E

English 10 ECA
Ellie Scheiber, Zach Bennett, Nathan
OConnor, Whisper Lewis, Alexis
Carender, and Lindy Hall

L
English Language Arts (ELA) ECA
A standardized test that focuses on a

students English Language Arts skills

ECA means End of Course Assessment

State Average for Spring

2011

66.5%

HNHS Average for Spring 2011

75%

ECA Average Spring 2011

76
74
72
70
68
66
64
62

State

HNHS

Skills Assessed on the ECA

Reading
Transfer the knowledge they already have
into the reading
Form generalizations
Have prerequisite knowledge in order to
grasp ideas
Writing
The number of connections with regard to
concepts and ideas a student needs to
make in order to produce a response
The level or reasoning
Use of other self-monitoring processes

Content Area Knowledge

N2K
Standard 1:
Word Recognition
Fluency
Vocabulary Development
Standard 2:
Reading Comprehension
Analysis of nonfiction and informational text
Standard 3:
Reading Comprehension
Analysis of Literacy Text

Testing Areas
Standard 1: Information and

Understanding
Standard 2: Literary Response and
Expression
Standard 3: Critical Analysis and
Evaluation
Standard 4: Social Interaction in Writing

Skills Needed for Success

Level 1 (Recall)
Knowledge/Comprehension
Level 2 (Skill/Concept)
Application
Level 3 (Strategic Thinking)
Analysis
Level 4 (Extended Thinking)
Synthesis/Evaluation

Level 1 (Recall)
Reading
Read or recite facts
Basic recall
Simple understanding
Writing
Write or recite facts
List ideas
Simple spelling and vocabulary

Identify. Define.

Level 2 (Skill/Concept)

Reading
Comprehension and subsequent processing
of text
Analysis of inference
Writing
Connect ideas using a simple
organizational structure
First draft writing for a limited number of
purposes and audiences

Classify. Predict. Describe.

W
Level 3 (Strategic Thinking)
Reading
Go beyond the text to explain, generalize, and
connect ideas
Determine the authors purpose and describe how
it affects the interpretation of the text
Summarize information from multiple sources
Writing
Construct multiple-paragraph essays using
complete sentence structure
Support ideas with details and examples
Edit writing to produce a logical expression of ideas

Assess. Revise. Critique. Cite.

Level 4 (Extended Thinking)

Reading
Apply information from one text to another
Analyze and synthesize information from
multiple sources
Examine and explain alternative perspectives
across a variety of sources
Writing
Construct multiple-paragraph essays that
demonstrate synthesis and analysis of complex
ideas
Include voice and style in compositions

Design. Create. Evaluate.

Example: Short Answer

Question
Describe the differences between Beesleys
and Lady Gordons points of view as they
relate to the sinking of the Titanic. Support
your answer with details from BOTH
passages.

Example: Multiple Choice

Question
Lydia is surprised that the smell of the bus
terminal can conjure up old memories.
What is the BEST definition of the phrase
conjure up?
A. to effect or produce as if by magic
B. to appeal to solemnly or earnestly
C. to affect or influence by a spell
D. to push back or ignore thoughts

Example: Essay Question

Kind words can be short and easy to speak, but their

echoes are truly endless. Mother Teresa of Calcutta
This quotation demonstrates the positive effects of
speaking kindly. Do you agree with Mother Teresa that
kind words are easily spoken and long-lasting?
Write about a time when you spoke kindly to someone,
or someone offered words of encouragement to you. In
your essay, describe the incident, provide specific
details, and explain the impact that the persons words
had on you or the other person.

Scoring of Short Answer

Questions

Scoring of Essay Questions

2 Points: Proficient
The response fulfills all the requirements of the
task. The information given is text-based and
relevant to the task.
1 Point: Partially Proficient
The response fulfills some of the requirements of
the task, but some of the information may be too
general, too simplistic, or not supported by the text.
0 Points: Not Proficient
The response does not fulfill the requirements of the
task because it contains information that is
inaccurate, incomplete, and/or missing altogether.

Cut Score
Minimum score required to pass the ECA

Pass vs. Pass+

Pass score is average
Pass+ is above average

Important Terms and

Vocabulary

Accrue: to grow or accumulate over time; to happen as a natural

result
Annotation: a critical or explanatory note or comment, especially
for a literary work
Bedlam: a state or scene of uproar and confusion
Covert: hidden, disguised, purposefully kept secret; sheltered,
secluded
Debonair: pleasant, courteous, lighthearted; smooth and polished
in manner and appearance
Dun: to demand insistently, especially in payment of a debt;
(noun) a creditor; (adj) dark, dull, drab, dingy
Efficacious: effective, producing results
Equanimity: calmness, composure, refusal to panic
Fortuitous: accidental, occurring by a happy chance
Gist: the essential part, main point, or essence

Important Terms and

Vocabulary

Gratuitous: freely given; not called for by circumstances,

unwarranted
Imperious: overbearing, arrogant; seeking to dominate;
pressing, compelling
Invective: a strong denunciation or condemnation;
abusive language, (adj); abusive, vituperative
Motley: showing great variety; composted of different
elements or many colors; (N) a jesters costume; a jester
Munificent: extremely generous, lavish
Procrastinate: to delay, put off until later
Provocative: tending to produce a strong feeling or
response; arousing desire or appetite; irritating,
annoying
Recondite: exceeding ordinary knowledge and
understanding

Important Things to Know

Dont leave any questions blank. If you

dont know the answer, pick your best

guess.
Read questions carefully and re-read
questions you dont understand.
Stay focused. Dont let your mind wonder
or let other people or objects distract you
from the test.
Dont rush. Take your time and apply your
knowledge.
Stay relaxed and confident. Stay calm and
dont get nervous or worked up. Stay