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As students progress, they manage more challenging materials and demonstrate skills more accurately and consistently, including reading literary and informational texts.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/english-language-arts-grade-5-performance-level-descriptors/537938/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/english-language-arts-grade-5-performance-level-descriptors/537938.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of performance level descriptors in Grade 5 ELA assessments?","Question",{"text":63,"@type":64},"Performance level descriptors link state assessment results to classroom instruction and local formative assessment systems. They describe how observable proficiency can vary across students and pathways to proficiency.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does text complexity affect a student’s ability to demonstrate proficiency?",{"text":68,"@type":64},"A student’s proficiency demonstration depends on the complexity of texts or stimuli, the tasks assigned, and the contexts in which students work. Improvements typically enable students to handle more challenging materials and show skills more consistently.",{"name":70,"@type":61,"acceptedAnswer":71},"Which literary reading skills are assessed for different proficiency levels in RL standards?",{"text":72,"@type":64},"The table addresses skills such as text structure and evidence use (RL 5.1), theme identification and summarizing (RL 5.2), character and event analysis (RL 5.3), and understanding chapters/scenes/stanzas (RL 5.5). It also includes point of view (RL 5.6) and analyzing information from visual or multimedia elements (RL 5.7).",{"name":74,"@type":61,"acceptedAnswer":75},"What informational-text abilities correspond to RI 5.1 through RI 5.3 proficiency levels?",{"text":76,"@type":64},"RI 5.1 focuses on locating, using, and integrating quotes to draw inferences and explain explicit ideas. RI 5.2 centers on identifying main ideas and synthesizing summary-worthy relationships. RI 5.3 targets recognizing and evaluating relationships between events, ideas, or steps in technical procedures using supporting details.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},537938,1791754133,{"code":4,"msg":86,"data":87},"success",[88,92,96,99,104,109,113,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":97,"slug":98},70,"exam",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},5,"Comic",60,"comic",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Healthcare",40,"healthcare",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},8,"Research & Report",30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":100,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":127,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| \u003Cbr>\u003Cbr>ENGLISH LANGUAGE ARTS GRADE 5 |  | 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\u003Cbr>Complexity:\u003Cbr>RL 5.1 | LEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX\u003Cbr>\u003Cbr>Locate quotes in texts with a clear Refer to quotes to explain explicit ideas Use quotes to explain explicit ideas Integrate and analyze quotes from texts\u003Cbr>structure. and make general inferences. and draw logical inferences. with layered meaning. |  |  |  |  |\n| RL 5.2 | Recognize a familiar theme. Describe general events or characters. |  | Identify a theme, citing general details for support. May retell rather than summarize. | Determine the theme and summarize how key events influence characters. | Analyze nuanced or implied themes and craft insightful summaries detailing how events shape characters. |\n| RL 5.3 | Identify a character, setting, or event using explicit details. |  | Describe characters, settings, or events using general details for support. | Compare and contrast two or more characters, settings, or events using specific details. | Interpret and analyze character relationships, the roles of setting, and key events using a variety of specific details. |\n| RL 5.5 | Identify a chapter, scene, or stanza. |  | Describe basic differences between chapters, scenes, or stanzas. | Explain how chapters, scenes, or stanzas impact the overall structure. | Analyze how chapters, scenes, or stanzas build off each other and shape meaning, evaluating their effectiveness. |\n| RL 5.6 | Identify a point of view. |  | Describe how a point of view is formed using explicit details. | Explain how a point of view\u003Cbr>influences how events are described. | Evaluate how different perspectives shape meaning. |\n| RL 5.7 | Recognize information specific to a visual or multimedia element. |  | Identify visual or multimedia elements and their impact. | Analyze connections between visual and multi-media elements and their impact on understanding. | Evaluate connections between visual and multi-media elements using specific details to analyze how they shape meaning. |\n\n\n| Claim 1 | \u003Cbr>Below Proficient Approaching Proficient |  |  | Proficient | Above Proficient |\n| --- | --- | --- | --- | --- | --- |\n| Text\u003Cbr>Complexity: |  | LEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX\u003Cbr>|  |  |  |\n| RL 5.9 | Identify a shared topic across multiple Describe similar themes and make |  |  | Co","cbCairnPf9gpK4yk","https://ap.wps.com/l/cbCairnPf9gpK4yk","pdf",308927,"English","# Theory of Action and Role of Performance Level Descriptors\n## Proficiency and Difficulty\n# Reading Literary Text\n## RL 5.1, RL 5.2, RL 5.3, RL 5.5, RL 5.6, RL 5.7\n# Reading Informational Text\n## RI 5.1, RI 5.2, RI 5.3","[{\"question\":\"What is the purpose of performance level descriptors in Grade 5 ELA assessments?\",\"answer\":\"Performance level descriptors link state assessment results to classroom instruction and local formative assessment systems. They describe how observable proficiency can vary across students and pathways to proficiency.\"},{\"question\":\"How does text complexity affect a student’s ability to demonstrate proficiency?\",\"answer\":\"A student’s proficiency demonstration depends on the complexity of texts or stimuli, the tasks assigned, and the contexts in which students work. Improvements typically enable students to handle more challenging materials and show skills more consistently.\"},{\"question\":\"Which literary reading skills are assessed for different proficiency levels in RL standards?\",\"answer\":\"The table addresses skills such as text structure and evidence use (RL 5.1), theme identification and summarizing (RL 5.2), character and event analysis (RL 5.3), and understanding chapters/scenes/stanzas (RL 5.5). It also includes point of view (RL 5.6) and analyzing information from visual or multimedia elements (RL 5.7).\"},{\"question\":\"What informational-text abilities correspond to RI 5.1 through RI 5.3 proficiency levels?\",\"answer\":\"RI 5.1 focuses on locating, using, and integrating quotes to draw inferences and explain explicit ideas. RI 5.2 centers on identifying main ideas and synthesizing summary-worthy relationships. RI 5.3 targets recognizing and evaluating relationships between events, ideas, or steps in technical procedures using supporting details.\"}]","ENGLISH LANGUAGE ARTS GRADE 5 - Performance Level Descriptors | PDF",1791605853]