NJPEP: Virtual Academy (New Jersey Professional Education Port)

Language Arts Literacy Test Specifications
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The ESPA, GEPA, and HSPA will invite students to approach text^a (written, aural, and visual) with three different perspectives: interpreting text, analyzing and critiquing text, and extending understanding of the text.

Narrative Text
For the purposes of this assessment, "narrative text" is defined as literature written primarily to tell a story. Good narrative literature, which establishes or develops a conflict, addresses common aspects of human existence. Because appropriate literature may contain unsettling or disturbing issues or events, text selected for the assessment will provide a positive resolution and affirm the dignity of the human spirit. Selections will provide students with opportunities to grow intellectually, socially, and emotionally as they consider universal themes and diverse cultures and
perspectives.

Narrative passages will be selected from previously published literature of between 1200 and 1800 words for ESPA and 2100 and 3300 words for GEPA and HSPA. Students will respond to open-ended and multiple-choice questions about those passages. The texts will have a strong thematic focus, follow traditional narrative structure, and contain the following elements:

significant themes that are age- and grade-level appropriate;
a clearly identifiable problem/conflict and resolution;
a well-organized plot with clearly developed major events;
well-developed characters;
settings integral to the plot;
literary devices, such as imagery and foreshadowing;
a range of vocabulary for which adequate context is provided.

Persuasive Text (GEPA and HSPA only)
"Persuasive text" is defined as text in which the writer attempts to sway the reader to a specific point of view. Because persuasive writing is based on a personal vision, it is inherently controversial. Exploring these controversial issues develops and enhances students' critical thinking skills. Selected texts, which will introduce topics that are consistent with topics presented in other sections of the assessment unit, will address issues that challenge, broaden, and enrich their perspectives.

Persuasive passages will be selected from previously published text, such as essays, speeches, book and movie reviews, editorials, letters, advertisements, charitable campaign appeals, and political literature. Students will respond to open-ended and multiple-choice questions about those passages. Persuasive text of between 1000 and 1600 words may be excerpted or used in full.

Persuasive text will contain the following elements:

topics that are age- and grade-level appropriate;
a clear focus;
elaboration using facts and opinions;
persuasive techniques, including but not limited to, propaganda, connotative and figurative language, and rhetorical devices;
a range of vocabulary for which adequate context is provided.

Informational Text
"Informational text" is text written primarily to convey information. Informational passages will be selected from previously published materials and will be strongly linked to a theme for extending understanding. Informational texts of between 800 and 1200 words (ESPA) or 1200 and 1800 words (GEPA or HSPA) may be used in full or adapted from media articles or texts and will convey a clear central purpose, major ideas, and supporting details. Students will respond to open-ended and multiple-choice questions about those passages.

Informational text will contain the following elements:

topics that are age- and grade-level appropriate;
a clear focus;
clearly developed elaboration of ideas and supporting details;
one or more of the commonly occurring text structures (sequence/chronological order cause/effect, comparison/contrast);
signals to text organization and/or visual aids, including, but not limited to, headings, subheadings, bold and italic typefaces, signal words, maps, graphs, charts, and illustrations;
a range of vocabulary for which adequate context is provided.

Everyday Text
"Everyday text" is defined as text that people encounter in their everyday lives. It is text written and designed to explain and show how to do something. Everyday texts of varying formats will be selected and/or adapted from previously published sources, such as magazines, newspapers, "how to" books, and hands-on activity kits and workbooks. For the eighth- and eleventh- grade tests, these texts will have a strong link to the central idea or purpose of the informational text and will serve as a resource for students to draw upon in developing and completing the writing project in the Extending Understanding section of the test.

Everyday text will contain the following elements:

topics that are age- and grade-level appropriate;
performable activities or actions;
a clear, positive purpose;
a clearly developed sequence of activities or actions;
a clearly developed explanation of activities or actions;
vivid and clear illustrations;