[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-537937-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-537937-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","ela-grade-4-summary-plds","ELA Grade 4 Summary - PLDs","","Academic standards outline what students should learn each year, and state assessments use a common measure to evaluate knowledge, skills, and understanding. The results reveal performance patterns that support school and district improvement. Performance level descriptors connect state assessment outcomes to classroom instruction and formative assessment systems. 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The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.\u003Cbr>Role of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance.\u003Cbr>Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contextsin which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently. |\n| --- | --- |\n\nClaim 1: Reading Literary Texti Student performance indicates the ability to:  \n\n| Above Proficient | Analyze how characters, structure, and language choices shape meaning across texts. Use specific evidence, such as dialogue, character actions, or repeated phrases, to explore theme development, character relationships, and tone. |\n| --- | --- |\n| Proficient | Explain how characters, actions, and story structure, like the story’s problem and solution, support a theme. Describe how a character changes, such as becoming more confident or kind, and how that shows the story’s message. |\n| Approaching Proficient | Describe the setting, characters, or events. Identify a theme, such as being a good friend, and compare how two characters handle problems, like asking for help or solving it alone. |\n| Below Proficient | Identify who is in the story and what happens in the beginning, middle, and end. Answer questions like What is the problem? or How is it solved? using information from the text or pictures. |\n\nMOST COMPLEX  \n􀃇􀃇􀃇􀃇  \nRI. 10/RL.10 – Read and comprehend appropriate texts independently.  \n􀃇􀃇􀃇􀃇  \nLEAST COMPLEX  \nText Complexity  \nClaim 2: Reading Informational Textii Student performance indicates the ability to:  \n\n| Above Proficient | Compare and analyze how two texts use structure, visuals, or word choice to explain the same idea. Explain how an author’s choices, such as using a timeline or a separate fact box, help guide the reader’s understanding. |\n| --- | --- |\n| Proficient | Explain the main idea and describe how text features, like charts, headings, or diagrams, support understanding. Describe relationships such as cause and effect or steps in a process and compare how two texts present information. |\n| Approaching Proficient | Identify the main idea and find important details that support it. Recognize how features like headings, bold words, or captions help explain a topic. Describe basic relationships, like what happened first or why something happened. |\n| Below Proficient | Find key facts, ideas, or pictures in clearly organized texts. Answer questions like What is the topic? or What did the author say about it? using text and visuals like titles or labels. |\n\nMOST COMPLEX  \n􀃇􀃇􀃇􀃇  \nRI. 10/RL.10 – Read and comprehend appropriate texts independently.  \n􀃇􀃇􀃇􀃇  \nLEAST COMPLEX  \nText Complexity  \nClaim 3: Reading Vocabulary (In both literary & informational texts)iii Student performance indicates the ability to:  \n\n| Above Proficient | Analyze how figurative language and word relationships affect tone and meaning. For example, explain that a storm brewing m","cbCaitoFFYdA6bbw","https://ap.wps.com/l/cbCaitoFFYdA6bbw","pdf",235411,"English","# Theory of Action\n# Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Claim 1: Reading Literary Text\n# Claim 2: Reading Informational Text\n# Claim 3: Reading Vocabulary\n# Claim 4: Written Expression","[{\"question\":\"What is the purpose of the state assessment for ELA grade 4?\",\"answer\":\"It measures students’ knowledge, skills, and understanding of academic standards each year using a common measure, producing data to guide school and district improvement.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"They bridge the state assessment to classroom instruction and formative assessment systems, describing observable student proficiency and highlighting different pathways students use to reach proficiency.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Text or stimulus complexity, the tasks students complete, and the contexts in which they are engaged determine how accurately and consistently students can demonstrate skills and knowledge.\"}]","ELA Grade 4 Summary - PLDs | PDF",1791605850]