummingbird travels at a quick pace. e ruby-throated has been
tracked at 43 kilometres (27 miles) an hour. It iesβ€”and divesβ€”much faster when it’s
trying to attract a mate or respond to threats. But traveling at full speed doesn’t end in
crash landings. A hummer can make sudden stopsβ€”even on a narrow perchβ€”with
grace
12
When the little hummers are only two to three weeks old, they start ying. ey’re
surprisingly good right away, but they have to work to improve their landing skills. en
they can follow their mother from ower to ower and learn to feed as she does. e
chicks also practice chasing and catching insects in the air. Sometimes, they chase each
other, tooβ€”just for fun.
13
Page 19
Session 1
GO ON
____________________
1
hover: to remain in one place while flying
Page 20
GO ON
Session 1
Hummingbirds have eyes on the sides of their heads, allowing them to see frontwards and
side
ways. Which phrase from paragraph 10 best suggests why this feature is useful for
h
ummingbirds?
A β€œmost at home in the air”
B β€œthey can also go backward”
C β€œmove from flower to flower”
D β€œthey can hover in midair”
e section β€œWhere in the World” mainly contributes to the reader’s understanding of the article
b
y
A letting the reader know where hummingbirds are oen found
B indicating why some hummingbirds prefer cooler climates
C explaining to the reader how hummingbirds interact with people
D emphasizing that some hummingbirds oen travel alone
Which detail from the article does the information in the table support?
A β€œFor their size, they produce more feathers than any other bird.” (paragrapξ‹ξ’ξ€–ξ€Œ
B
β€œξše birds raise their families in the wilderness, but also in busy city parks and backyard
gardens.” (paragrapξ‹ξ’ξ€˜ξ€Œ
C
β€œIt normally feeds every 10 minutesβ€”sometimes more oξ‘•enβ€”downing about 60 meals a
day!” (paragrapξ‹ξ’ξ€šξ€Œ
D
β€œA hummingbird feeds mostly on nectarβ€”the sweet liquid formed inside owers.”
(paragrapξ‹ξ’ξ€œξ€Œ
22
23
24
Page 21
Session 1
GO ON
Read this detail from paragraph 12 of the article.
A hummer can make sudden stopsβ€”even on a narrow perchβ€”with
grace....

is detail suggests that hummingbirds are
A skilled at flying
B unsure when landing
C easily observed
D rarely distracted
ξ€Ίξ‹ξŒξ†ξ‹ξ€ƒξ‡ξˆξ—ξ„ξŒξξ€ƒξ‰ξ•ξ’ξξ€ƒξ—ξ‹ξˆξ€ƒξ„ξ•ξ—ξŒξ†ξξˆξ€ƒξšξ’ξ˜ξξ‡ξ€ƒξ…ξˆξ€ƒmostξ€ƒξŒξξ“ξ’ξ•ξ—ξ„ξ‘ξ—ξ€ƒξ—ξ’ξ€ƒξŒξ‘ξ†ξξ˜ξ‡ξˆξ€ƒξŒξ‘ξ€ƒξ„ξ€ƒξ–ξ˜ξξξ„ξ•ξœξ€’
A
ξ€ξ€Άξ—ξ„ξ‘ξ‡ξ€ƒξ…ξˆξ—ξšξˆξˆξ‘ξ€ƒξ„ξ€ƒξ‹ξ˜ξξξŒξ‘ξŠξ…ξŒξ•ξ‡ξ€ƒξ„ξ‘ξ‡ξ€ƒξ—ξ‹ξˆξ€ƒξ–ξ˜ξ‘ξ ξšξŒξ—ξ‹ξ€ƒξ—ξ‹ξˆξ€ƒξξŒξŠξ‹ξ—ξ€ƒξ—ξ’ξ€ƒξœξ’ξ˜ξ•ξ€ƒξ…ξ„ξ†ξŽξ ξ„ξ‘ξ‡ξ€ƒξœξ’ξ˜ξ’ξξ
ξšξŒξ—ξ‘ξˆξ–ξ–ξ€ƒξ—ξ‹ξˆξ€ƒξšξ„ξ–ξ‹ξ€ƒξ„ξ–ξ€ƒξ—ξ‹ξˆξ€ƒξ…ξŒξ•ξ‡ξ€ƒξ‰ξ„ξ†ξˆξ–ξ€ƒξ—ξ‹ξˆξ€ƒξ–ξ˜ξ‘ξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€–ξ€Œ
B
ξ€ξ€«ξ˜ξξξŒξ‘ξŠξ…ξŒξ•ξ‡ξ–ξ€ƒξξŒξ™ξˆξ€ƒξšξ‹ξˆξ•ξˆξ€ƒξšξ’ξšξˆξ•ξ–ξ€ƒξ…ξξ’ξ’ξξ ξ…ξ˜ξ—ξ€ƒξ’ξ‘ξξœξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξšξˆξ–ξ—ξˆξ•ξ‘ξ€ƒξ‹ξ„ξξ‰ξ€ƒξ’ξ‰ξ€ƒξ—ξ‹ξˆξ€ƒξšξ’ξ•ξξ‡ξ€‘ξ₯
ξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€—ξ€Œ
C
ξ€ξ€΅ξ˜ξ…ξœξ€ξ—ξ‹ξ•ξ’ξ„ξ—ξˆξ‡ξ€ƒξ„ξ‘ξ‡ξ€ƒξ•ξ˜ξ‰ξ’ξ˜ξ–ξ€ƒξ‹ξ˜ξξξˆξ•ξ–ξ€ƒξšξœξ€ƒξξ’ξ•ξˆξ€ƒξ—ξ‹ξ„ξ‘ξ€ƒξ€–ξ€•ξ€“ξ€“ξ€ƒξŽξŒξξ’ξξˆξ—ξ•ξˆξ–ξ€ƒξ€‹ξ€•ξ€“ξ€“ξ€“ξ€ƒξξŒξξˆξ–ξ€Œξ€ƒξ‰ξ•ξ’ξ
ξ—ξ‹ξˆξŒξ•ξ€ƒξ‘ξˆξ–ξ—ξŒξ‘ξŠξ€ƒξ–ξŒξ—ξˆξ–ξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξ‘ξ’ξ•ξ—ξ‹ξ€ƒξ—ξ’ξ€ƒξ—ξ‹ξˆξŒξ•ξ€ƒξšξŒξ‘ξ—ξˆξ•ξ€ƒξ‹ξ’ξξˆξ–ξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξ–ξ’ξ˜ξ—ξ‹ξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€™ξ€Œ
D
ξ€ξšξˆξœξ’ξ•ξˆξ€ƒξ–ξ˜ξ•ξ“ξ•ξŒξ–ξŒξ‘ξŠξξœξ€ƒξŠξ’ξ’ξ‡ξ€ƒξ•ξŒξŠξ‹ξ—ξ€ƒξ„ξšξ„ξœξ€ξ€ƒξ…ξ˜ξ—ξ€ƒξ—ξ‹ξˆξœξ€ƒξ‹ξ„ξ™ξˆξ€ƒξ—ξ’ξ€ƒξšξ’ξ•ξŽξ€ƒξ—ξ’ξ€ƒξŒξξ“ξ•ξ’ξ™ξˆξ€ƒξ—ξ‹ξˆξŒξ•ξ€ƒξξ„ξ‘ξ‡ξŒξ‘ξŠ
ξ–ξŽξŒξξξ–ξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€”ξ€–ξ€Œ
25
26
Page 22
GO ON
Session 1
is question is worth 2 credits.
I
n β€œExcerpt from Welcome to the World of Hummingbirds,” what does the information in
p
aragraphs 6 and 8 illustrate about hummingbird migration? Use two details from the article to
s
upport your response.
q
Write your response for this question in your separate Session 1 Answer Booklet.
Writing on this page will not be scored.
is question is worth 2 credits.
W
hat is a central idea of β€œExcerpt from Welcome to the World of Hummingbirds”? Use two details
f
rom the article to support your response.
ξ€Ÿis u s on is or h 2 c ed ts.
Write your response for this question in your separate Session 1 Answer Booklet.
Writing on this page will not be scored.
27
28
Page 23
Session 1
STOP
Grade 6
2023
English Language Arts Test
Session 1
April 19–21, 2023
ξ€Œξ€’ξ€‰ξ€Šξ€‹ξ€–ξ€†ξ€–  
Name:
2023
New York State
Testing Program
English Language Arts Test
Session 2
Grade
r
April 19-21, 2023
L 
ξ€•ξ€–ξ€ξ€‘ξ€Žξ€“ξ€“ξ€…ξ€“ξ€–  ξ€‡ξ€–ξ€…ξ€‚ξ€”ξ€ˆξ€–
RELEASED QUESTIONS
6
Excerpt from ξ€Ÿe Rice Room: Growing Up Chinese-American from Number Two Son to Rock ’n’ Roll by Ben Fong-Torres. Copyright Β© 1994
by Ben Fong-Torres. Used with permission of University of California Press via Copyright Clearance Center.
Excerpt from Rope Burn by Jan Siebold. Copyright Β© 1998 by Jan Siebold. Used with permission of Albert Whiteman & Company via
Copyright Clearance Center.
Excerpt from Valerie Sherrard’s Speechless (2007) by permission of Dundurn Press Limited.
Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 14720 Energy Way,
A
pple Valley, MN 55124. Copyright Β© 2023 by the New York State Education Department.
Session 2
Session 2
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
β€’ Be sure to read all the directions carefully.
β€’ Most questions will make sense only when you read the whole passage. You may need
to read the passage more than once to answer a question.
β€’ When a question includes a quotation from a passage, you may need to review both the
quotation and the whole passage in order to answer the question correctly.
β€’ Read each question carefully and think about the answer before making your choice or
writing your response.
β€’ In writing your responses, be sure to
– clearly organize your writing;
– completely answer the questions being asked;
– support your responses with examples or details from the text; and
– write in complete sentences using correct spelling, grammar, capitalization,
and punctuation.
β€’ For the last question in this test book, you may plan your writing on the Planning Page
provided, but do NOT write your final answer on this Planning Page. Writing on this
Planning Page will NOT count toward your final score. Write your final answer on the
lined response pages provided.
Page 1
Session 2
In this article, the author shares memories of his father’s restaurant, the New Eastern
Chinese Restaurant.
Excerpt from ξ‚»e Rice Room:
Growing Up Chinese-American from
Number Two Son to Rock ’n’Roll
by Ben Fong-Torres
e rice roomβ€”the mai fongβ€”was the generic
1
name for an area in the back of our
father’s restauran
1
From the time of my birth in 1945 until they sold the restaurant ten years later, the
cafe at 710 Webster Street was my home away from home
2
Sometimes, it was just plain home
3
To us, the kitchen was a mysterious place. Our kitchen at home was so simple: an old
Sparks stove, a refrigerator, sink, and table. At the New Eastern, it was a bustling factory.
Almost an entire wall was taken up by a line of gigantic black woks.
2
is was my father’s
stage. He strode the length of the four woks, each one ξš€red up by gas ames underneath.
Beneath him, planks of wood, raised oξ™Ώ the ground an inch or two, served to give his legs
and feet some spring, and to allow food particles to drip through, to be swept oξ™Ώ the oor
later
4
e sink was the size of a bathtub; the refrigerator had glass doors and stretched
three times as wide as the one at home. Every appliance was bigger, and there were things
we never saw anywhere else, like the big cylindrical metal oven in which my father draped
rods holding large marinated pieces of pork loin. We could hear the ξš€re roaring from the
bottom of this loo-how. My dad would go about his business, and then, always at exactly
the right time, he’d wander over, liξ‘• oξ™Ώ the top, and pluck out several rods of barbecued
porkβ€”glowing bright red, with black at the tips. 
5
If I happened by at that magical moment, I’d stop. β€œYeet-gow!” I’d say. One piece. And,
taking a big Chinese cleaver, he’d deξ‘•ly
3
chop oξ™Ώ a piece of the succulent,
4
sweet meat.
β€œOne dollah!” he’d shout, then hand it over
6
My father made the best food in town. Every now and then, he’d make a batch of Jah-
Donβ€”which meant β€œbombs,” but which tasted inξš€nitely better. ey were Chinese cream
puξ™Ώs without the cream, but liberally dipped in sugar
7
Page 2
GO ON
Session 2
Read this article. Then answer questions 29 through 35.
____________________
1
generic: general, common
2
woks: pans used for Asian cooking
3
dely: with skill
4
succulent: juicy
5
spindly: thin
ere was nothing he wouldn’t try. If he tasted a candy he liked, he’d try to duplicate
it himself. He was proud of a rock candy he whipped up once and determined to sell at the
front counter of the New Eastern. We, of course, served as his guinea pigs, and we couldn’t
bring ourselves to tell him the sad truth: e candy was so hard that it was inedible. I
rolled a piece around my mouth. β€œTastes good, Ba-Ba,”I said. en, when he looked away,
I spat it ou
8
Life in a Chinese restaurant gave us access to some strange snacks, most of which we
grew to like. ere were the moy, the salted or sugared preserved plums given so freely as
giξ‘•s. e salted ones set oξ™Ώ ticklish explosions inside our mouths, but once we adjusted,
nothing rivaled the satisfaction of working the plum around, getting down to the plum
seed
9
ere were the pickled scallions we’d pluck out of the jar, bulbous onion heads that
we thought of as candy. Sometimes, Dad would get a sugar cane or two at the produce
market and chop oξ™Ώ inch-long pieces for us to suck o
10
When we ventured beyond the rice room and kitchen, into the dining room, we’d run
into the waiter, Gim Bok. He was a tall, spindly
5
man with rimless glasses and thinning
hair who liked to spin stories to us. Watching my little sister Shirley nibbling on an apple,
he’d lean over
11
β€œDon’t eat the seed,” he said, β€œor an apple tree will grow inside you.ξ₯
12
β€œWhat?ξ₯
13
β€œYes. Right inside your stomach, an apple tree!ξ₯
14
Page 3
Session 2
GO ON
Read this sentence from paragraph4.
To us, the kitchen was a mysterious place.
W
hat is the main way the author develops this idea?
A by contrasting the restaurant kitchen with the kitchen in his home
B by referring to the sizes of the sink and refrigerator in the restaurant kitchen
C by describing objects in the restaurant kitchen with which he was unfamiliar
D by explaining the purpose of the raised planks of wood in the restaurant kitchen
ξ€΅ξˆξ„ξ‡ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξ–ξˆξ‘ξ—ξˆξ‘ξ†ξˆξ€ƒξ‰ξ•ξ’ξξ€ƒξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€œξ€‘
Life in a Chinese restaurant gave us access to some strange snacks, most of
which we grew to like.
ξ€Ί
ξ‹ξŒξ†ξ‹ξ€ƒξ–ξ—ξ„ξ—ξˆξξˆξ‘ξ—ξ€ƒbest ξ•ξˆξ“ξ•ξˆξ–ξˆξ‘ξ—ξ–ξ€ƒξ—ξ‹ξˆξ€ƒξξˆξ„ξ‘ξŒξ‘ξŠξ€ƒξ’ξ‰ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξ–ξˆξ‘ξ—ξˆξ‘ξ†ξˆξ€’
A ξšξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒξξˆξ„ξ•ξ‘ξ–ξ€ƒξ—ξ’ξ€ƒξˆξ‘ξξ’ξœξ€ƒξ˜ξ‘ξ‰ξ„ξξŒξξŒξ„ξ•ξ€ƒξ‰ξ’ξ’ξ‡ξ€ƒξ„ξ™ξ„ξŒξξ„ξ…ξξˆξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξ•ξˆξ–ξ—ξ„ξ˜ξ•ξ„ξ‘ξ—ξ€‘
B ξšξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒξŒξŠξ‘ξ’ξ•ξˆξ–ξ€ƒξ—ξ‹ξˆξ€ƒξ•ξˆξ–ξ—ξ„ξ˜ξ•ξ„ξ‘ξ—ξ€ƒξ‰ξ’ξ’ξ‡ξ€ƒξ‹ξˆξ€ƒξš€ξ‘ξ‡ξ–ξ€ƒξ˜ξ‘ξ“ξξˆξ„ξ–ξ„ξ‘ξ—ξ€‘
C ξšξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒξ“ξ•ξˆξ‰ξˆξ•ξ–ξ€ƒξ•ξˆξ–ξ—ξ„ξ˜ξ•ξ„ξ‘ξ—ξ€ƒξ–ξ‘ξ„ξ†ξŽξ–ξ€ƒξ‹ξˆξ€ƒξ‹ξ„ξ–ξ€ƒξ‹ξ„ξ‡ξ€ƒξ…ξˆξ‰ξ’ξ•ξˆξ€‘
D ξšξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒξξ’ξ’ξŽξ–ξ€ƒξ‰ξ’ξ•ξ€ƒξ‡ξŒξ™Ώξˆξ•ξˆξ‘ξ—ξ€ƒξ–ξ‘ξ„ξ†ξŽξ–ξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξ•ξˆξ–ξ—ξ„ξ˜ξ•ξ„ξ‘ξ—ξ€‘
29
30
Page 4
GO ON
Session 2
Many restaurant owners must be creative to be successful. Which quotation from the article best
s
upports this idea?
A
β€œ. . . planks of wood, raised off the ground an inch or two, served to give his legs and feet
some spring...” (paragraph4)
B β€œ. . . now and then, he’d make a batch of Jah-Don...” (paragraph7)
C β€œIf he tasted a candy he liked, he’d try to duplicate it...” (paragraph8)
D
β€œSometimes, Dad would get a sugar cane or two at the produce market...”
(paragraph10)
ξ€«ξ’ξšξ€ƒξ‡ξ’ξˆξ–ξ€ƒξ—ξ‹ξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒbestξ€ƒξ‹ξˆξξ“ξ€ƒξ—ξ‹ξˆξ€ƒξ•ξˆξ„ξ‡ξˆξ•ξ€ƒξ˜ξ‘ξ‡ξˆξ•ξ–ξ—ξ„ξ‘ξ‡ξ€ƒξ‹ξŒξ–ξ€ƒξ‰ξ„ξ—ξ‹ξˆξ•ξ’ξ–ξ€ƒξ“ξ’ξŒξ‘ξ—ξ€ƒξ’ξ‰ξ€ƒξ™ξŒξˆξšξ€’
A ξ…ξœξ€ƒξ‡ξˆξ–ξ†ξ•ξŒξ…ξŒξ‘ξŠξ€ƒξ‹ξŒξ–ξ€ƒξ‰ξ„ξ—ξ‹ξˆξ•ξ€ƒξ–ξ—ξ•ξŒξ‡ξŒξ‘ξŠξ€ƒξ€ξ—ξ‹ξˆξ€ƒξξˆξ‘ξŠξ—ξ‹ξ€ƒξ’ξ‰ξ€ƒξ—ξ‹ξˆξ€ƒξ‰ξ’ξ˜ξ•ξ€ƒξšξ’ξŽξ–ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€—ξ€Œ
B ξ…ξœξ€ƒξ‡ξˆξ–ξ†ξ•ξŒξ…ξŒξ‘ξŠξ€ƒξ‹ξŒξ–ξ€ƒξ‰ξ„ξ—ξ‹ξˆξ•ξ€ƒξ—ξ„ξŽξŒξ‘ξŠξ€ƒξ’ξ˜ξ—ξ€ƒξ€ξ–ξˆξ™ξˆξ•ξ„ξξ€ƒξ•ξ’ξ‡ξ–ξ₯ξ€ƒξ’ξ‰ξ€ƒξ“ξ’ξ•ξŽξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€˜ξ€Œ
C ξ…ξœξ€ƒξ†ξξ„ξŒξξŒξ‘ξŠξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξ€ξšξˆξ•ξˆξ€ƒξšξ„ξ–ξ€ƒξ‘ξ’ξ—ξ‹ξŒξ‘ξŠξ€ƒξ‹ξˆξ€ƒξšξ’ξ˜ξξ‡ξ‘ξ’ξ—ξ€ƒξ—ξ•ξœξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€›ξ€Œ
D ξ…ξœξ€ƒξ†ξξ„ξŒξξŒξ‘ξŠξ€ƒξ‹ξˆξ€ƒξ’ξ™Ώξˆξ•ξˆξ‡ξ€ƒξ€ξ„ξ€ƒξ–ξ˜ξŠξ„ξ•ξ€ƒξ†ξ„ξ‘ξˆξ€ƒξ’ξ•ξ€ƒξ—ξšξ’ξ₯ξ€ƒξ„ξ–ξ€ƒξ„ξ€ƒξ–ξ‘ξ„ξ†ξŽξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€”ξ€“ξ€Œ
What is the meaning of the phrase β€œto spin stories” in paragraph11?
A to tell lies
B to invent humorous tales
C to warn others
D to create feelings of excitement
31
32
33
Page 5
Session 2
GO ON
In the article, the main way the author represents his childhood experiences is by describing
A the size of the kitchen in the restaurant
B the various types of food he ate at the restaurant
C the different people who worked at the restaurant
D the attempts of his father to make candy in the restaurant
ξ€Ίξ‹ξŒξ†ξ‹ξ€ƒξ†ξξ„ξŒξξ€ƒξ…ξœξ€ƒξ—ξ‹ξˆξ€ƒξ„ξ˜ξ—ξ‹ξ’ξ•ξ€ƒξŒξ–ξ€ƒmostξ€ƒξ–ξ—ξ•ξ’ξ‘ξŠξξœξ€ƒξ–ξ˜ξ“ξ“ξ’ξ•ξ—ξˆξ‡ξ€ƒξ…ξœξ€ƒξˆξ™ξŒξ‡ξˆξ‘ξ†ξˆξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξ„ξ•ξ—ξŒξ†ξξˆξ€’
A
ξ€ξšξˆξ€ƒξ•ξŒξ†ξˆξ€ƒξ•ξ’ξ’ξξ’ξ€‘ξ’ξ€‘ξ’ξ€‘ξ€ƒξšξ„ξ–ξ€ƒξ—ξ‹ξˆξ€ƒξŠξˆξ‘ξˆξ•ξŒξ†ξ€ƒξ‘ξ„ξξˆξ€ƒξ‰ξ’ξ•ξ€ƒξ„ξ‘ξ€ƒξ„ξ•ξˆξ„ξ€ƒξŒξ‘ξ€ƒξ—ξ‹ξˆξ€ƒξ…ξ„ξ†ξŽξ€ƒξ’ξ‰ξ€ƒξ’ξ˜ξ•ξ€ƒξ‰ξ„ξ—ξ‹ξˆξ•ξ’ξ–
ξ•ξˆξ–ξ—ξ„ξ˜ξ•ξ„ξ‘ξ—ξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€”ξ€Œ
B
ξ€ξ€©ξ•ξ’ξξ€ƒξ—ξ‹ξˆξ€ƒξ—ξŒξξˆξ€ƒξ’ξ‰ξ€ƒξξœξ€ƒξ…ξŒξ•ξ—ξ‹ξ’ξ€‘ξ’ξ€‘ξ’ξ€‘ξ€ƒξ—ξ‹ξˆξ€ƒξ†ξ„ξ‰ξˆξ€ƒξ„ξ—ξ€ƒξ€šξ€”ξ€“ξ€ƒξ€Ίξˆξ…ξ–ξ—ξˆξ•ξ€ƒξ€Άξ—ξ•ξˆξˆξ—ξ€ƒξšξ„ξ–ξ€ƒξξœξ€ƒξ‹ξ’ξξˆξ€ƒξ„ξšξ„ξœξ€ƒξ‰ξ•ξ’ξ
ξ‹ξ’ξξˆξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€•ξ€Œ
C
ξ€ξ€‘ξ’ξ€‘ξ’ξ€‘ξ’ξ‘ξ’ξ—ξ‹ξŒξ‘ξŠξ€ƒξ•ξŒξ™ξ„ξξˆξ‡ξ€ƒξ—ξ‹ξˆξ€ƒξ–ξ„ξ—ξŒξ–ξ‰ξ„ξ†ξ—ξŒξ’ξ‘ξ€ƒξ’ξ‰ξ€ƒξšξ’ξ•ξŽξŒξ‘ξŠξ€ƒξ—ξ‹ξˆξ€ƒξ“ξξ˜ξξ€ƒξ„ξ•ξ’ξ˜ξ‘ξ‡ξ€ξ€ƒξŠξˆξ—ξ—ξŒξ‘ξŠξ€ƒξ‡ξ’ξšξ‘ξ€ƒξ—ξ’ξ€ƒξ—ξ‹ξˆ
ξ“ξξ˜ξξ€ƒξ–ξˆξˆξ‡ξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€œξ€Œ
D
ξ€ξ€‘ξ’ξ€‘ξ’ξ€‘ξ€ƒξ„ξ€ƒξ—ξ„ξξξ€ξ€ƒξ–ξ“ξŒξ‘ξ‡ξξœξ€ƒξξ„ξ‘ξ€ƒξšξŒξ—ξ‹ξ€ƒξ•ξŒξξξˆξ–ξ–ξ€ƒξŠξξ„ξ–ξ–ξˆξ–ξ€ƒξ„ξ‘ξ‡ξ€ƒξ—ξ‹ξŒξ‘ξ‘ξŒξ‘ξŠξ€ƒξ‹ξ„ξŒξ•ξ€ƒξšξ‹ξ’ξ€ƒξξŒξŽξˆξ‡ξ€ƒξ—ξ’ξ€ƒξ–ξ“ξŒξ‘ξ€ƒξ–ξ—ξ’ξ•ξŒξˆξ–ξ€ƒξ—ξ’
ξ˜ξ–ξ€‘ξ₯ξ€ƒξ€‹ξ“ξ„ξ•ξ„ξŠξ•ξ„ξ“ξ‹ξ’ξ€”ξ€”ξ€Œ
34
35
Page 6
GO ON
Session 2
Richard is trying to figure out what his English teacher, Mr. Best, wants him to write.
Excerpt from Rope Burn
by Jan Siebold
ξ€¬ξ€ƒξ–ξ—ξ„ξ•ξ—ξˆξ‡ξ€ƒξ’ξ˜ξ—ξ€ƒξξŒξŽξŒξ‘ξŠξ€ƒξ‹ξŒξξ€ƒξ—ξ‹ξŒξ–ξ€ƒξœξˆξ„ξ•ξ€‘ξ€ƒξ€«ξˆξ€ƒξ„ξ†ξ—ξ˜ξ„ξξξœξ€ƒξ‹ξ„ξ–ξ€ƒξ„ξ€ƒξ–ξˆξ‘ξ–ξˆξ€ƒξ’ξ‰ξ€ƒξ‹ξ˜ξξ’ξ•ξ€ƒξ–ξ’ξξˆξ—ξŒξξˆξ–ξ€‘ξ€ƒξ€¬ξ€ƒξξ˜ξ–ξ—
ξšξŒξ–ξ‹ξ€ƒξ€¬ξ€ƒξ†ξ’ξ˜ξξ‡ξ€ƒξš€ξŠξ˜ξ•ξˆξ€ƒξ’ξ˜ξ—ξ€ƒξšξ‹ξ„ξ—ξ€ƒξ‹ξˆξ€ƒξšξ„ξ‘ξ—ξ–ξ€ƒξ‰ξ•ξ’ξξ€ƒξξˆξ€‘ξ€ƒξ€‘ξ€ƒξ€‘ξ€ƒξ€‘
ξ€”
ξ€₯ξˆξ–ξ—ξ€ƒξ‹ξ„ξ‡ξ€ƒξ—ξ‹ξˆξ€ƒξ…ξ•ξŒξξξŒξ„ξ‘ξ—ξ€ƒξŒξ‡ξˆξ„ξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξšξˆξ€ƒξ–ξ‹ξ’ξ˜ξξ‡ξ€ƒξšξ•ξŒξ—ξˆξ€ƒξ„ξ€ƒξ†ξ’ξξ“ξ’ξ–ξŒξ—ξŒξ’ξ‘ξ€ƒξ„ξ…ξ’ξ˜ξ—ξ€ƒξ„ξ€ƒξ“ξ•ξ’ξ™ξˆξ•ξ…
1
ξ—ξ‹ξ„ξ—ξ€ƒξŒξξξ˜ξ–ξ—ξ•ξ„ξ—ξˆξ–ξ€ƒξ–ξ’ξξˆξ—ξ‹ξŒξ‘ξŠξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξ‹ξ„ξ–ξ€ƒξ‹ξ„ξ“ξ“ξˆξ‘ξˆξ‡ξ€ƒξŒξ‘ξ€ƒξ’ξ˜ξ•ξ€ƒξξŒξ™ξˆξ–ξ€‘ξ€ƒξ€«ξˆξ€ƒξŠξ„ξ™ξˆξ€ƒξ˜ξ–ξ€ƒξ„ξ€ƒξšξ‹ξ’ξξˆξ€ƒξξŒξ–ξ—ξ€ƒξ’ξ‰
ξ“ξ•ξ’ξ™ξˆξ•ξ…ξ–ξ€ƒξ—ξ’ξ€ƒξ†ξ‹ξ’ξ’ξ–ξˆξ€ƒξ‰ξ•ξ’ξξ€‘ξ€ƒξ€‘ξ€ƒξ€‘ξ€ƒξ€‘

ξ€Άξ’ξ€ƒξ‰ξ„ξ•ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξ‰ξ„ξξξ€ξ€ƒξˆξ™ξˆξ•ξœξ€ƒξ“ξ„ξ“ξˆξ•ξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξ€¬ξ’ξ™ξˆξ€ƒξšξ•ξŒξ—ξ—ξˆξ‘ξ€ƒξ‰ξ’ξ•ξ€ƒξ‹ξŒξξ€ƒξ‹ξ„ξ–ξ€ƒξ…ξˆξˆξ‘ξ€ƒξ„ξ€ƒξ–ξ—ξ•ξ˜ξŠξŠξξˆξ€‘ξ€ƒξ€¨ξ„ξ†ξ‹ξ€ƒξšξˆξˆξŽ
ξ–ξŒξ‘ξ†ξˆξ€ƒξ€Άξˆξ“ξ—ξˆξξ…ξˆξ•ξ€ξ€ƒξ‹ξˆξ€ƒξ‹ξ„ξ–ξ€ƒξ„ξ–ξ–ξŒξŠξ‘ξˆξ‡ξ€ƒξ„ξ€ƒξ†ξ’ξξ“ξ’ξ–ξŒξ—ξŒξ’ξ‘ξ€ƒξ’ξ‰ξ€ƒξ’ξ˜ξ•ξ€ƒξ†ξ‹ξ’ξŒξ†ξˆξ€‘ξ€ƒξ€¬ξ€ƒξšξ’ξ˜ξξ‡ξ€ƒξ—ξ•ξœξ€ƒξ—ξ’ξ€ƒξšξ•ξŒξ—ξˆξ€ƒξ„ξ€ƒξ•ξˆξ„ξξξœ
ξŠξ’ξ’ξ‡ξ€ƒξ’ξ‘ξˆξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξŒξ‘ξ†ξξ˜ξ‡ξˆξ‡ξ€ƒξξ’ξ—ξ–ξ€ƒξ’ξ‰ξ€ƒξ‡ξŒξ™Ώξˆξ•ξˆξ‘ξ—ξ€ƒξ“ξ’ξŒξ‘ξ—ξ–ξ€ƒξ’ξ‰ξ€ƒξ™ξŒξˆξšξ€‘ξ€ƒξ€₯ξ˜ξ—ξ€ƒξ‹ξˆξ€ƒξ‘ξˆξ™ξˆξ•ξ€ƒξŠξ„ξ™ξˆξ€ƒξξˆξ€ƒξ„ξ‘ξœξ—ξ‹ξŒξ‘ξŠ
ξ‹ξŒξŠξ‹ξˆξ•ξ€ƒξ—ξ‹ξ„ξ‘ξ€ƒξ„ξ€ƒξ€ξ€¦ξ€‘ξ₯ξ€₯ξˆξ–ξ—ξ’ξ–ξ€ƒξ†ξ’ξξξˆξ‘ξ—ξ–ξ€ƒξšξˆξ•ξˆξ€ƒξ„ξξšξ„ξœξ–ξ€ƒξ–ξ’ξξˆξ—ξ‹ξŒξ‘ξŠξ€ƒξξŒξŽξˆξ€ƒξ€ξ€¬ξ€ƒξšξ„ξ‘ξ—ξ€ƒξ—ξ’ξ€ƒξŽξ‘ξ’ξšξ€ƒξšξ‹ξ„ξ—
ξ€Όξ€²ξ€Έξ€ƒξ—ξ‹ξŒξ‘ξŽξ€ξ€ƒξ€΅ξŒξ†ξ‹ξ„ξ•ξ‡ξ€ξ₯ξ€ƒξ’ξ•ξ€ƒξ€ξ€Όξ’ξ˜ξ•ξ€ƒξ—ξ‹ξ’ξ˜ξŠξ‹ξ—ξ–ξ€ƒξ„ξ•ξˆξ€ƒξ–ξ†ξ„ξ—ξ—ξˆξ•ξˆξ‡ξ€‘ξ€ƒξ€Ίξ‹ξ„ξ—ξ€ƒξŒξ–ξ€ƒξœξ’ξ˜ξ•ξ€ƒξ“ξ’ξŒξ‘ξ—ξ€’ξ₯
ξ€–
ξ€―ξ„ξ–ξ—ξ€ƒξ—ξŒξξˆξ€ξ€ƒξ€¬ξ€ƒξ—ξ•ξŒξˆξ‡ξ€ƒξ„ξ‘ξ€ƒξˆξ›ξ“ξˆξ•ξŒξξˆξ‘ξ—ξ€‘ξ€ƒξ€¬ξ€ƒξ‡ξˆξ†ξŒξ‡ξˆξ‡ξ€ƒξ—ξ’ξ€ƒξ’ξ“ξˆξ‘ξ€ƒξ„ξ‘ξ€ƒξˆξ‘ξ†ξœξ†ξξ’ξ“ξˆξ‡ξŒξ„ξ€ƒξ—ξ’ξ€ƒξ„ξ‘ξœξ€ƒξ“ξ„ξŠξˆξ€ƒξ„ξ‘ξ‡
ξ“ξ’ξŒξ‘ξ—ξ€ƒξ—ξ’ξ€ƒξ„ξ€ƒξ—ξ’ξ“ξŒξ†ξ€‘ξ€ƒξ€¬ξ€ƒξš€ξŠξ˜ξ•ξˆξ‡ξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξ€¬ξ€ƒξ†ξ’ξ˜ξξ‡ξ‘ξ’ξ—ξ€ƒξŠξ’ξ€ƒξšξ•ξ’ξ‘ξŠξ€ƒξšξŒξ—ξ‹ξ€ƒξξ˜ξ–ξ—ξ€ƒξ“ξξ„ξŒξ‘ξ€ƒξ‰ξ„ξ†ξ—ξ–ξ€‘ξ€ƒξšξˆξ€ƒξ–ξ˜ξ…ξξˆξ†ξ—ξ€ƒξ€¬
ξ‹ξ„ξ“ξ“ξˆξ‘ξˆξ‡ξ€ƒξ—ξ’ξ€ƒξ“ξŒξ†ξŽξ€ƒξšξ„ξ–ξ€ƒξ€ξ†ξ„ξ•ξ…ξ’ξ‘ξ€‘ξ₯ξ€ƒξ€§ξ’ξ‘ξ’ξ—ξ€ƒξšξ’ξ•ξ•ξœξ€‘ξ€ƒξ€¬ξ’ξξ€ƒξ‘ξ’ξ—ξ€ƒξ–ξ—ξ˜ξ“ξŒξ‡ξ€ƒξˆξ‘ξ’ξ˜ξŠξ‹ξ€ƒξ—ξ’ξ€ƒξ†ξ’ξ“ξœξ€ƒξ„ξ‘
ξˆξ‘ξ†ξœξ†ξξ’ξ“ξˆξ‡ξŒξ„ξ€ƒξ„ξ•ξ—ξŒξ†ξξˆξ€ƒξšξ’ξ•ξ‡ξ€ξ‰ξ’ξ•ξ€ξšξ’ξ•ξ‡ξ€‘ξ€ƒξ€°ξ•ξ€‘ξ€ƒξ€₯ξˆξ–ξ—ξ€ƒξšξ’ξ˜ξξ‡ξ€ƒξ“ξ•ξ’ξ…ξ„ξ…ξξœξ€ƒξ—ξ˜ξ•ξ‘ξ€ƒξξˆξ€ƒξ’ξ™ξˆξ•ξ€ƒξ—ξ’ξ€ƒξ—ξ‹ξˆξ€ƒξ€©ξ€₯
ξ—ξ‹ξ„ξ—ξ€‘ξ€ƒξ€¬ξ€ƒξ•ξˆξ„ξ‡ξ€ƒξ—ξ‹ξˆξ€ƒξ„ξ•ξ—ξŒξ†ξξˆξ€ƒξ„ξ‘ξ‡ξ€ƒξ“ξŒξ†ξŽξˆξ‡ξ€ƒξ’ξ˜ξ—ξ€ƒξ—ξ‹ξˆξ€ƒξξ’ξ–ξ—ξ€ƒξŒξ‘ξ—ξˆξ•ξˆξ–ξ—ξŒξ‘ξŠξ€ƒξ‰ξ„ξ†ξ—ξ–ξ€‘ξ€ƒξ€₯ξˆξξŒξˆξ™ξˆξ€ƒξξˆξ€ƒξšξ‹ξˆξ‘ξ€ƒξ€¬ξ€ƒξ—ξˆξξξ€ƒξœξ’ξ˜
ξ—ξ‹ξ„ξ—ξ€ƒξ†ξ„ξ•ξ…ξ’ξ‘ξ€ƒξŒξ–ξ€ƒξ‘ξ’ξ—ξ€ƒξ—ξ‹ξ„ξ—ξ€ƒξŒξ‘ξ—ξˆξ•ξˆξ–ξ—ξŒξ‘ξŠξ€‘ξ’
ξ€—
ξšξŒξ–ξ€ƒξ—ξŒξξˆξ€ξ€ƒξ€¬ξ€ƒξŠξ’ξ—ξ€ƒξ„ξ€ƒξ€ξ€₯ξ€Žξ₯ξ€ξ€ƒξ„ξξ’ξ‘ξŠξ€ƒξšξŒξ—ξ‹ξ€ƒξ„ξ€ƒξ‘ξ’ξ—ξˆξ€ƒξ—ξ’ξ€ƒξ€ξ–ξˆξˆξ€ƒξξˆξ€ƒξ„ξ‘•ξˆξ•ξ€ƒξ†ξξ„ξ–ξ–ξ€‘ξ₯
ξ€˜
ξ€ξ€΅ξŒξ†ξ‹ξ„ξ•ξ‡ξ€ξ₯ξ€₯ξˆξ–ξ—ξ€ƒξ…ξˆξŠξ„ξ‘ξ€ξ€ƒξ€ξœξ’ξ˜ξ€ƒξ’ξ…ξ™ξŒξ’ξ˜ξ–ξξœξ€ƒξ“ξ˜ξ—ξ€ƒξ‰ξ’ξ•ξ—ξ‹ξ€ƒξ–ξ’ξξˆξ€ƒξˆξ™Ώξ’ξ•ξ—ξ€ƒξ’ξ‘ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξξ„ξ—ξˆξ–ξ—
ξ„ξ–ξ–ξŒξŠξ‘ξξˆξ‘ξ—ξ€‘ξ€ƒξ€Όξ’ξ˜ξ€ƒξ’ξ•ξŠξ„ξ‘ξŒξξˆξ‡ξ€ƒξœξ’ξ˜ξ•ξ€ƒξŒξ‡ξˆξ„ξ–ξ€ƒξŒξ‘ξ—ξ’ξ€ƒξ„ξ€ƒξ‘ξŒξ†ξˆξ€ξ€ƒξ†ξ’ξ‹ξˆξ–ξŒξ™ξˆξ€ƒξ‰ξ•ξ„ξξˆξšξ’ξ•ξŽξ€‘ξ₯
2
ξ€™
ξ€Ίξ‹ξœξ€ƒξ‡ξ’ξ‘ξ’ξ—ξ€ƒξ€¨ξ‘ξŠξξŒξ–ξ‹ξ€ƒξ—ξˆξ„ξ†ξ‹ξˆξ•ξ–ξ€ƒξξ˜ξ–ξ—ξ€ƒξ–ξ“ξˆξ„ξŽξ€ƒξ“ξξ„ξŒξ‘ξ€ƒξ€¨ξ‘ξŠξξŒξ–ξ‹ξ€ξ€ƒξ€¬ξ€ƒξšξ’ξ‘ξ‡ξˆξ•ξ€’ξ€ƒξ€‘ξ€ƒξ€‘ξ€ƒξ€‘
ξ€š
ξ€ξ€΅ξŒξ†ξ‹ξ„ξ•ξ‡ξ€ξ₯ξ€ƒξ‹ξˆξ€ƒξ–ξ„ξŒξ‡ξ€‘ξ€ƒξ€ξ€Όξ’ξ˜ξ€ƒξ‘ξˆξˆξ‡ξ€ƒξ—ξ’ξ€ƒξš€ξ‘ξ‡ξ€ƒξœξ’ξ˜ξ•ξ€ƒξšξ•ξŒξ—ξŒξ‘ξŠξ€ƒξ™ξ’ξŒξ†ξˆξ€‘ξ₯
ξ€›
ξ€¬ξ€ƒξξ˜ξ–ξ—ξ€ƒξ‹ξ„ξ™ξˆξ€ƒξξ’ξ’ξŽξˆξ‡ξ€ƒξ†ξ’ξ‘ξ‰ξ˜ξ–ξˆξ‡ξ€ξ€ƒξ…ξˆξ†ξ„ξ˜ξ–ξˆξ€ƒξ‹ξˆξ€ƒξšξˆξ‘ξ—ξ€ƒξ’ξ‘ξ€ƒξ—ξ’ξ€ƒξˆξ›ξ“ξξ„ξŒξ‘ξ€‘
ξ€œ
ξ€ξ€Άξ’ξξˆξ‹ξ’ξšξ€ƒξ€¬ξ€ƒξ—ξ‹ξŒξ‘ξŽξ€ƒξœξ’ξ˜ξ’ξ•ξˆξ€ƒξ—ξ•ξœξŒξ‘ξŠξ€ƒξ—ξ’ξ€ƒξšξ•ξŒξ—ξˆξ€ƒξ„ξ…ξ’ξ˜ξ—ξ€ƒξšξ‹ξ„ξ—ξ€ƒξ€¬ξ€ƒξšξ„ξ‘ξ—ξ€ƒξ—ξ’ξ€ƒξ•ξˆξ„ξ‡ξ€ξ€ƒξ‘ξ’ξ—ξ€ƒξšξ‹ξ„ξ—ξ€ƒξœξ’ξ˜
ξšξ„ξ‘ξ—ξ€ƒξ—ξ’ξ€ƒξšξ•ξŒξ—ξˆξ€‘ξ€ƒξšξˆξ€ƒξ•ξˆξ„ξξ€ƒξœξ’ξ˜ξ€ƒξ‡ξ’ξˆξ–ξ‘ξ’ξ—ξ€ƒξ†ξ’ξξˆξ€ƒξ—ξ‹ξ•ξ’ξ˜ξŠξ‹ξ€ƒξŒξ‘ξ€ƒξœξ’ξ˜ξ•ξ€ƒξ†ξ’ξξ“ξ’ξ–ξŒξ—ξŒξ’ξ‘ξ–ξ€‘ξ€ƒξ€¬ξ—ξ’ξ–ξ€ƒξ’ξŽξ„ξœξ€ƒξ—ξ’
ξˆξ›ξ“ξ•ξˆξ–ξ–ξ€ƒξœξ’ξ˜ξ•ξ€ƒξ‰ξˆξˆξξŒξ‘ξŠξ–ξ€ƒξ’ξ•ξ€ƒξ’ξ“ξŒξ‘ξŒξ’ξ‘ξ–ξ€ƒξšξ‹ξˆξ‘ξ€ƒξœξ’ξ˜ξ€ƒξšξ•ξŒξ—ξˆξ€‘ξ€ƒξ€­ξ˜ξ–ξ—ξ€ƒξ—ξ•ξœξ€ƒξ—ξ’ξ€ƒξ…ξˆξ€ƒξœξ’ξ˜ξ•ξ–ξˆξξ‰ξ€ξ€ƒξ€΅ξŒξ†ξ‹ξ„ξ•ξ‡ξ€‘ξ€ƒξ€Ίξ‹ξœ
ξ‡ξ’ξ‘ξ’ξ—ξ€ƒξœξ’ξ˜ξ€ƒξ—ξ‹ξŒξ‘ξŽξ€ƒξ„ξ…ξ’ξ˜ξ—ξ€ƒξŒξ—ξ€ƒξ‰ξ’ξ•ξ€ƒξ—ξ‹ξŒξ–ξ€ƒξ„ξ–ξ–ξŒξŠξ‘ξξˆξ‘ξ—ξ€‘ξ₯

Page 7
Session 2
GO ON
Read this story. Then answer questions 36 and 37.
____________________
1
proverb: a wise and well-known saying, such as β€œDon’t count your chickens
before they hatch”
2
cohesive framework: good organization
So I have been thinking about it. I keep listening and listening, Mr. Best, but I don’t
hear a voice.
11
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Session 2
is question is worth 2 credits.
B
ased on the details in β€œExcerpt from Rope Burn,” what are the narrator’s feelings about his
t
eacher? Use two details from the story to support your response.
36
Page 9
Session 2
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is question is worth 2 credits.
I
n paragraph 8 of β€œExcerpt from Rope Burn,” what does Mr. Best mean when he tells the narrator
t
o find his own β€œwriting voice”? Use two details from the story to support your response.
37
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Session 2
Griffin has a speech to give. His mother insists on helping him.
Excerpt from Speechless
by Valerie Sherrard
Something you should know about my mom: when she gets an idea in her head,
there’s no shaking it. Or her. Aξ‘•er a couple of hours, during which she made suggestions
and forced me to listen to sample paragraphs on a bunch of diξ™Ώerent subjects, I did
something even stupider than mentioning it in the ξš€rst place: I gave in. Or, as my best
friend Bryan said when I told him about it later, I capitulated.
1
1
In my defense, by that time I hardly knew what I was doing. I just wanted the torture
to end. But when the confusion liξ‘•ed from my brain I discovered that the topic I’d agreed
to was not, as I’d thought, interplanetary travel. Instead, it was some stupid thing about
men being from Mars and women being from Venu
2
I still didn’t know what that meant until Mom brought out this book with a dorky-
looking guy on the cover and started writing stuξ™Ώ down. She was on her third paragraph
when I realized. . . .
3
β€œHey!” I said. β€œξšis isn’t about space travel.”
4
β€œOf course it isn’t, dear,” Mom said, barely glancing at me. . . .
5
I probably don’t need to tell you that when speech day came it was my turn to get up
in front of the class I found myself mumbling that the topic I had β€œchosen” to speak on wa
s
the diξ™Ώerence between how men and women communicate.
6
e snickering started almost immediately. By the third time I’d made my miserable
way through to the third prompt card everyone was laughing. at was when I dropped
the cue cards. I bent over, scooped them from the oor, and kept reading. Somehow my
brain failed to kick up the message that the cards were now in random order 
7
When I ξš€nally realized I was repeating myself, I stopped in the middle of a sentence
and ipped to the next one. When I heard myself rereading the opening line I stopped,
tried to reorganize them, and somehow I managed to end up reading it a third time. e
class howled. Even Miss Harlan was struggling to keep from laughing.
8
It went downhill aξ‘•er that.
9
I pressed on, knowing that I’d have to repeat the whole experience if I didn’t. I read
unconnected things from out-of-order cards until the timekeeper mercifully signaled that
my time was up. As I stumbled back toward my seat, it felt less like I was moving down the
aisle and more like the entire room was rushing toward me
10
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Session 2
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Read this story. Then answer questions 38 and 39.
____________________
1
capitulated: gave up
2
fiasco: a disaster
inking back on that whole fiasco,
2
it’s no wonder the thought of another
performance in front of the class was enough to send me into a spin. By the time the bell
rang to dismiss us that day, my mind was made up.
11
I had to find a way out of it.
12
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Session 2
38
is question is worth 2 credits.
I
n β€œExcerpt from Speechless,” how do paragraphs7 and8 help to develop a theme? Use two details
f
rom the story to support your response.
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Session 2
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is question is worth 4 credits.
L
earning to communicate well can be a struggle. How do the authors of β€œExcerpt from Rope
B
urn” and β€œExcerpt from Speechless” develop this claim about the difficulty of communication?
H
ow is this claim strengthened by details in each story? Use details from both stories to support
y
our response.
I
n your response, be sure to
explain how the authors of both stories develop the claim about the difficulty of
communication
explain how this claim is strengthened by details in each story
use details from both stories to support your response
39
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Page 16
Session 2
STOP
Grade 6
2023
English Language Arts Test
Session 2
April 19–21, 2023
Multiple Choice
Questions
Percentage of Students
Who Answered Correctly
(P-Value)
Average
Points Earned
P-Value
(Average Points Earned
Γ·
Total Possible Points)
1 Multiple Choice C 1 NGLS.ELA.Content.NY-6.R.8 Reading 0.8198
2 Multiple Choice A 1 NGLS.ELA.Content.NY-6.R.4 Reading 0.5963
3 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.5 Reading 0.4830
4 Multiple Choice D 1 NGLS.ELA.Content.NY-6.R.2 Reading 0.4655
5 Multiple Choice B 1 NGLS.ELA.Content.NY-6.L.4 Reading 0.6105
6 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.3 Reading 0.5141
7 Multiple Choice A 1 NGLS.ELA.Content.NY-6.R.6 Reading 0.4116
22 Multiple Choice C 1 NGLS.ELA.Content.NY-6.R.9 Reading 0.3559
23 Multiple Choice A 1 NGLS.ELA.Content.NY-6.R.5 Reading 0.7517
24 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.7 Reading 0.6069
25 Multiple Choice A 1 NGLS.ELA.Content.NY-6.R.4 Reading 0.7698
26 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.2 Reading 0.3683
27 Constructed Response 2 NGLS.ELA.Content.NY-6.R.3 Writing to Sources 0.7234 0.3617
28 Constructed Response 2 NGLS.ELA.Content.NY-6.R.2 Writing to Sources 0.7138 0.3569
29 Multiple Choice A 1 NGLS.ELA.Content.NY-6.R.3 Reading Standards 0.4857
30 Multiple Choice A 1 NGLS.ELA.Content.NY-6.R.4 Reading Standards 0.8297
31 Multiple Choice C 1 NGLS.ELA.Content.NY-6.R.9 Reading Standards 0.5414
32 Multiple Choice C 1 NGLS.ELA.Content.NY-6.R.6 Reading Standards 0.7330
33 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.4 Reading Standards 0.5539
34 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.3 Reading Standards 0.6241
35 Multiple Choice B 1 NGLS.ELA.Content.NY-6.R.8 Reading Standards 0.5272
36 Constructed Response 2 NGLS.ELA.Content.NY-6.R.6 Writing to Sources 0.7067 0.3534
37 Constructed Response 2 NGLS.ELA.Content.NY-6.R.4 Writing to Sources 0.6777 0.3389
38 Constructed Response 2 NGLS.ELA.Content.NY-6.R.2 Writing to Sources 0.6229 0.3115
39 Constructed Response 4 NGLS.ELA.Content.NY-6.R.9 Writing to Sources 0.2529 0.0632
THE STATE EDUCATION DEPARTMENT
*This item map is intended to identify the primary analytic skills necessary to successfully answer each question on the 2023 operational ELA test. However,
each constructed-response question measures proficiencies described in multiple standards, including writing and additional reading and language standards.
For example, two-point and four-point constructed-response questions require students to first conduct the analyses described in the mapped standard and
then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-response
questions, please refer to the rubrics shown in the Educator Guides.
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2023 English Language Arts Tests Map to the Standards
Grade 6 Released Questions
Question Type Key Points Standard Subscore
Constructed Response Questions
Session 1
Session 2