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Performance level descriptors connect the assessment to classroom instruction and formative assessment systems that inform local decisions and student support. Proficiency depends on text complexity, task demands, and learning contexts; as performance improves, students handle more challenging stimuli and demonstrate skills with greater accuracy and consistency. The document outlines reading proficiency expectations across literary and informational texts, including claim levels.",{"@graph":69,"@context":122},[70,84,105],{"@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-4-theory-of-action-proficiency-level-descriptors/537939/",{"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-4-theory-of-action-proficiency-level-descriptors/537939.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":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of performance level descriptors in this document?","Question",{"text":112,"@type":113},"Performance level descriptors connect the state assessment to classroom instruction and to formative assessments used for local instructional decisions and student support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does text complexity affect a student’s demonstrated proficiency?",{"text":117,"@type":113},"A student’s ability to demonstrate proficiency is influenced by the complexity of texts or stimuli, the tasks students complete, and the contexts in which they engage.",{"name":119,"@type":110,"acceptedAnswer":120},"What skills are covered under Reading Literary Text for grade 4?",{"text":121,"@type":113},"The document lists proficiency expectations for Claim 1, including locating explicit details, identifying themes and characters, and comparing narration types and structural elements like verse, dialogue, and stage directions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},537939,1791784825,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| \u003Cbr>\u003Cbr>ENGLISH LANGUAGE ARTS GRADE 4 |  | 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 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 consistently. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Reading Literary Text Student performance indicates the ability to … |  |  |  |  |  |\n| \u003Cbr>Claim 1 Below Proficient Approaching Proficient Proficient Above Proficient |  |  |  |  |  |\n| Text LEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX\u003Cbr>Complexity: \u003Cbr>RL 4.1 Locate basic, explicit details. Refer to details to explain explicit ideas Explain explicit ideas and draw Integrate and analyze multiple pieces of\u003Cbr>and make general inferences. logical inferences, using relevant evidence from texts with layered\u003Cbr>evidence. meaning. |  |  |  |  |  |\n| RL 4.2 | Recognize a familiar topic or event. Describe general events or characters. |  | Identify a theme, citing a general detail for support. May retell rather than summarize. | Determine the theme and\u003Cbr>summarize clearly, using key details. | Analyze nuanced or implied themes and craft insightful summaries, using precise evidence. |\n| RL 4.3 | Identify a character or event, using a basic detail. |  | Describe characters, settings, or events, using relevant details. | Describe characters, settings, or events in depth, using specific evidence and key details. | Interpret and analyze character motivations and relationships in depth, using a variety of specific evidence. |\n| RL 4.5 | Identify whether a text is a poem, play, or story, using explicit features. |  | Describe basic differences between poems, drama, and prose,(e.g., verse, dialogue, stage directions) recognizing a common element. | Explain major structural differences between poems, drama, and prose (e.g., verse, dialogue, stage directions) explaining how they support understanding. | Analyze how structural elements (e.g., verse, dialogue, stage directions) differ and contribute to meaning, evaluating their effectiveness. |\n| RL 4.6 | Identify characters’ thoughts. |  | Recognize different points of view. | Compare and contrast first-and third-person narration types and describe how they impact meaning. | Distinguish narration types and evaluate how perspectives shape meaning. |\n\n\n| \u003Cbr>Claim 1 Below Proficient Approaching Proficient Proficient Above Proficient |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Text\u003Cbr>Complexity:\u003Cbr>RL 4.7 |  | LEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX\u003Cbr>|  |  |  |\n|  |  | Recognize a similarity between text and visuals. | Identify how a visual relates to general ideas. | Explain important connections between text and visual/oral presentations, describing how they enhance understa","cbCaidrGQ72yJxE7","https://ap.wps.com/l/cbCaidrGQ72yJxE7","pdf",305929,"English","# Theory of Action\n## Role of Performance Level Descriptors\n## Proficiency and Difficulty\n# Reading Literary Text\n## Claim 1\n# Reading Informational Text\n## Claim 2","[{\"question\":\"What is the purpose of performance level descriptors in this document?\",\"answer\":\"Performance level descriptors connect the state assessment to classroom instruction and to formative assessments used for local instructional decisions and student support.\"},{\"question\":\"How does text complexity affect a student’s demonstrated proficiency?\",\"answer\":\"A student’s ability to demonstrate proficiency is influenced by the complexity of texts or stimuli, the tasks students complete, and the contexts in which they engage.\"},{\"question\":\"What skills are covered under Reading Literary Text for grade 4?\",\"answer\":\"The document lists proficiency expectations for Claim 1, including locating explicit details, identifying themes and characters, and comparing narration types and structural elements like verse, dialogue, and stage directions.\"}]","ENGLISH LANGUAGE ARTS GRADE 4 - Theory of Action - Proficiency Level Descriptors | PDF",1791605853]