[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-537947-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-537947-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","english-language-arts-grade-7-theory-of-action-and-proficiency-level-descriptors-reading","ENGLISH LANGUAGE ARTS GRADE 7 - Theory of Action and Proficiency Level Descriptors - Reading","","English Language Arts Grade 7 performance level descriptors outline how academic standards translate into observable student proficiency on state assessments. The framework connects proficiency to text complexity, task demands, and context, explaining how growth enables more accurate and consistent demonstrations. Reading Literary Text, Reading Informational Text, and Reading Vocabulary each define Above Proficient, Proficient, Approaching Proficient, and Below Proficient abilities across analysis, comprehension, evidence use, and word-meaning strategies.",{"@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-7-theory-of-action-and-proficiency-level-descriptors-reading/537947/",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-7-theory-of-action-and-proficiency-level-descriptors-reading/537947.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",15,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do performance level descriptors connect state assessment to classroom instruction?","Question",{"text":63,"@type":64},"They bridge state assessment results to classroom instruction and local formative systems. Proficiency is described as a range of observable student performance characteristics with multiple pathways to reach it.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What factors influence a student’s ability to demonstrate proficiency?",{"text":68,"@type":64},"Text or stimulus complexity, the tasks students must complete, and the contexts in which they engage. As performance improves, students handle more challenging materials and demonstrate skills more accurately and consistently.",{"name":70,"@type":61,"acceptedAnswer":71},"What does a student need to do to be Above Proficient in Reading Literary Text?",{"text":72,"@type":64},"Analyze how characters, structure, and language choices (such as symbolism or tone changes) reveal deeper meaning. Explain theme and point of view across more complex or layered stories.","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},537947,1791729657,{"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 7 | 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 language choices, such as symbolism or changes in tone, help show deeper meaning. For example, explain how the use of darkness in a scene shows a character’s fear or doubt. Explain the theme and point of view across more complex or layered stories. |\n| --- | --- |\n| Proficient | Explain how a character’s actions, relationships, or dialogue help show the theme. For example, show how a character’s decision to forgive a friend helps explain a theme about trust. Describe how the structure, such as pacing or more than one plot, helps the reader understand the story. |\n| Approaching Proficient | Describe important parts of a story, including how characters deal with problems. For example, describe how a character tries again after failing or how two characters learn to work together. Name a theme or message and explain how things like the setting or turning point help show it. |\n| Below Proficient | Name the characters, setting, and main events in a story. Answer questions about what happened or what a character did. For example, tell who the main character is, what problem they faced, or how the story ended, but may not explain how these details relate to the message. |\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, language, and evidence to shape how readers understand or react to a topic. For example, explain how one author builds trust by addressing counterarguments and using a calm tone, while another tries to persuade by focusing on one-sided facts and emotional words. Compare how two authors present the same issue to highlight differences in reasoning or bias. |\n| --- | --- |\n| Proficient | Explain the main idea and supporting details, and describe how structure or features, such as charts, headings, or word choice, help the reader understand the text. Compare how two texts present information, such as differences in tone or organization. |\n| Approaching Proficient | Identify the main idea and important details in an informational text. For example, tell what the text is mostly about and list facts that support it. Recognize features like bold words, captions, or diagrams, and describe basic relationships, such as cause and effect. |\n| Below Proficient | Identify key facts or visuals in a text. Answ","cbCaievRTfHv45Ga","https://ap.wps.com/l/cbCaievRTfHv45Ga","pdf",240809,"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","[{\"question\":\"How do performance level descriptors connect state assessment to classroom instruction?\",\"answer\":\"They bridge state assessment results to classroom instruction and local formative systems. Proficiency is described as a range of observable student performance characteristics with multiple pathways to reach it.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Text or stimulus complexity, the tasks students must complete, and the contexts in which they engage. As performance improves, students handle more challenging materials and demonstrate skills more accurately and consistently.\"},{\"question\":\"What does a student need to do to be Above Proficient in Reading Literary Text?\",\"answer\":\"Analyze how characters, structure, and language choices (such as symbolism or tone changes) reveal deeper meaning. Explain theme and point of view across more complex or layered stories.\"}]","ENGLISH LANGUAGE ARTS GRADE 7 - Theory of Action and Proficiency Level Descriptors - Reading | PDF",1791605867]