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It details proficiency bands for claims, close reading behaviors, central idea/theme analysis, and relationship and text structure skills across increasing complexity.",{"@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-grades-1112-theory-of-action-and-performance-level-descriptors/537954/",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-grades-1112-theory-of-action-and-performance-level-descriptors/537954.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","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",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of academic standards and state assessment in these grades?","Question",{"text":63,"@type":64},"Academic standards define what students should learn each year, and the state assessment uses a common measure to capture students’ knowledge, skills, and understanding tied to those standards.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do performance level descriptors support classroom instruction?",{"text":68,"@type":64},"Performance level descriptors connect state assessment results to classroom teaching and to formative assessment systems that guide local instruction and decisions about individual students.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors influence whether a student can demonstrate proficiency?",{"text":72,"@type":64},"Proficiency demonstration depends on the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage.","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},537954,1791775853,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"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":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ENGLISH LANGUAGE ARTS GRADES 11/12  \nTheory 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.  \nRole 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.  \nProficiency 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.  \nKey Ideas and Details Student performance indicates the ability to …  \nClaim 1 Below Proficient Approaching Proficient Proficient Above Proficient  \nText  \nComplexity:  \nCCRA.R.1-.3  \nCCRA.R.10  \nCCRA.W.9 RL.11/12.1-3  \nRL.11/12.9-10  \nRI.11/12.1-3  \nRI.11/12.9-10 W.11/12.9 RH.11/12.1-3  \nRH.11/12.9-10 WHST.11/12.9 RST.11/12.1-3  \nRST.11/12.5  \nRST.11/12.9  \nLEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX  \nClose Reading:  \n• Locate basic facts or clearly stated information.  \n• Make limited conclusions about meaning.  \n• Paraphrase short or isolated statements.  \nClose Reading:  \n• Locate and interpret important details.  \n• Make logical conclusions to explain ideas.  \n• Paraphrase some statements from a text.  \nClose Reading:  \n• Locate and interpret important and subtle details.  \n• Make logical inferences and conclusions to support analysis.  \n• Paraphrase a wide range of statements in a text.  \nClose Reading:  \n• Locate and interpret important and nuanced details.  \n• Make sophisticated inferences, even when meaning is uncertain.  \n• Paraphrase a full range of statements with precision.  \n\n| Central Ideas, Themes, and Summaries:\u003Cbr>• Identify the topic and distinguish it from the central idea or theme.\u003Cbr>• Summarize basic supporting ideas.\u003Cbr>• Describe how some details relate to a central idea. | Central Ideas, Themes, and Summaries:\u003Cbr>• Identify or infer a central idea or theme.\u003Cbr>• Summarize key supporting ideas.\u003Cbr>• Analyze how some details support the central idea. | Central Ideas, Themes, and Summaries:\u003Cbr>• Infer a central idea or theme.\u003Cbr>• Summarize key supporting ideas and analyze how details develop the theme. | Central Ideas, Themes, and Summaries:\u003Cbr>• Determine multiple themes or nuanced central ideas.\u003Cbr>• Analyze how details refine or deepen theme development.\u003Cbr>• Provide a cohesive summary. |\n| --- | --- | --- | --- |\n| Relationships:\u003Cbr>• Identify the timing of events. Recognize basic comparisons or cause-effect relationships. | Relationships:\u003Cbr>• Order simple event sequences. Identify clear comparisons and basic cause-effect relationships. | Relationships:\u003Cbr>• Order events logically. Describe comparisons and explain clear cause-effect relationships in text. | Relationships:\u003Cbr>• Order complex sequences.\u003Cbr>Analyze subtle or implied comparisons and cause-effect relationships to interpret deeper meaning. |\n\n\n| Craft and Structure Student performance indicates the ability to… |  |  |  |\n| --- | --- | --- | --- |\n| Claim 2 | Below Proficient | \u003Cbr>Approaching Proficient Proficient | Above Proficient |\n| Text ","cbCaintuRzsOvwwQ","https://ap.wps.com/l/cbCaintuRzsOvwwQ","pdf",341694,"English","# Theory of Action\n# Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Close Reading\n# Central Ideas, Themes, and Summaries\n# Relationships\n# Claim 2: Complexity\n## Word Meanings and Word Choice\n## Text Structure\n## Purpose and Point of View","[{\"question\":\"What is the purpose of academic standards and state assessment in these grades?\",\"answer\":\"Academic standards define what students should learn each year, and the state assessment uses a common measure to capture students’ knowledge, skills, and understanding tied to those standards.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"Performance level descriptors connect state assessment results to classroom teaching and to formative assessment systems that guide local instruction and decisions about individual students.\"},{\"question\":\"What factors influence whether a student can demonstrate proficiency?\",\"answer\":\"Proficiency demonstration depends on the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage.\"}]","ENGLISH LANGUAGE ARTS GRADES 11/12 - Theory of Action and Performance Level Descriptors | PDF",1791605882]