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The document also links proficiency to text complexity, task demands, and learning contexts, showing how students increasingly demonstrate skills with more challenging stimuli. 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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 6.1 Identify explicit information from the Make a basic inference and provide a Cite clear textual evidence to Strategically select and explain textual\u003Cbr>text. supporting detail but may not clearly support analysis of explicit ideas and evidence to support complex, thoughtful\u003Cbr>connect it to analysis. reasonable inferences. interpretations. |  |  |  |  |  |\n| RL 6.2 | Retell some events or ideas but may include personal opinions. |  | Identify a possible theme or message and provide a basic summary with limited opinion. | Determine a theme, explain how it is developed with supporting details, and summarize objectively. | Analyze multiple themes and how they interact, creating a well-structured, objective summary. |\n| RL 6.3 | Identify characters, settings, and basic plot points. |  | Describe changes in characters and key events in the plot. | Explain how the plot unfolds and how character responses drive events and development of story elements. | Analyze how character decisions and interactions shape plot structure and thematic development. |\n| RL 6.5 | Identify basic parts of a text. |  | Describe some structural elements (e.g., chapter, scene, or stanza) . | Analyze how structural elements (e.g., chapter, scene, or stanza) contribute to the development of theme, setting, or plot. | Analyze how structural choices enhance or deepen the meaning of the text. |\n| RL 6.6 | Recognize a narrator or speaker. |  | Describe how a point of view is shown. | Explain how the narrator’s or speaker’s perspective is revealed and developed. | Analyze how authors’ choices shape readers’ understanding of the narrator or speaker. |\n\n\n| Claim 1 | \u003Cbr> Below Proficient  Approaching Proficient |  |  |  | Proficient\u003Cbr>| Above Proficient\u003Cbr>|\n| --- | --- | --- | --- | --- | --- | --- |\n| RL 6.7 | Recall a similarity/difference in\u003Cbr>multiple versions of a story. |  | Identify similarities/differences\u003Cbr>between different presentations of a\u003Cbr>similar story. |  | Compare and contrast reading/ viewing experiences with similar stories across different mediums. | Evaluate how different media formats affect tone, meaning, or interpretation. |\n| RL 6.9 | Recognize a difference in a form or\u003Cbr>genre (e.g., stories or poems) of text. |  |  | Identif","cbCaidJmYGW0LVSr","https://ap.wps.com/l/cbCaidJmYGW0LVSr","pdf",299855,"English","# Theory of Action\n## Role of Performance Level Descriptors\n## Proficiency and Difficulty\n# Reading Literary Text\n## Claim 1\n## RL 6.1, RL 6.2, RL 6.3, RL 6.5, RL 6.6\n## RL 6.7, RL 6.9, RL 6.10\n# Reading Informational Text\n## Claim 2\n## RI 6.1, RI 6.2, RI 6.3, RI 6.5","[{\"question\":\"How do performance level descriptors connect state assessments to classroom instruction?\",\"answer\":\"They translate state assessment results into observable proficiency characteristics, guiding formative assessment systems and local instructional decisions.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency in Grade 6?\",\"answer\":\"Proficiency depends on text or stimulus complexity, the tasks students complete, and the contexts in which they engage with the material.\"},{\"question\":\"How does the document describe progression from below proficient to above proficient in reading literary texts?\",\"answer\":\"Student expectations move from recalling explicit information and basic skills toward strategically selecting evidence, analyzing themes, and synthesizing multiple interpretations objectively.\"}]","ENGLISH LANGUAGE ARTS GRADE 6 - Theory of Action to Proficiency Level Descriptors | PDF",1791605860]