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It defines performance level descriptors as the bridge between statewide testing and classroom instruction, describing proficiency as a range of observable performance pathways. The material outlines how text complexity, tasks, and context affect demonstrated proficiency, then details performance expectations across key areas including close reading, central ideas, relationships, craft and structure, word meanings, and word choice.",{"@graph":69,"@context":122},[70,84,105],{"@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-grades-910-detailed-performance-level-descriptors-plds/537951/",{"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-grades-910-detailed-performance-level-descriptors-plds/537951.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of academic standards and state assessments in these ELA grades?","Question",{"text":112,"@type":113},"Academic standards describe what students should learn each year. State assessments require students to demonstrate knowledge, skills, and understanding, producing data to identify patterns that inform school and district improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do performance level descriptors connect the state assessment to classroom instruction?",{"text":117,"@type":113},"Performance level descriptors translate state assessment results into actionable guidance for formative assessments and local instructional decisions. They define academic proficiency as observable student performance characteristics across multiple pathways.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors influence a student’s ability to demonstrate proficiency?",{"text":121,"@type":113},"Proficiency is influenced by the complexity of texts or stimuli, the tasks students must complete, and the contexts in which they engage those tasks. As performance improves, students can handle more challenging materials and demonstrate skills more accurately and consistently.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},537951,1791800317,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ENGLISH LANGUAGE ARTS GRADES 9/10  \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.9/10.1-3  \nRL.9/10.910 RI.9/10.1-3  \nRI.9/10.9-10 W.9/10.9 RH.9/10.1-3  \nRH.9/10.9-10  \nLEAST COMPLEX RI.10/RL.10 – Read and comprehend appropriate texts independently MOST COMPLEX  \nClose Reading:  \n• Locate basic facts (e.g., names, dates, events) clearly stated in a text.  \n• Make limited logical conclusions to support explanation of a text.  \n• Partially paraphrase statements in a text.  \nClose Reading:  \n• Locate and interpret important details in a text.  \n• Make logical conclusions to support explanation of a text.  \n• Paraphrase some statements in a text.  \nClose Reading:  \n• Locate and interpret important details as well as minor or subtly stated details in a text.  \n• Make logical inferences and conclusions to support analysis of a text.  \n• Paraphrase most statements in a text.  \nClose Reading:  \n• Locate and thoroughly interpret important details as well as minor or subtly stated details in a text.  \n• Make sophisticated inferencesand conclusions to support a thorough analysis of a text.  \n• Paraphrase virtually any statement in a text.  \nCentral Ideas, Themes, and Summaries:  \n• Determine the topic of a text.  \n• Summarize limited key supporting ideas and details in a text.  \n• Identify how some details support a central idea or theme in a text.  \nCentral Ideas, Themes, and Summaries:  \n• Determine a central idea or theme in a text.  \n• Summarize some key supporting ideas and details in a text.  \n• Determine how some details support a central idea or theme in a text.  \nCentral Ideas, Themes, and Summaries:  \n• Determine a central idea or theme in a text.  \n• Summarize key supporting ideas and details in a text.  \n• Analyze how details shape the development of a central idea or theme in a text.  \nCentral Ideas, Themes, and Summaries:  \n• Infer a central idea or theme in a text OR determine multiple themes.  \n• Summarize key supporting ideas and details in a text.  \n• Analyze how details shape andrefine the development of central ideas or themes in a text.  \n Claim 1 Cont…   Approaching Proficient  Proficient  Above Proficient   \nBelow Proficient  \nRelationships:  \n• Determine when (e.g., first, last, before, after) an event occurs ina text.  \n• Identify some clearly stated comparative relationships between characters, individuals, events, or ideas in a text.  \n• Identify simple cause-effect relationships within sentences.  \nRelationships:  \n• Order simple sequences o","cbCaisTGzAVX7SDd","https://ap.wps.com/l/cbCaisTGzAVX7SDd","pdf",361664,"English","# Theory of Action\n# Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Key Ideas and Details\n## Close Reading\n## Central Ideas, Themes, and Summaries\n## Relationships\n# Craft and Structure\n## Word Meanings and Word Choice","[{\"question\":\"What is the purpose of academic standards and state assessments in these ELA grades?\",\"answer\":\"Academic standards describe what students should learn each year. State assessments require students to demonstrate knowledge, skills, and understanding, producing data to identify patterns that inform school and district improvement.\"},{\"question\":\"How do performance level descriptors connect the state assessment to classroom instruction?\",\"answer\":\"Performance level descriptors translate state assessment results into actionable guidance for formative assessments and local instructional decisions. They define academic proficiency as observable student performance characteristics across multiple pathways.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Proficiency is influenced by the complexity of texts or stimuli, the tasks students must complete, and the contexts in which they engage those tasks. As performance improves, students can handle more challenging materials and demonstrate skills more accurately and consistently.\"}]","English Language Arts Grades 9/10 - Detailed Performance Level Descriptors (PLDs) | PDF",1791605874,13]