| HSA Item Number |
Answer |
Indicators Assessed |
| 1 |
ECR |
2.1.1 The student will compose to inform by using appropriate types of
prose.
|
| 2 |
F |
2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness.
|
| 3 |
A |
3.3.1 The student will edit texts for spelling, capitalization, and punctuation.
|
| 4 |
G |
3.1.6 The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas.
|
| 5 |
D |
2.2.5 The student will use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions.
|
| 6 |
G |
3.1.4 The student will differentiate grammatically complete sentences from non-sentences.
|
| 7 |
C |
1.2.5 The student will extend or further develop meaning by explaining the implications of the text for the reader or contemporary society.
|
| 8 |
J |
1.3.3 The student will identify features of language that create tone and
voice.
|
| 9 |
C |
1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing.
|
| 10 |
J |
1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
|
| 11 |
C |
1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose.
|
| 12 |
H |
1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.
|
| 13 |
B |
3.1.6 The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas.
|
| 14 |
F |
1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose.
|
| 15 |
D |
3.1.3 The student will determine grammatical classification of words by using meaning, position, form, and function.
|
| 16 |
J |
1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
|
| 17 |
B |
1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.
|
| 18 |
H |
1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
|
| 19 |
BCR |
1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
|
| 20 |
ECR |
2.1.4 The student will compose persuasive texts that support, modify, or refute a position and include effective rhetorical strategies.
|
| 21 |
D |
1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose.
|
| 22 |
G |
1.3.3 The student will identify features of language that create tone and
voice.
|
| 23 |
A |
4.2.1 The student will assess the effectiveness of diction that reveals an author’s purpose.
|
| 24 |
G |
1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
|
| 25 |
A |
2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness.
|
| 26 |
J |
3.3.1 The student will edit texts for spelling, capitalization, and punctuation.
|
| 27 |
C |
3.1.4 The student will differentiate grammatically complete sentences from non-sentences.
|
| 28 |
H |
1.1.3 The student will use after-reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading.
|
| 29 |
C |
1.2.3 The student will explain the effectiveness of stylistic elements in a text that communicate an author’s purpose.
|
| 30 |
J |
1.3.3 The student will identify features of language that create tone and
voice.
|
| 31 |
A |
3.1.6 The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas.
|
| 32 |
G |
3.3.1 The student will edit texts for spelling, capitalization, and punctuation.
|
| 33 |
C |
2.2.2 The student will select and organize ideas for specific audiences and purposes.
|
| 34 |
J |
1.1.1 The student will use pre-reading strategies appropriate to both the text and purpose for reading by surveying the text, accessing prior knowledge, formulating questions, setting purpose(s), and making predictions.
|
| 35 |
B |
1.3.5 The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures.
|
| 36 |
F |
1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
|
| 37 |
B |
1.1.2 The student will use during-reading strategies appropriate to both the text and purpose for reading by visualizing, making connections, and using fix-up strategies such as re-reading, questioning, and summarizing.
|
| 38 |
F |
3.1.3 The student will determine grammatical classification of words by using meaning, position, form, and function.
|
| 39 |
B |
1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an author’s purpose.
|
| 40 |
BCR |
1.1.4 The student will apply reading strategies when comparing, making connections, and drawing conclusions about non-print text.
|
| 41 |
C |
1.2.1 The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text.
|
| 42 |
H |
1.2.4 The student will identify and/or explain connections between and among themes and/or styles of two or more texts.
|
| 43 |
D |
3.1.6 The student will compound various sentence elements—subjects, predicates, modifiers, phrases, and clauses—to link or contrast related ideas.
|
| 44 |
H |
2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness.
|
| 45 |
D |
2.2.3 The student will revise and edit texts for clarity, completeness, and effectiveness.
|
| 46 |
F |
2.2.2 The student will select and organize ideas for specific audiences and purposes.
|
| 47 |
C |
3.3.1 The student will edit texts for spelling, capitalization, and punctuation.
|
| 48 |
G |
3.1.8 The student will expand sentences by positioning phrases and clauses to accomplish a purpose.
|
| 49 |
A |
2.3.3 The student will use a systematic process for recording and documenting information.
|
| 50 |
F |
3.3.2 The student will use available resources to correct or confirm revisions and/or editorial choices.
|
Student responses to Constructed Response items can be found in the scoring section of the mdk12.org site. |
