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Explains how proficiency depends on text complexity, tasks, and context, and how growth enables students to handle more challenging stimuli with greater accuracy. Provides four reading and language proficiency claims covering literary text, informational text, vocabulary, and written expression, detailing performance expectations from Below Proficient to Above Proficient.",{"@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/english-language-arts-grade-3-summary-of-plds-reading/537935/",{"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/english-language-arts-grade-3-summary-of-plds-reading/537935.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",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How do performance level descriptors connect state assessments to classroom instruction?","Question",{"text":113,"@type":114},"Performance level descriptors bridge the state assessment to classroom instruction and formative assessment systems. They describe observable performance characteristics that represent academic proficiency across multiple pathways.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What factors influence whether a student can demonstrate proficiency?",{"text":118,"@type":114},"A student’s ability to demonstrate proficiency depends on text or stimulus complexity, the tasks students are asked to complete, and the contexts where they engage. As performance improves, students can handle more challenging materials and demonstrate skills more accurately and consistently.",{"name":120,"@type":111,"acceptedAnswer":121},"What does a student at the Above Proficient level do for reading literary texts?",{"text":122,"@type":114},"They analyze how story parts, illustrations, and characters work together to shape meaning. They use precise evidence such as direct quotes, infer deeper messages connecting events, themes, and points of view, and explain how these elements interact.","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},537935,1791732557,{"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":14,"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":24,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| \u003Cbr>ENGLISH LANGUAGE ARTS GRADE 3 | 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.\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 parts of a story, illustrations, and characters work together to shape meaning. Use precise evidence like direct quotes and descriptions, and infer deeper messages that connect events, themes, and points of view. |\n| --- | --- |\n| Proficient | Explain how story elements like characters, structure, and illustrations support meaning. Use specific details, such as what a character says or does, to show understanding of messages, character actions, and different points of view. |\n| Approaching Proficient | Describe story elements and identify messages or lessons with general details, like what happens in the beginning or end. Compare familiar elements, such ashow two characters act, and recognize how parts of a text fit together. |\n| Below Proficient | Name characters, events, or ideas using simple information like who was in the story or what happened. Ask or answer questions like Who did this or What happened next? and recognize familiar parts of a story like the beginning or the main character. |\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 | Analyze how ideas, text features (like headings and captions), and visuals (like charts or maps) work together to explain a topic. Draw conclusions or make connections using more than one part of the text, even without being asked. |\n| --- | --- |\n| Proficient | Explain the main idea, like how tornadoes form, and use details such as facts or examples to support understanding. Describe how text features and visuals, like bold words or diagrams, help explain the topic. Compare ideas between two texts on the same subject. |\n| Approaching Proficient | Identify the main idea and use general details like pictures or short facts to show understanding. Recognize basic connections, such as how one step follows another or what causes something to happen. Use headings, bold words, or charts to gather information. |\n| Below Proficient | Find ideas, facts, or pictures in simple texts. Answer questions like What is this about? or When did it happen? using clues from titles, bold print, or images. |\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 abi","cbCaimTIFrWWuQht","https://ap.wps.com/l/cbCaimTIFrWWuQht","pdf",232481,"English","# Theory of Action and Performance Level Descriptors\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Claim 1: Reading Literary Text\n## Above Proficient\n## Proficient\n## Approaching Proficient\n## Below Proficient\n# Claim 2: Reading Informational Text\n## Above Proficient\n## Proficient\n## Approaching Proficient\n## Below Proficient\n# Claim 3: Reading Vocabulary\n## Above Proficient\n## Proficient\n## Approaching Proficient\n## Below Proficient\n# Claim 4: Written Expression\n## Above Proficient\n## Proficient\n## App","[{\"question\":\"How do performance level descriptors connect state assessments to classroom instruction?\",\"answer\":\"Performance level descriptors bridge the state assessment to classroom instruction and formative assessment systems. They describe observable performance characteristics that represent academic proficiency across multiple pathways.\"},{\"question\":\"What factors influence whether a student can demonstrate proficiency?\",\"answer\":\"A student’s ability to demonstrate proficiency depends on text or stimulus complexity, the tasks students are asked to complete, and the contexts where they engage. As performance improves, students can handle more challenging materials and demonstrate skills more accurately and consistently.\"},{\"question\":\"What does a student at the Above Proficient level do for reading literary texts?\",\"answer\":\"They analyze how story parts, illustrations, and characters work together to shape meaning. They use precise evidence such as direct quotes, infer deeper messages connecting events, themes, and points of view, and explain how these elements interact.\"}]","ENGLISH LANGUAGE ARTS GRADE 3 - Summary of PLDs - Reading | PDF",1791605845]