The ELA I & II Diagnostic Tool is a formative assessment that gives teachers detailed information on what students need for remediation. The ELA Tool is aligned to the NVACS selected for the ELA End of Course Examination (see HS End of Course Exams) and takes the guess work out of planning for remediation.
Quick Start Guide
Provides step-by-step information on how to administer and score
the ELA Diagnostic Tool.
Contains reading passages, short answer comprehension questions,
and extended writing tasks (essays) aligned to the grade 10 NVACS
for ELA. The EOC Diagnostic Tool is strictly for informing remediation
and is not validated for high-stakes, decision-making purposes
(e.g., grading, pre- and/or post-test, practice test). Results are not
intended to predict outcomes on the EOC Examinations. Downloading
these materials signifies you have read and understood
Contains notes for scoring the short answer comprehension questions,
along with scored and annotated student writing samples for the extended
writing tasks. It also contains the scoring rubrics for argumentative (W.9-10.1)
and informative/explanatory (W.9-10.2) writing. The content of the rubrics is
identical to the content of the rubrics used to score the EOC Examination
and the Smarter Balanced Assessments (it is reformatted to fit on one page,
front to back). Teachers are encouraged to download and use
the rubrics for day-to-day instruction.
Visual Item Map
Provides teachers a place to record:
individual student results
areas of strength
areas needing improvement
student conference notes
student formulated learning goals
Linking Instruction to the NVACS
Provides sample text dependent questions (TDQs) that are similar in
content to those asked on the ELA EOC Examinations. These TDQs
are intended to exemplify the depth and rigor of the NVACS and are
intended for day-to-day instruction.
ELA Remediation Lessons
The following remediation lessons are aligned to and exemplify the rigor of the NVACS for English language arts grades 9-10. Each lesson is based on close reading of complex text and writing grounded in evidence from text. Proven and promising strategies in each lesson are fully described in the Compendium of Teaching Strategies: English Language Arts. Download and review the compendium prior to using the lessons.
For the writing portion of each lesson, two posters are available for classroom use. Theses posters are best printed on 11” x 17” (tabloid) paper.
We Can Do It! (Difficulty: Easy)
In this introduction to close reading, students examine a World War II poster for evidence of patriotism.
“Sleeping” (Difficulty: Moderate)
Imagine babysitting and never seeing the child. This is the situation young Harriet faces in this eerie short story. Despite being inexperienced with children, she receives an offer to babysit an infant named Charles, with strict instructions not to look in on him or do anything for the child at all. At first glance, the Big Task seems simplistic; however, after discussing the TDQs, many truths can be uncovered.
Herd Behavior (Difficulty: Moderate)
The essay defines the social phenomenon of “herd behavior” and gives rationales for this type of behavior using historical references.
The Third Wave (Difficulty: Moderate)
In 1967, history teacher Ron Jones conducted a social experiment with the students in his history class to demonstrate how the German people could accept the actions of the Nazis. He was the only person who knew it was an experiment, and by the fifth day, it got out of control.
Andrew Jackson’s Speech to Congress on ‘Indian Removal’ lesson plan (Difficulty: Challenging)
Andrew Jackson, in a 1830 speech to Congress, discusses the benefits of moving Native Americans onto reservations.