ela state test essay examples

Student Writing Samples

Annotated student writing samples illustrating the integration of content understanding and writing in the three types of writing expected by college- and career-ready standards, including the CCSS. The resources presented are from  In Common: Effective Writing for All Students , authored by the Vermont Writing Collaborative with Student Achievement Partners and CCSSO. There are two types of resources available:

• On-Demand Writing   provides a progression of writing  across grades  (K–5 and 6–12); students have written independently to the same text-based prompt across grades.
• Range of Writing   provides multiple examples of student writing  within a grade  across a wide variety of content areas, curriculum units, conditions for writing, and purposes.

Learn more about In Common.

Resources specifically designed to support understanding and development of CCR-aligned writing

Filter by category

• Argument/Opinion Writing
• Informative/Explanatory Writing
• Narrative Writing

To find out how mini-assessment questions align to particular standards, use the Literacy Mini-Assessment Sorter Microsoft Excel file Learn More

Results (39)

• Most Downloaded Date Added Title (A-Z)

Narrative: Range of Writing

These pieces represent a wide variety of content areas, curriculum units, conditions for writing, and purposes.  They reflect Comm…

Argument/Opinion: Range of Writing

Informative/explanatory: range of writing.

Grades 11–12

Grades 9–10

Informative/Explanatory Writing: On-Demand ©

The pieces in this On-Demand section represent one of the three types of writing named in the Common Core State Standards for Writing: …

Grades K–5

Informative/Explanatory Writing: On-Demand

Grades 6–12

Narrative Writing: On-Demand

Argument/opinion writing: on-demand, narrative writing: on-demand ©.

New Product! Create Academic and Professional Success with “Academic Vocabulary”!

Released Writing Prompts for State Testing

Where do you find released writing prompts.

Are you looking for a fabulous collection of released writing prompts from state writing assessments? Would 114 PAGES of these released writing prompts be enough? If so, you have landed on the right page! Below you will find the finest collection of released writing prompts available. Nearly all the prompts are appropriate for elementary and middle school students, and there are quite a few designed specifically for high school students.

You May Also Enjoy Reading:

• Writing Prompt Structure and Keywords for State Writing Tests
• Elementary Writing Samples, Middle School Writing Examples, Sample Essays
• How to Prepare Students for State Writing Assessments

If you are looking to improve student writing FAST, be sure to check out the Pattern Based Writing: Quick and Easy Essay  homepage.

What Types or Kinds of Writing are Students Required to Write on State Writing Assessments?

The best model for classifying writing is the Four Modes of Discourse model: Narrative, Descriptive, Expository, and Argument . These Four Modes of Discourse are the Four Main Genres of Writing. However, on state writing tests you are likely to find a variety of different types of writing and writing prompts: persuasive, informative, imaginative, summarize, and response to literature writing prompts. Keep in mind that we can always classify all of these additional types of writing as one of the Four Main Genres (Four Modes of Discourse).

In the collections of released writing prompts below, you will find examples of all of these different types of writing prompts. ( Please Note : You will not find many examples of “summarize” and “respond to literature” prompts. These two types of prompts are built around and connected to a reading passage. As such, I have included a few examples of these types of prompts at the bottom of this page.)

What is the Value and Benefit of Released Writing Prompts?

The value and benefit of these released writing prompts can be far-reaching. Spending just a little time dissecting and analyzing these released writing prompts will have a very large payoff. The truth of writing assessments is that many students are off track before they even place their pencil on the paper. Many students completely miss the mark on what they are supposed to write. They write about what they thought they were supposed to write about, or they write about what they wish they had been asked to write about. It’s SO FRUSTRATING to see good writers miss the purpose and intent behind a writing prompt and get a poor score.

In other words, these released writing prompts from state writing assessments have more benefit than simply providing interesting topics to write about. (Once again, be sure to read “ Writing Prompt Structure and Keywords for State Writing Tests .” As well, check back for upcoming posts dealing with state writing assessments.)

IMPORTANT NOTE

I’ve updated these links several times; people seem to move these files around quite a bit. As such, I’ve included a couple of sample prompts from each collection so that you can do a Google search for the prompts in case the link becomes broken. Enjoy!

• FCAT Writing Prompts

Expository: Most teenagers have chores. Think about why it is important for teenagers to have chores. Now write to explain why it is important for teenagers to have chores.

Persuasive: The principal of your school does not agree with having students work in groups to do all their school work. Think about the reasons why students should work in groups to do all their school work. Now write to convince your principal whether students should work in groups to do all their school work.

• Pennsylvania Released Writing Prompts

6th Grade Narrative: Your teacher comes into the room and places a book on the desk. The book begins to move. Write about what adventure occurs when the book is opened and tell what you learn from this adventure.

6th Grade Persuasive: Many public places do not permit skateboarding/ bicycling/ rollerblading. Do you agree or disagree with this rule? Write to persuade community leaders to support your opinion.

9th Grade Informational: High school is the time when some students begin to look for part-time employment. What is a good part-time job for someone your age? Why would this job be appropriate for a teenager?

• Oregon Released Writing Prompts

Elementary (Grades 3-4-5)

Narrative: Tell a true story about a time you really appreciated getting help from someone. You may have been given advice, given help with a project, been loaned something you needed, or given some other kind of help you appreciated.

Expository: Many people have an activity or hobby they like. Choose one of your favorite activities and explain it to someone who doesn’t know much about it.

Imaginative: Sometimes when people look at clouds in the sky they think they can see the shapes of animals, people, objects or other figures. Make up a story about one of these shapes coming to life.

Middle School (Grades 6-7-8)

Narrative: Many people influence us. Sometimes they introduce us to a new interest or hobby, or sometimes they affect our views on things. Think of someone who has had a significant influence on you and tell a true story about it.

Expository: Research shows that people communicate messages about who they are by the clothing they wear. Explain how and in what ways you think clothing sends messages to other people.

Persuasive: Think of something you would like to have changed or added in your school. It could relate to a school policy, a facility or building, or course offerings. Take a position on one specific issue and convince others to agree with you.

COLLECTION 4: Here is a collection just for high school students. It’s from the Georgia High School Writing Test; it’s seven pages and contains 57 detailed writing prompts. The prompts all seem to be argument writing prompts. Long before the Common Core State Standards placed argument in an elevated category, Georgia took argument writing very seriously!

• Georgia High School Writing Prompts

Writing Situation: Many adolescents have difficulty making the move to high school. In response to this problem, the board of education has decided to require that all first year high school students attend an orientation workshop just before school begins. You have been selected to serve on the committee which will plan the orientation activities. Directions for Writing: Write a report to be presented to the workshop planning committee in which you make recommendations for the activities and information that should be part of the program to prepare students for high school. Support your recommendations.

Writing Situation: The business world has adopted the idea of cooperation and team work to increase productivity and solve problems. The belief is that teams can accomplish more than one person alone. Your English teacher has announced that your class might do major projects working in teams. If you had a choice, would you choose to work as a team or to work alone? Directions for Writing: Write a letter to your teacher convincing him or her that students should or should not work in teams. Include reasons and examples in support of your position.

COLLECTION 5:  These collections are all Word docs, so you will be prompted to save them. Please note that although they do not state that they are released writing prompts from state testing, they are.

Here is the main page, along with the four files you want to download. If this main page changes, you will still be able to find the prompts by Google searching these four terms. The doc files will almost certainly be in the number one position.

•  Main Page

• 60 Persuasive Prompts – Shiocton
• 40 Descriptive Prompts – Shiocton
• 75 Expository Prompts – Shiocton
• 45 Narrative Prompts – Shiocton

Persuasive: Some schools have graduation ceremonies in the fifth and eighth grade before students have completed their education. What do you think of this?  Should students have graduation ceremonies before they finish all of their education? Think of some reasons to support your opinion. Now, write an essay to convince the reader of your point of view.

Persuasive: Many people are convinced that violence on TV influences children and teens to be violent in real life. Do you think that this is true? Do you think that the violence on TV is responsible for increased violence among today’s youth? Take a stand on this issue, and write an essay to convince your reader of your position on whether TV causes violence in real life.

Descriptive: Every person has a favorite place to play. Think of your favorite place to play. It may be your backyard, or a playground, or a nearby woods, or an open field. What does this place look like? What are the sounds you hear there? What does it feel and smell like? Describe your favorite place to play so that your reader can see it without being there.

Descriptive: Every child enjoys playing on a playground. Think of the playgrounds you have played in. Think of what makes them better. Maybe you’ve already seen it, but think of what makes the perfect playground. Think of how it looks, sounds, feels, and smells. Now, describe your idea of a perfect playground so that your reader can see it clearly.

Expository: We all get angry at times, but different people react in different ways. Some people show their anger openly, and some hide it within themselves. Explain and describe what you do when you get mad and how it affects you.

Expository: Games are fun and often teach us something as well. Think about your favorite game. Write a paper telling about your favorite game. Explain to the reader your reasons for enjoying it.

Expository: Everyone has responsibilities. Write a paper explaining a responsibility you have now or will have in the future and why you shoulder that responsibility.

Imaginative Narrative: On your birthday, a strange-looking lady came to your door and handed you a wrapped present. You rattled it. It made a noise. Write a story about this present.

Personal Narrative: Your teacher one day announced that your class was going on a wonderful field trip. Write a story about this field trip. In your story, you can have your class go anywhere you wish.

Summarize and Respond to Literature Prompts

Once again, you will not find many, or possibly any, of these two types of writing prompts in the collections of writing prompts found above. State writing assessments seldom ask students to respond to literature or summarize a text. That being said, both responding to literature and summarizing texts are extremely important writing skills. Furthermore, district writing assessments often require students to address these two types of writing prompts, and district writing assessments are considerably more common than state writing assessments.

As such, here are a few examples illustrating what these writing prompts usually like look like on writing assessments. Remember, both of these types of writing prompts require that students read an article or passage. It’s interesting to note that the actual prompts are usually quite short and quite simple. Reason being, reading and analyzing the text is an added layer of complexity. For this reason, the prompts ALWAYS ask students just ONE THING. Take a look!

Respond to Literature Example Prompts

♦  Read the story. What message about life is the author trying to communicate to the reader? Be sure to use specific examples from the story to support your answer.

♦  Based on the story “Down and Out,” how can the reader tell that life during the Great Depression was a struggle? Use specific examples from the passage to support your answer.

♦  Do you think “Time for Tea and Crumpets” is a good title for this story? Why or why not? Be sure to use details from the story to support your answer.

Write a Summary Example Prompt

♦  Write a summary of the article. Be sure to:

• state the main idea or ideas of the article
• tell the important details that support the main idea
• use your own words when writing your summary .

Important Note: Good writing prompts are not a substitute for effective writing instruction, so here is a plan for writing success. First, download these writing prompts and then immediately check out Pattern Based Writing: Quick and Easy Essay . Every day more and more teachers are discovering how much quicker and how much easier teaching writing is once they understand Pattern Based Writing: Quick and Easy Essay ! It is the fastest, most effective way to teach students organized multi-paragraph writing… Guaranteed!

Over 15 Years of Creating Writing Success for Beginning and Struggling Writers of All Ages!

The fastest, most effective way to teach students clear and organized multi-paragraph writing… guaranteed, create academic and professional success today by improving your critical thinking, logical arguments, and effective communication.

100 Questions on Standardized ELA Assessment Tests

by Katie Auer Informational Text , Literature , Test Prep 1 comment

After having been an ELA teacher for 10 years, and then an assessment writer contracted with multiple Ed-Tech companies (while running my store Loving Language Arts ) for about 10 years, I know all about what questions appear on English Language Arts standardized tests (not just in the spring, but all year long). You may be in one of the 41 states that adopted Common Core (College and Career Ready Standards) or not. Either way, these questions will surely appear on ELA assessment tests. I recommend having students practice answering them all year long. The questions are arranged by the target (demonstrable skill). They are based on K-12 anchor standards in reading, literacy in content areas, writing, language, and speaking & listening.

Table Of Contents

Citing textual evidence in reading:.

• Which [detail/sentence/line] from the text [indicates/best supports] [provide inference or conclusion based on the text]?
• Which [detail/sentence/line] from the text best supports this [inference/conclusion] OR best shows [provide inference or conclusion]?
• The reader can [infer/conclude] [provide inference or conclusion based on the text]. Which [detail/sentence/line] from the text best supports this [inference/conclusion] OR best shows [provide inference/conclusion]?
• The author/narrator [infers/concludes] that [provide inference/conclusion based on the text]. Which [detail/sentence/line] from the text best supports this [inference/conclusion] OR best shows [inference/conclusion]?
• Read this [inference/conclusion]. [provide inference or conclusion based on the text]. Which [detail/sentence/line] from the text best supports this [inference/conclusion]?
• Which [details/sentences/lines] from the text [indicate/best support] [provide inference or conclusion based on the text]? Select [two /three] answers.

Elaborating on Ideas in Writing Using Evidence and Details:

• Writing Explanatory Brief Text: A student is writing a [insert type of text] about [insert purpose or topic of text]. Read the draft of the text and complete the task that follows. [Insert stimulus @ 200-250 words].The student does not have a [good/effective] or is missing a(n) [good/effective/clear] [introduction/conclusion]. Write an introduction that provides a clear [controlling idea/thesis]…OR Write a conclusion that [follows logically from the information OR is appropriate for the audience and purpose.
• Writing Explanatory Brief Text: A student is writing a[n] [insert type of text] about [insert purpose or topic of text]. Read the draft of the text and complete the task that follows [Insert stimulus @ 200-250 words, underlining sentences where elaboration is needed. Add student notes @ 70-80 words]. The student wants to develop more support for the [controlling idea/thesis/topic, etc.]…Use information/evidence/facts/examples, etc. from the student notes to [complete/develop/continue] the paragraph that begins with the underlined sentence.
• Writing Explanatory Brief Text: Choose [information/evidence/facts/examples, etc. depending on content of student notes] from the student notes and write a paragraph to develop the underlined [idea/topic, etc.]. [for stimuli structured as simple cause/effect, pro/con, compare/contrast, problem/solution] Using [relevant/appropriate] information from the student notes, write a paragraph to be added after the underlined sentence that develops [information on the effect of ; the cons of ; the solution to ; OR a comparison between (or contrast to) , etc.].
• Writing Explanatory Full Text: Create an explanatory writing assignment that flows naturally from the research scenario given in the Student Directions. An explanatory assignment must provide the following information: A purpose for writing Development of the topic with relevant facts, definitions, concrete details, quotations, or other information and examples A clear direction driven by a thesis/controlling idea supported by evidence from the sources about the topic, body paragraphs that develop the topic, and a concluding statement or section that follows from the information
• Writing Narrative Brief Text: A student is writing a [narrative/story] for the [insert where it will be read] about [insert purpose or topic of text].Read the draft of the [narrative/story] and complete the task that follows. [Insert stimulus @ 200-250 words, underlining sentence(s) where elaboration is needed]. The student wants to make the story more [exciting/interesting/descriptive, etc.]. Add dialogue [and/or description] to [replace/to come after] the underlined part of the story to show [what happens during that part of the story, what happens between two characters or events, etc. OR to develop the part about , etc.]. Add details [and/or dialogue] after the underlined part of the story [showing or describing , OR to develop the part about , etc.].
• Writing Narrative Brief Text: A student is writing a [narrative/story] for [insert where it will be read] about [insert purpose or topic of text]. Read the draft of the [narrative/story] and complete the task that follows. [Insert stimulus @ 200-250 words] STEMS: The student’s [narrative/story] does not have a [good/effective] [or is missing a] [beginning/ending]. Write a beginning* for the [narrative/story] that [sets up the action to come, and/or shows what is going on at the beginning of the narrative, and/or explains/introduces who the characters is/are, or what the setting or mood is]. Write an ending* for the story that solves [or finishes the story by solving] the problem in the story. Write an ending* to the narrative that [follows logically from and/or reflects on, OR provides closure for and/or reflection on] the [events/experiences] in the narrative.
• Writing Narrative Full Text: Create a narrative writing assignment that flows naturally from the research scenario given in the Student Directions. A narrative assignment must provide the following information: A purpose for writing A conflict or “jumping-off” point In-depth description, narrative techniques (such as dialogue), and a resolution
• Writing Argumentative Brief Text: A student is writing a[n] [argumentative topic] for the [newspaper/mayor/school board/town/city council/principal, etc.] about…Read the draft of the and complete the task that follows. [Insert stimulus @ 200-250 words – no student notes for organization] …The text does not have [or is missing] an [appropriate/effective] [introduction/conclusion]…Write an introduction to the [argumentative topic] that [establishes, introduces, and/or sets up the context for] a clear claim about…Write a conclusion that [follows logically from the argument/is appropriate for the audience of] the [argumentative topic]…
• Writing Argumentative Brief Text: A student is writing a[n] [argumentative topic] about…for the [newspaper/mayor/school board, town/city council/principal, etc.]. Read the draft of the and complete the task that follows. [Insert stimulus @ 200-250 words, underlining sentences where elaboration is needed. Add student notes @ 70-80 words] The student wants to develop more [support for the claim/evidence to address the counterclaim] in the [argumentative] . Use [information/evidence/facts/details, etc. depending on content] from the student notes to develop a supporting paragraph that begins with the underlined sentence. Choose relevant evidence [and examples/facts, etc. depending on the content of the student notes] from the student notes and write one or two paragraphs to [further develop the underlined (claim/reason, etc.) OR address the underlined counterclaim]. Using information in the student notes, [write a paragraph to be added after the underlined sentence OR continue the paragraph that starts with the underlined sentence] that states [and argues against/addresses] the [counterclaim, or opposing point of view].
• Writing Argumentative Full Text: Create an argumentative writing assignment that flows naturally from the research scenario given in the Student Directions. An argumentative assignment must provide the following information: A purpose for writing A description of the audience A topic with multiple sides, one of which the student can argue supported by evidence from the sources about the topic.

Determining Central Ideas and Supporting Details in Reading:

• Which [sentence/statement] best [identifies/expresses/shows] the [theme/central idea] of the text?
• Which [sentence/statement] best [identifies/expresses/shows] the [theme/central idea] of the [story/poem] told by the [narrator/speaker]?
• Which [sentence/statement] best [identifies/expresses/shows] [the author’s/character’s name’s] message about [provide theme/central idea]?
• Read the [sentences/lines/paragraph(s)]. [excerpt from text]
• What is the [theme/central idea] of the [sentences/lines/paragraph(s)]?
• Which [sentences/lines/paragraph(s)] from the text best [identify(ies)/express(es)/show(s)] the [theme/central idea]?
• Which sentence best summarizes the [first paragraph/introductory paragraph]?
• Read the [sentences/lines/paragraph(s)]. [excerpt from text] Which sentence best summarizes the [sentences/lines/paragraph(s)]?
• Which sentence best summarizes the text?
• Which sentence best summarizes what happens after [provide plot]?
• Read this summary. [summary of a section of the text; one key detail/event is missing] Which [key detail/event] is missing from the summary?

Analyzing How Ideas are Developed and Elaborated in Reading:

• How does the author’s inclusion of paragraphs [insert paragraph numbers] contribute to the text? NOTE: Item must focus on the interaction between elements
• How do [events/people/ideas/topics] develop over the course of the text?
• What does the use of [development/description of events/people/topics] show about [description of idea/content of text]?
• Which statement best describes how the use of [events/people/ideas/topics] affects both texts?
• How does the author’s inclusion of [provide individuals/events/ideas/etc.] add to the development of the text?
• How do(es) the [provide individuals/events/ideas/etc.] change the text?
• Read the [sentence(s)/paragraph(s)/section(s)]. [Provide excerpt from text] How does the [sentence(s)/paragraph(s)/section(s)] add to the development of the text?
• How does the author’s inclusion of [provide individuals/ideas/events/etc.] add to the development of the text? Select [two/three] options.

Determine Word and Phrase Meanings (Including Domain-Specific, Figurative Language, and Nuances in Language):

• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word/phrase underlined] What is the meaning of the [word/phrase] [targeted word/“targeted phrase”]?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word/phrase underlined]. What does the [word/phrase] [targeted word/“targeted phrase”] most likely [suggest/mean]?
• Read the sentence(s). [Provide directly excerpted sentence(s)from text, with targeted word/phrase underlined]. Which [word(s)/phrase] best state(s) the meaning of [targeted word/“targeted phrase”]?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word/phrase underlined] What does the use of the [word/phrase] suggest?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word/phrase underlined]. The [word/phrase] [targeted word/phrase] has multiple meanings. What does the [word/phrase] [targeted word/“targeted phrase”] most likely suggest about [idea/event/topic/etc.] in the text?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word underlined] A(n) [antonym/synonym] is a word that means the [opposite/same or nearly the same] of another word. What is the [antonym/synonym] of [targeted word]?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word underlined] An analogy is a comparison between two things. What is the analogy of the [provide targeted word]?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word/phrase underlined]. Select the [word/phrase] that best defines [targeted word/“targeted phrase”] as it is used in the sentence(s).
• Read the sentence(s) [Provide directly excerpted sentence(s) from text, with targeted word/phrase underlined]. What does the author communicate to the reader with the use of [targeted word/“targeted phrase”]?
• Read the dictionary entry. (part of speech) 1. [definition] Which [word/phrase] in the text best matches the dictionary entry?
• Read the sentence(s). [Provide directly excerpted sentence(s) from text, with targeted word underlined]. What does the [root/affix] in the word [targeted word] mean?
• [Provide directly quoted sentence(s)/paragraph(s) from text, with targeted word or phrase underlined] What effect does the author create by using the [word/phrase] [targeted word/“targeted phrase”]?
• Read the [sentence(s)/paragraph(s)]. [Provide directly quoted sentence(s)/paragraph(s) from text, with targeted word or phrase underlined]. Which statement best describes what the [provide figurative language] in the [sentence(s)/paragraph(s)] adds to meaning of the text?
• Read the [sentence(s)/paragraph(s)]. [Provide directly quoted sentence(s)/paragraph(s) from text, with targeted word or phrase underlined] How does the [word/phrase] [targeted word/“targeted phrase”] affect the reader’s interpretation of the meaning of the text?
• How does the author’s use of the word/phrase [targeted word/“targeted phrase”] help the reader understand [the author’s/quoted person’s] [feelings/opinion/belief(s)] about [provide idea]?

Analyzing Text Structure:

• What effect does [provide text structure/format/feature/etc.] have on the meaning of the text OR reader’s understanding of [provide element affected by structure, such as the structure of the central idea, presentation of information, or the structure of events in the text]?
• What is the most likely reason the author [used/included] [provide text structure/format/feature/etc.] in the text?
• The author [used/included] [provide text structure/format/feature]. What is the most likely reason the author structured the text this way?
• The author [used/included] [provide text structure/format/feature/etc.]. How does this structure affect [provide element affected by structure, such as central idea, presentation of information, or events]?
• How does the [first paragraph/first section/introduction] about [provide content in text] [add to/affect] [provide element affected by structure, such as central idea, presentation of information, or events]?
• How do(es) the [sentence(s)/paragraph(s)/section(s)] about [provide content in text] [add to/affect] [provide element affected by structure, such as central idea, presentation of information, or events]?
• [Provide direct excerpt] Which of these best describes why the author [began with/ended with/used] [this/these] [sentence(s)/paragraph(s)/heading(s)/question(s)/quotation(s)/etc.] in the text?
• [Provide direct excerpt] Why is the difference between [this/these] [sentence(s)/paragraph(s)/section(s)] and the one(s) that came [before it/after it] important to the text?
• [Provide direct excerpt] Select the statement that best explains why the author chose to include [this/these] [sentence(s)/paragraph(s)/section(s)].
• Why did the author choose to [begin/end] the text with [provide structure (paragraph/section/event/feature/etc.)?
• Why is using [provide text structure] important to understanding [the author’s point of view/author’s purpose/specific information/events/etc.] in the text?

Determining Author’s Point of View or Purpose:

• What does the information in the [first paragraph/first section/introduction] of the text reveal about the author’s [point of view/purpose]?
• How does the author’s inclusion of paragraphs [insert paragraph numbers] contribute to the text? NOTE: Item must focus on the author’s point of view or purpose
• Read the [sentence(s)/paragraph(s)/section(s)]. [Provide excerpt from text] What does the information presented in the text reveal about the author’s [point of view/purpose]?
• PART A: Which of these inferences (or conclusions) about the [provide author’s point of view/author’s purpose] is supported by the text? PART B: Which [sentence(s)/paragraph(s)/section(s)] from the text best support(s) your answer in PART A?
• PART A: What inference (or conclusion) can be made/drawn about the PART B: Which [sentence(s)/paragraph(s)/section(s)] from the text best [show(s)/tell(s)/describe(s)] the [inference made/conclusion drawn] in PART A?
• PART A: What inference (or conclusion) can be made/drawn about the author’s opinion of [provide key individual/event/idea in the text]?
• What is most likely the author’s intent by mentioning [provide focused detail] in the text?
• Read the [sentence(s)/paragraph(s)/section(s)]. [Provide excerpt from text] What does the information presented in the text tell the reader about the author’s [point of view/purpose]?

Evaluating Visuals and Media:

• What effect does [provide feature/etc.] have on the meaning of the text OR reader’s understanding of [provide element affected by feature]?
• How does [provide feature/etc.] affect [or add to] the reader’s understanding of the text?
• What information does the reader learn in the [media or visual] that was not expressed in the text?
• How does the author use [media or visual element] to develop ideas [or a concept] in the text?
• What is the most likely reason the author [used/included] [provide text feature/etc.] in the text?
• The author [used/included] [provide feature]. What is the most likely reason the author [used/included] [provide feature]?
• The author [used/included] [provide feature/etc.]. How does this [provide feature/etc.]. affect [provide element affected, such as central idea, presentation of information, or events]?
• Why is using [provide text feature] important to understanding [the author’s point of view/author’s purpose/specific information/events/etc.] in the text?
• What does the author accomplish by [using/beginning with/ending with/including] [provide feature] in the text?
• PART A: Which of these inferences (or conclusions) about [provide how media is used] is supported by the text? PART B: Which [sentence(s)/paragraph(s)/section(s)] from the text best support(s) your answer in PART A?
• PART A: What inference (or conclusion) can be made/drawn about [provide how media is used]? PART B: Which [sentence(s)/paragraph(s)/section(s)] from the text best [show(s)/tell(s)/describe(s)] the [inference made/conclusion drawn] in PART A?

Evaluating Arguments, Claims, and Reasoning:

• What inference (or conclusion) can be made/drawn about the [provide relevance of evidence/elaboration to support claims, concepts, and ideas/etc.]? Explain using key evidence from the text to support your answer.
• Based on the text, [what conclusion can be drawn/what can a reader conclude] about [the author/the speaker/the narrator/or provide individual’s name]’s [thoughts/beliefs] about [provide individual’s name/provide information about individual/idea/event in the text]? Explain using key evidence from the text to support your answer.
• PART A: Which of these inferences (or conclusions) about how [provide relevance of evidence/elaboration to support claims, concepts, and ideas/etc.] is supported by the text?
• PART A: What inference (or conclusion) can be made/drawn about how [provide relevance of evidence/elaboration to support claims, concepts, and ideas/etc.]?
• PART B: Which [sentence(s)/paragraph(s)/section(s)] from the text best support(s) your answer in Part A? OR Which [sentence(s)/paragraph(s)/section(s)] from the text best [show(s)/tell(s)/describe(s)] the [inference made/conclusion drawn] in Part A?

Comparing Two or More Texts & Perspectives:

• How does author #1’s viewpoint about…compare or contrast to author #2’s viewpoint on the same topic?
• Read the [sentence(s)/line(s)/set of lines/paragraph(s)] from [title text #2]. [excerpt from text] Based on this information, [what inference can be made/what can a reader infer OR what conclusion can be drawn/what can a reader conclude] about [the author/the speaker/the narrator/or provide individual’s name]’s [thoughts/beliefs] about [provide individual’s name/provide information about individual/idea/event] in [title text #1]? Explain using key evidence from [title text #1/both texts] to support your answer.
• PART A: Which of these inferences (or conclusions) about how the [provide key individual/event/or idea is introduced/illustrated/elaborated; OR author’s point of view/author’s purpose/relevance of evidence/elaboration to support claims, concepts, and ideas/etc OR conflicting viewpoints.] is supported by the text?
• PART A: What is most likely the author’s intent by mentioning [provide focused detail] in the text?
• PART A: Read the [sentence(s)/paragraph(s)/section(s)] from [title text #2]. [Provide excerpt from text]. Based on this information, [what inference can be made/what can a reader infer OR what conclusion can be drawn/what can a reader conclude] about how the [provide key individual/event/or idea is introduced/illustrated/ elaborated OR author’s point of view/author’s purpose/relevance of evidence/elaboration to support claims, concepts, and ideas/etc OR conflicting viewpoints.] in [title text #1]?
• PART B: Which [sentence(s)/paragraph(s)/section(s)] from the text best support(s) your answer in Part A?

Reading Literary Nonfiction and Complex Texts in Content Areas:

• The author uses a common literary theme to report on an event which is the theme of [theme such as “man versus nature”]. Select two details the author uses to develop this theme in the text.
• The author uses parallel structure in this excerpt. What is the author’s purpose for using this structure?
• The author uses loaded language to describe…What are some examples of loaded language the author uses?
• The author uses figurative language to describe…How does the author describe the same thing through facts elsewhere in the text?
• Which of the following details from the text are hyperbole (exaggerations) that are not meant to be taken literally?
• What effect does the author create with the use of [literary device]?

• Seasonal Lesson Ideas
• Bringing Out the Best Behavior
• Writing & Language Ideas
• Test Prep Hacks
• Reading Literature Ideas
• Reading Informational Text Ideas
• Freebie Library

Since teaching ELA for 10 years, I’ve been a contracted learning resource and assessment writer while running my store “ Loving Language Arts .” I know how to align to standards like the back of my hand, yet I always aim to make resources high-interest to motivate reluctant readers and writers.

Share Buttons

You may also like

We'd love it if you subscribe to our mailing list! You'll receive a FREE informational text once a month (your students will love)!

You have successfully subscribed.

You Know What Else Kids Love?

Click below for FREE ELA PRACTICE TESTS – each targeting specific reading, writing, language, and speaking/listening/viewing standards.

Check out these grade-specific test prep books with practice tests that target every grade-specific reading informational text standard, one by one. an added bonus is that students love the texts in easy-print or self-grading online versions..

Try a Freebie!

Sixth Grade Teacher , Teachers Pay Teachers

Follow Me On Pinterest

How about save this pin to your “ELA Test Prep” Board so that you can come back to this post again?

Related posts:

Powered by YARPP .

These are fabulous! I have just started as a passage and item writer and these will be very valuable. Thank you for sharing your knowledge and experience!

Trackbacks/Pingbacks

• The 10 Reading Informational Text Assessment Test Targets (Progressing from Grades 4 to 12) - Loving Language Arts - […] No matter which state (or U.S. Territory) you live in, your state’s ELA standards include these 10 Reading Informational…

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

We'd love it if you subscribe! You'll receive a FREE high-interest informational text once a month (your students will love)!

Join our mailing list to receive a free informational text once a month that you can use in your classroom.

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

Reading & language arts

2nd grade reading & vocabulary, 3rd grade reading & vocabulary, 4th grade reading & vocabulary, 5th grade reading & vocabulary, 6th grade reading & vocabulary, 7th grade reading & vocabulary, 8th grade reading & vocabulary, 9th grade reading & vocabulary, 6th grade reading and vocabulary (improved and expanded).

The site navigation utilizes arrow, enter, escape, and space bar key commands. Left and right arrows move across top level links and expand / close menus in sub levels. Up and Down arrows will open main level menus and toggle through sub tier links. Enter and space open menus and escape closes them as well. Tab will move on to the next part of the site rather than go through menu items.

NY State English Language Arts Test (ELA)

Who takes this test.

Students in grades 3–8 take the State English Language Arts (ELA) test each spring. Students who have been in the United States for less than one year are not required to take the NY State ELA test in their grade, but must start taking ELA tests after their first year. Some students with disabilities may take the NY State Alternate Assessments (NYSAA) in place of the State test, if it says so on their Individualized Education Plan (IEP).

When is this test given?

For school year 2023-24, English Language Arts exam dates are April 11-12.

What is on the test?

The ELA test is a two-day untimed test that contains several different kinds of questions. Students answer multiple-choice questions based on short passages they read, and write responses to open-ended questions based on stories, articles or poems they read. New York state is in the process of transitioning from testing on paper to testing on a computer. For school year 2023-24, grades 5 and 8 will be required to test on a computer.

How is the test scored?

The NY State Grades 3-8 exams are scored by licensed and trained New York City teachers. The exams are scored through a distributed scoring process, meaning no student’s exam is scored by a teacher from the student’s school. This scoring complies with NY State Education Department and DOE policies regarding scoring of State exams. 

How are the results reported?

• NY State Math Test
• NY State Science Test
• NY State Alternate Assessment
• NY State High School Regents Exams
• Tests for English Language Learners
• World Languages
• Specialized High School Admissions Test
• College Entrance Exams
• Advanced Placement Exams
• High School Equivalency Exam
• Periodic Assessments
• Testing Calendar
• Arts Commencement Assessments
• Student Participation Guide

Free Student Meals

See what's on the menu

Transportation

See Modernization Plan

• About Us About Us collapsed link
• Services Services collapsed link
• Resources Resources collapsed link
• News & Info News & Info collapsed link
• State Board of Education
• Office of the Superintendent
• MDE Divisions and Offices
• MDE Organizational Chart
• Meetings Minutes
• Policies & Statements
• Resolutions
• Public Notices
• SBE Meeting Videos
• Administrative Law
• Career and Technical Education
• Chief Deputy Superintendent
• Diversity Equity and Inclusion
• Educational Assessment and Accountability
• Educational Supports
• Educator Excellence
• Educator Student and School Supports
• Finance and Operations
• Financial Management
• Health and Nutrition Services
• Human Resources
• Library of Michigan
• P-20 System and Student Transitions
• Partnership Districts
• Public and Governmental Affairs
• Special Education
• Strategic Planning and Implementation
• Systems, Evaluation, and Technology
• Academic Standards
• Early Learners and Care
• Educator Services
• Flexible Learning Options
• Food & Nutrition Programs
• Health & Safety
• School Performance & Supports
• Student Assessment

Information on Michigan academic standards and instructional resources.

• Michigan K-12 Computer Science Standards
• Section 33 K-5 Music Programs
• K-8 Grade Level Content Expectations for Health Education
• Section 23h Improving Mathematics Teaching and Learning
• Personal Finance
• Section 99d Teaching Diverse Histories Grant
• Teaching Comprehensive History
• Michigan Merit Curriculum/Graduation Requirements
• MDE COVID-19 Online Instructional Resources
• #GoOpen Michigan

Responsible for providing final decisions in administrative appeals to MDE.

Learn more about the MDE office responsible for providing leadership in curriculum and instruction that provides students with greater choices to prepare for success.

• Reports and Data
• Students and Families

Resources for educator certification, recognition programs, evaluation, and workforce research.

• Contact Information
• Educator Certification
• Public Comment
• Educator Retention Supports
• Educator Recruitment
• Recognition Programs
• Educator Workforce Research
• Educator Conduct and Criminal Convictions

Resources related to financial and pupil accounting and auditing.

• Accounting Services
• Budget Services
• Facilities Services
• State Aid & School Finance

Options available for Michigan students that provide unique learning opportunities.

• Advanced Placement (AP)
• Alternative Ed
• Dual Enrollment
• Early Middle College High School Opportunities
• Innovation Council
• International Baccalaureate
• Michigan Seal of Biliteracy
• School Options
• WBL Health Services Academies
• Child and Adult Care Food Program (CACFP)
• Best Food Forward
• Child Nutrition Program Data and Data Requests
• Michigan School Meals
• Community Eligibility Provision (CEP)
• Fiscal & Administrative Services
• Food Distribution
• Nutrition Coordination
• Procurement and Contracts
• School Nutrition Programs
• Summer Food Service Program

School health and safety resources

• Section 31o
• Pupil Transportation
• Active Students Toolkit
• Alternatives to Suspensions and Expulsions Toolkit
• Curriculum & Standards
• Flint Registry
• HIV STD and Sexuality Education
• Mental Health Toolkit
• School Safety and Mental Health Commission
• School Health Services
• Social-Emotional Learning (SEL)

Resources for programs and initiatives that support school improvement efforts.

• Accountability
• Accreditation
• Data Requests for Researchers
• Early Warning Intervention and Monitoring System (EWIMS)
• English Learners (ELs)
• Graduation Guidance
• Multi-Tiered System of Supports (MTSS)
• Statewide System of Support (SSoS)
• Resources for Schools Identified for CSI, ATS, or TSI

Resources for supporting special education in Michigan.

• Laws and Regulations
• Dispute Resolution Options
• Evaluations and IEPs
• Parent Resources
• Data and Reporting
• Program Planning
• Personnel and Professional Development
• Supports for Students with Disabilities
• Special Education Advisory Committee

Michigan has an innovative and comprehensive system of assessments to measure student achievement in learning our state content standards.

• Assessment Calendars
• Assessment Integrity and Security
• Assessment Literacy
• Benchmark Assessments
• Early Literacy and Mathematics Benchmark Assessments (K-2)
• Formative Assessment Process
• Michigan Merit Exam (MME)
• Michigan Student Test of Educational Progress (M-STEP)
• National Assessment of Educational Progress
• OEAA Secure Site
• Secure Site Training
• Spotlight Newsletter
• WIDA Assessments (K-12 ELP Assessments and Screener)
• Accelerated Learning
• FAFSA Completion Challenge Grant
• Family Engagement (MiLEAP)
• Every Student Succeeds Act (ESSA)
• Indigenous Education
• Michigan's Top 10 Strategic Education Plan
• Career Development Resources
• Title IX of the Education Amendments of 1972
• ESSA Resources
• Educator Resources
• Indigenous Communities in Michigan
• MDE Indigenous Education Initiative
• Research and Data
• Tribal Consultation in Michigan
• Promising Practices Exchange
• Metrics & Presentations
• Annual Report
• Michigan's Top 10 Strategic Education Plan Tool Kit
• Definitions
• Postsecondary Credit Agreements
• MDE Annual Review
• Press Releases

Archive of News Items

• News & Info

Search is currently unavailable. Please try again later.

Popular on michigan.gov

• Agriculture and Rural Development
• Civil Rights
• Environment
• Health and Human Services
• Natural Resources
• Secretary of State

How Do I...

• Register to Vote
• Renew My License Plate
• View assistance programs

The web Browser you are currently using is unsupported, and some features of this site may not work as intended. Please update to a modern browser such as Chrome, Firefox or Edge to experience all features Michigan.gov has to offer. 

• Google Chrome
• Microsoft Edge

ELA Sample Passage-based Writing (PBW) Prompts and Student Essay Scores

Resource List

B.e.s.t. writing scoring samplers.

The Benchmarks for Excellent Student Thinking (B.E.S.T.) Writing Scoring Samplers can be used as a resource regarding the scoring of student responses on the Writing assessment. In each sampler, examples of student responses represent various combinations of the score points across the scoring domains. As a basis for developing a common understanding of the scoring criteria, an annotation follows the response to explain the prominent characteristics of the response described in the rubric. These responses are not intended to provide a full spectrum of examples for each score point in each domain. Moreover, they do not necessarily represent the highest or lowest example of each score point in each domain. The applicable rubric and corresponding prompt and text set are also included in each sampler.

2022 Grade 4 B.E.S.T. Writing Scoring Sampler

2022 grade 5 b.e.s.t. writing scoring sampler, 2022 grade 6 b.e.s.t. writing scoring sampler, 2022 grade 7 b.e.s.t. writing scoring sampler, 2022 grade 8 b.e.s.t. writing scoring sampler, 2022 grade 9 b.e.s.t. writing scoring sampler, 2022 grade 10 b.e.s.t. writing scoring sampler.

• Teachers and Test Administrators
• After Testing
• ELA Writing

• Board of Regents
• Business Portal

New York State Education Department

• Commissioner
• USNY Affiliates
• Organization Chart
• Building Tours
• Program Offices
• Rules & Regulations
• Office of Counsel
• Office of State Review
• Freedom of Information (FOIL)
• Governmental Relations
• Adult Education
• Bilingual Education
• Career & Technical Education
• Cultural Education
• Diversity, Equity, and Inclusion
• Early Learning
• Educator Quality
• Every Student Succeeds Act (ESSA)
• Graduation Measures
• Higher Education
• High School Equivalency
• My Brother's Keeper
• Indigenous Education
• P-12 Education
• Special Education
• Vocational Rehabilitation

Office of the Professions

• Next Generation Learning Standards: ELA and Math
• Office of Standards and Instruction
• Diploma Requirements
• Teaching in Remote/Hybrid Learning Environments (TRLE)
• Office of State Assessment
• Computer-Based Testing
• Exam Schedules
• Grades 3-8 Tests
• Regents Exams
• New York State Alternate Assessment (NYSAA)
• English as a Second Language Tests
• Test Security
• Teaching Assistants
• Pupil Personnel Services Staff
• School Administrators
• Professionals
• Career Schools
• Fingerprinting
• Accountability
• Audit Services
• Budget Coordination
• Chief Financial Office
• Child Nutrition
• Facilities Planning
• Ed Management Services
• Pupil Transportation Services
• Religious and Independent School Support
• SEDREF Query
• Public Data
• Data Privacy and Security
• Information & Reporting

Elementary- and Intermediate-level Tests

• Past Grades 3-8 Tests
• Grades 3-8 Test Schedules
• English Language Arts, Mathematics, and Science Test Manuals, Educator Guides and Teacher's Directions
• Archive: Science Test Manuals and Teacher's Directions
• Archive: Grades 3-8 ELA and Math Test Manuals and Teacher's Directions
• Parent Resources
• 2023 Grades 3-8 Sample Student Score Reports
• NYS Grades 3-8 Science Resources and Learning Standards
• Elementary and Intermediate-level Science Test Sample Items
• 2023 Intermediate-level Science Test Scoring Information
• Field Testing
• Technical Information and Reports
• Archive: 2021-22 Grades 3-8

Grades 3-8 ELA and Mathematics Tests

• Large Print Answer Booklet 2024 English Language Arts Session 1, Grades 3–4
• Large Print Answer Booklet 2024 English Language Arts Session 1, Grades 5–8
• Procedures for Administrating the Spring 2024 New York State Grades 3–8 English Language Arts and Mathematics Tests and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Tests
• Regional Centers for Spring 2024 Elementary- and Intermediate-Level Tests
• Procedures for Requesting, Shipping, and Storing Materials for the Spring 2024 Administration of the New York State Grades 3–8 English Language Arts and Mathematics Tests and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Tests
• Instructions for Submitting Online Requests for the Grades 3–8 English Language Arts and Mathematics Tests and the Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Tests
• Worksheet for Developing Online Requests for the Grades 3–8 English Language Arts and Mathematics Tests
• Past Grades 3-8 Released Questions
• Grades 3-8 English Language Arts and Mathematics Test Manuals, Educator Guides and Teacher's Directions
• Grades 3-8 English Language Arts and Mathematics Score Report and Understanding Report Samples
• Grades 5-8 Mathematics Reference Sheets
• Next Generation Learning Standards
• Next Generation Learning Standards English Language Arts Performance Level Descriptions
• Next Generation Learning Standards Mathematics Performance Level Descriptions

2022-23 School Year

• Spring 2023 Grades 3–8 English Language Arts and Mathematics Tests and Grades 3–8 English Language Arts and Mathematics Field Tests
• Regional Centers for Spring 2023 Elementary- and Intermediate-Level Tests

Get the Latest Updates!

Subscribe to receive news and updates from the New York State Education Department.

Popular Topics

• Charter Schools
• High School Equivalency Test
• Professional Licenses & Certification
• Reports & Data
• School Climate
• School Report Cards
• Teacher Certification
• Vocational Services
• Find a school report card
• Find assessment results
• Find high school graduation rates
• Find information about grants
• Get information about learning standards
• Get information about my teacher certification
• Obtain vocational services
• Serve legal papers
• Verify a licensed professional
• File an appeal to the Commissioner

Quick Links

• About the New York State Education Department
• About the University of the State of New York (USNY)
• Business Portal for School Administrators
• Employment Opportunities
• FOIL (Freedom of Information Law)
• Incorporation for Education Corporations
• NYS Archives
• NYS Library
• NYSED Online Services
• Public Broadcasting

Media Center

• Newsletters
• Video Gallery
• X (Formerly Twitter)

New York State Education Building

89 Washington Avenue

Albany, NY 12234

CONTACT US  

NYSED General Information: (518) 474-3852

ACCES-VR: 1-800-222-JOBS (5627)

High School Equivalency: (518) 474-5906

New York State Archives: (518) 474-6926

New York State Library: (518) 474-5355

New York State Museum: (518) 474-5877

Office of Higher Education: (518) 486-3633

Office of the Professions: (518) 474-3817

P-12 Education: (518) 474-3862

EMAIL CONTACTS  

Adult Education & Vocational Services 

New York State Archives 

New York State Library 

New York State Museum 

Office of Higher Education 

Office of Education Policy (P-20)

© 2015 - 2024 New York State Education Department

Diversity & Access | Accessibility | Internet Privacy Policy | Disclaimer  |  Terms of Use