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The framework explains how performance level descriptors connect the assessment to classroom instruction and formative systems, supporting local choices for student growth. It details how proficiency is shaped by text and task complexity and presents reading and vocabulary claims with proficiency bands, including literary, informational, and word analysis expectations aligned to text complexity.",{"@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-6-theory-of-action-proficiency-level-descriptors-and-claims/537944/",{"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-6-theory-of-action-proficiency-level-descriptors-and-claims/537944.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","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 the theory of action for Grade 6 ELA assessments?","Question",{"text":113,"@type":114},"It explains that academic standards define yearly learning commitments and that state assessments measure students’ knowledge, skills, and understanding using a common measure to identify patterns that guide school and district improvement.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do performance level descriptors support classroom instruction?",{"text":118,"@type":114},"They bridge state assessment results to classroom teaching and formative assessment systems, defining academic proficiency as observable student performance across multiple pathways.",{"name":120,"@type":111,"acceptedAnswer":121},"What affects a student’s ability to demonstrate proficiency in reading?",{"text":122,"@type":114},"Proficiency is influenced by the complexity of texts or stimuli, the tasks students must complete, and the contexts in which they are engaged as performance improves.","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},537944,1791772770,{"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":81,"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":39,"preview_page_count":4},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| \u003Cbr>ENGLISH LANGUAGE ARTS GRADE 6 | 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, plot, and language choices (such as figurative language or tone shifts) work together to reveal deeper meaning. Use evidence, like patterns, contrasts, or symbolic details, to explain how the author develops theme or point of view. |\n| --- | --- |\n| Proficient | Explain how characters and events develop the theme or message of a story. Use specific details, such as dialogue or turning points, to describe how the author structures the story and shapes the reader’s understanding. |\n| Approaching Proficient | Describe key elements of a story, including character traits, setting, and main events. Identify a theme or lesson and compare how characters respond to challenges or change throughout the story. |\n| Below Proficient | Identify characters, settings, and major events in stories that may be longer or include chapters. Answer questions about what happened and how a character acted or changed but may not explain how events are connected or why they matter to the theme or plot. |\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 authors use structure, evidence, and language to shape ideas and support a point of view. For example, explain how one article uses a timeline and quotes from experts, while another highlights facts using bold font and uses emotional language to make its case. Compare two texts to evaluate how they explain, emphasize, or interpret the same topic or issue. |\n| --- | --- |\n| Proficient | Explain the main idea and supporting details, and describe how structure and features—such as timelines, headings, or sidebars—help the reader understand the text. Compare how two texts present similar information or ideas. |\n| Approaching Proficient | Identify the main idea and important details in a passage. Recognize features like bold print, headings, or diagrams, and describe basic relationships such as cause and effect or steps in a process. |\n| Below Proficient | Find key facts, ideas, or visuals in a passage, including in texts with longer paragraphs or more sections. Answer simple questions about what the passage is mostly about but may not connect ideas or understand how the structure helps explain them. |\n\nMOST COMPLEX  \n􀃇􀃇􀃇􀃇  \nRI. 10/RL.10 – Read and comprehend appropriate texts independently.  \n􀃇􀃇􀃇􀃇  \nLEAST COMPLEX  \nText Co","cbCaigg3oIMxkoSh","https://ap.wps.com/l/cbCaigg3oIMxkoSh","pdf",236466,"English","# Theory of Action\n## Role of Performance Level Descriptors\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","[{\"question\":\"What is the purpose of the theory of action for Grade 6 ELA assessments?\",\"answer\":\"It explains that academic standards define yearly learning commitments and that state assessments measure students’ knowledge, skills, and understanding using a common measure to identify patterns that guide school and district improvement.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"They bridge state assessment results to classroom teaching and formative assessment systems, defining academic proficiency as observable student performance across multiple pathways.\"},{\"question\":\"What affects a student’s ability to demonstrate proficiency in reading?\",\"answer\":\"Proficiency is influenced by the complexity of texts or stimuli, the tasks students must complete, and the contexts in which they are engaged as performance improves.\"}]","ENGLISH LANGUAGE ARTS GRADE 6 - Theory of Action, Proficiency Level Descriptors, and Claims | PDF",1791605863]