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The document outlines how proficiency varies with text complexity, tasks, and context, and provides proficiency ranges across key claims for reading literary texts, informational texts, vocabulary, and written expression.",{"@graph":14,"@context":73},[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-theory-of-action-performance-level-descriptors-and-proficiency-claims/537941/",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-theory-of-action-performance-level-descriptors-and-proficiency-claims/537941.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-11","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the Theory of Action in this document?","Question",{"text":63,"@type":64},"It describes how academic standards and state assessments work together to show what students should learn and to reveal patterns in performance that can guide school and district improvement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do performance level descriptors support classroom instruction?",{"text":68,"@type":64},"They connect state assessments to classroom teaching and formative assessment systems, defining proficiency as observable performance characteristics across multiple pathways for students.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors influence a student’s ability to demonstrate proficiency?",{"text":72,"@type":64},"Proficiency is affected by text or stimulus complexity, the tasks students complete, and the context in which learning occurs; students typically handle more challenging materials as performance improves.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},537941,1791775854,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":30,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":111,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| \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 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 figurative language shape deeper meaning across texts. Use evidence, like repeated images, shifts in tone, or contrast between characters, to explore the theme and author’s choices. |\n| --- | --- |\n| Proficient | Explain how a character’s actions, changes, or dialogue show the theme. Describe how structure, such as flashbacks or problem/solution, affects the way the story is told. |\n| Approaching Proficient | Describe key parts of a story, including characters, events, and setting. Identify a theme or lesson and compare how characters react to events or challenges. |\n| Below Proficient | Identify important characters and events in the story. Answer questions about what happened and how characters responded, using details from the text. May include a beginning, middle, and end but miss connections between events or the message of the story. |\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 evaluate how two texts present information on the same topic using structure, evidence, and word choice. Explain how the author’s purpose or organization affects what the reader learns. |\n| --- | --- |\n| Proficient | Explain the main idea and how the author’s use of facts, examples, and text features support it. Describe relationships such as cause and effect or how ideas build across a section. Compare two texts for similarities and differences in how information is presented. |\n| Approaching Proficient | Identify the main idea and find details that support it. Recognize text features like headings or bolded words and describe basic relationships, such as why something happened or what steps happened first. |\n| Below Proficient | Locate facts, ideas, or visuals in short texts. Answer questions about the topic or key details using text features like headings or diagrams but may miss how the parts fit together. |\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 subtle word meanings in context, including figurative language, connotation, or shifts in tone. For example, explain how charged can mean emotional or ","cbCaieYCsEtQAflc","https://ap.wps.com/l/cbCaieYCsEtQAflc","pdf",232003,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Reading Literary Text\n## Proficiency Levels: Above Proficient to Below Proficient\n# Reading Informational Text\n## Proficiency Levels: Above Proficient to Below Proficient\n# Reading Vocabulary\n## Proficiency Levels: Above Proficient to Below Proficient\n# Written Expression\n## Proficiency Levels: Above Proficient to Below Proficient","[{\"question\":\"What is the purpose of the Theory of Action in this document?\",\"answer\":\"It describes how academic standards and state assessments work together to show what students should learn and to reveal patterns in performance that can guide school and district improvement.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"They connect state assessments to classroom teaching and formative assessment systems, defining proficiency as observable performance characteristics across multiple pathways for students.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Proficiency is affected by text or stimulus complexity, the tasks students complete, and the context in which learning occurs; students typically handle more challenging materials as performance improves.\"}]","ENGLISH LANGUAGE ARTS GRADE 5 - Theory of Action, Performance Level Descriptors, and Proficiency Claims | PDF",1791605856]