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Performance level descriptors connect those assessments to classroom instruction, formative assessment systems, and decisions for individual students. Proficiency is described as an observable range of student performance influenced by text or stimulus complexity, tasks, and contexts. Detailed reading literary and informational text proficiency expectations outline progressing performance from below proficient to above proficient across multiple RL and RI standards.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ela-grade-7-detailed-plds/537945/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ela-grade-7-detailed-plds/537945.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of performance level descriptors in Grade 7 ELA instruction?","Question",{"text":113,"@type":114},"They bridge state assessments to classroom instruction and to formative assessment systems, helping guide local teaching and individual student decisions based on observable proficiency characteristics.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What factors influence a student’s ability to demonstrate proficiency?",{"text":118,"@type":114},"Proficiency demonstration depends on the complexity of the texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage with those materials.",{"name":120,"@type":111,"acceptedAnswer":121},"How do the PLDs describe progression for Reading Literary Text (e.g., RL 7.1–RL 7.10)?",{"text":122,"@type":114},"They define a performance range from below proficient through approaching, proficient, and above proficient, specifying increasingly precise and integrated skills such as making inferences, analyzing theme, and evaluating how elements like form and perspective affect meaning.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},537945,1791732567,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":52,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| \u003Cbr>|  | Theory of Action: Academic standards represent a collective commitment around what students should learn each year. 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. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>ENGLISH LANGUAGE |  | 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 |  |  |  |\n| \u003Cbr>ARTS |  | they’re asked to complete, and the contexts in 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 |  |  |  |\n| \u003Cbr>GRADE 7 |  | consistently. |  |  |  |\n| Reading Literary Text Student performance indicates the ability to… |  |  |  |  |  |\n| \u003Cbr>Claim 1 Below Proficient Approaching Proficient Proficient Above Proficient |  |  |  |  |  |\n| Text\u003Cbr>Complexity:\u003Cbr>RL 7.1 | LEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX\u003Cbr>\u003Cbr>Identify relevant ideas or details. Make a basic inference and provide a Cite several key pieces of evidence to Integrate multiple pieces of precise,\u003Cbr>supporting detail, which may not support explicit and inferential varied evidence making inferences to\u003Cbr>connect to an analysis. analysis. form a coherent analysis. |  |  |  |  |\n| RL 7.2 | Identify a general topic or message, retelling minor plot events. |  | Identify a setting and theme, providing a basic summary with limited opinion. | Determine a theme, explain how it develops, and summarize objectively with key details. | Articulate nuanced themes and analyze their development, summarizing objectively with key details. |\n| RL 7.3 | Describe the beginning, middle, or end of a story and recognize key characters. |  | Describe basic character interactions or events. | Analyze how plot, character, and setting interact to develop the narrative. | Evaluate the impact of narrative elements on theme or tone. |\n| RL 7.5 | Identify basic structural elements. |  | Describe form (e.g., drama or poem) and its general purpose. | Analyze how form (e.g., drama or poem) or structure (e.g., soliloquy, sonnet) shapes meaning or mood. | Evaluate how form (e.g., drama or poem) and structure enhance or alter interpretation. |\n| RL 7.6 | Identify who is telling the story. |  | Describe differences in\u003Cbr>character/narrator perspectives. | Analyze how contrasting points of view develop characters or plot. | Critique the author’s use of perspective and its effect on readers. |\n\nRL 7.7 Identify a similarity/difference in multiple versions of the same story.  \nDescribe similarities/differences in presentation and tone of multiple mediums with similar stories.  \nCompare and contrast different media/techniques on interpretation of similar stories, analyzing their effectiveness.  \nEvaluate how specific media techniques influence audience understanding of similar stories, explaining the advantages of specific techniques over others.  \nClaim 1 Below Proficient Approaching Proficient Proficient Above Proficient  \nText LEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX  \nComplexity:   \nRL 7.9 Recognize a similarity a","cbCairk5PiDmy6ef","https://ap.wps.com/l/cbCairk5PiDmy6ef","pdf",341920,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Reading Literary Text\n## RL 7.1\n## RL 7.2\n## RL 7.3\n## RL 7.5\n## RL 7.6\n## RL 7.7\n## RL 7.9\n## RL 7.10\n# Reading Informational Text\n## RI 7.1\n## RI 7.2\n## RI 7.3\n## RI 7.5","[{\"question\":\"What is the purpose of performance level descriptors in Grade 7 ELA instruction?\",\"answer\":\"They bridge state assessments to classroom instruction and to formative assessment systems, helping guide local teaching and individual student decisions based on observable proficiency characteristics.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Proficiency demonstration depends on the complexity of the texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage with those materials.\"},{\"question\":\"How do the PLDs describe progression for Reading Literary Text (e.g., RL 7.1–RL 7.10)?\",\"answer\":\"They define a performance range from below proficient through approaching, proficient, and above proficient, specifying increasingly precise and integrated skills such as making inferences, analyzing theme, and evaluating how elements like form and perspective affect meaning.\"}]","ELA Grade 7 Detailed PLDs | PDF",1791605864]