New York State Testing Program Common Core English Language Arts Test

Transcription

1 New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions Grade 3 Revised November 2013

2 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions GRADE 3 Policy-Level Performance Level Definitions For each grade, there are students performing along a proficiency continuum with regard to the skills and knowledge necessary to meet the demands of grade-specific Common Core Standards for English Language Arts/Literacy. There are students who are above proficiency, students who are proficient, students who are not quite proficient, and students who are well below proficient at each grade level. New York State assessments are designed to classify students into one of four proficiency categories; these proficiency categories are defined as: NYS Level 4 Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered more than sufficient for the expectations at this grade. NYS Level 3 Students performing at this level are proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered sufficient for the expectations at this grade. NYS Level 2 Students performing at this level are below proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered partial but insufficient for the expectations at this grade. NYS Level 1 Students performing at this level are well below proficient in standards for their grade. They demonstrate limited knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English Language Arts/Literacy that are considered insufficient for the expectations at this grade. 2

3 Performance Level Descriptions Performance Level Descriptions (PLDs) describe the range of knowledge and skills students should demonstrate at a given performance level. How were the PLDs developed? The New York State Education Department (NYSED) convened the state's English Language Arts (ELA) and Math Content Advisory Panels (CAPs) to develop the initial draft PLDs for grades 3-8. The CAPs are classroom teachers from elementary, middle and high school, school and district administrators, English Language Learner (ELL) and students with disabilities (SWD) specialists, and higher education faculty members from across the state. The draft PLDs from the CAPs then went through additional rounds of review and edit from a number of content experts and assessment experts under NYSED supervision. In developing PLDs, the CAPs considered policy-level definitions of the performance levels (see above) and the expectations for each grade level in the Common Core State Standards. Drafting PLDs began with Level 3, the proficiency level, to determine the content knowledge and skill necessary at a given grade level and content standard to be considered proficient according to the rigor and demand of the Common Core. CAP members then drafted PLDs at Levels 4 (excel) and 2 (partial but insufficient for proficiency). Finally, Level 1 PLDs describe a wide range of students, including both those who are just below meeting the requirements for Level 2 and those who attempted but did not answer any questions correctly. How are the PLDs used in Assessment? PLDs are essential in setting standards for the New York State Grades 3-8 assessments. Standard setting panelists use PLDs to determine the threshold expectations for students to demonstrate the knowledge and skills necessary to attain just barely a Level 2, Level 3, or Level 4 on the assessment. These discussions then influence the panelists in establishing the cut scores on the assessment. PLDs are also used to inform item development, as each test needs questions that distinguish performance all along the continuum. How can the PLDs be used in Instruction? PLDs help communicate to students, families, educators and the public the specific knowledge and skills expected of students to demonstrate proficiency and can serve a number of purposes in classroom instruction. They are the foundation of rich discussion around what students need to do to perform at higher levels and to explain the progression of learning within a subject and grade level. We encourage the use of the PLDs for a variety of purposes, such as differentiating instruction to maximize individual student outcomes, creating classroom assessments and rubrics to help in identifying target performance levels for individual or groups of students, and tracking student growth along the proficiency continuum as described by the PLDs. 3

4 Anchor Standard Performance Level 4 Performance Level 3 Performance Level 2 Performance Level 1 Students read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (CCR R1) Demonstrate an in-depth understanding of a literary text by asking insightful questions and by answering questions, referring explicitly to the text as the basis for the answers. Demonstrate a thorough understanding of a literary text by asking and answering questions, referring to the text as the basis for the answers. Demonstrate a basic understanding of a literary text by asking factual questions and by answering questions, making inconsistent attempts to refer to the text as the basis for the answers. Demonstrate a limited or inaccurate understanding of a literary text by asking and answering questions without referring to the text as a basis for answers. Students determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (CCR R2) Provide a detailed, nuanced, and accurate recounting of stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and provide a detailed, nuanced, and accurate explanation of how it is conveyed through key details in the text. Provide a thorough recounting of stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and provide a thorough explanation of how it is conveyed through key details in the text. Provide a basic recounting of stories possibly inaccurate in some of the details including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and demonstrate a limited or basic understanding of how it is conveyed through key details in the text. Provide a limited or inaccurate recounting of stories, including fables, folktales, and myths from diverse cultures; may identify an explicit central message, lesson, or moral without explaining how it is conveyed through key details in the text. Demonstrate an in-depth analysis of an informational text by accurately determining the main idea, fully recounting the key details, and providing a thorough explanation of how the details support the main idea. Demonstrate a thorough understanding of an informational text by accurately determining the main idea, recounting most of the key details, and providing an explanation of how the details support the main idea. Demonstrate a basic understanding of an informational text by determining the main idea, recounting some of the key details, but providing little or no explanation of how the details support the main idea. Demonstrate a limited or inaccurate understanding of an informational text; may identify an explicit main idea, recounting some of the minor details, but without explaining how the details support the main idea. 4

5 Students analyze how and why individuals, events, and ideas develop and interact over the course of a text. (CCR R3) Provide a detailed and nuanced description of characters in a story and a detailed and nuanced explanation of how their actions contribute to the sequence of events, demonstrating a clear understanding of the subtlety and complexity of the characters and their shaping influence on story events. Provide a thorough description of characters in a story and a thorough explanation of how their actions contribute to the sequence of events. Provide a basic description, using few details, of characters in a story and little or no explanation of how their actions contribute to the sequence of events. Provide a limited or inaccurate description of characters in a story using few, incorrect, or no details; use little or no explanation of how their actions contribute to the sequence of events. Students interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. (CCR R4) Provide a detailed and nuanced description of the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using precise language that pertains to time, sequence, and cause/effect and demonstrating an understanding of the subtleties of the connections presented in the text. Determine with precision and detail the meaning of words and phrases as they are used in a literary text, making precise distinctions between literal and non-literal language. Provide a thorough description of the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect. Determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral language. Provide a basic description of the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, demonstrating an insufficient or ineffective use of language that pertains to time, sequence, and cause/effect. Determine inconsistently and/or inadequately the meaning of words and phrases as used in a literary text, often failing to distinguish literal from nonliteral language. Provide a limited or inaccurate description of the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, demonstrating an inaccurate use of language that pertains to time, sequence, and cause/effect. Determine, at best, the meaning of only simple words and phrases as used in a literary text; fail to distinguish literal from non-literal language. Determine with precision and detail the meaning of general academic and domain-specific words and phrases in an informational text relevant to a grade 3 topic or subject area. Determine the meaning of general academic and domainspecific words and phrases in an informational text relevant to a grade 3 topic or subject area. Determine inconsistently and/or inadequately the meaning of general academic and domainspecific words and phrases in an informational text relevant to a grade 3 topic or subject area. Determine, at best, the meaning of only simple words and phrases in an informational text relevant to grade 3 topic or subject area. 5

6 Students analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (CCR R5) Demonstrate an in-depth understanding of literary structure by precisely referring to parts of stories, dramas, and poems when writing about a text, using terms such as chapter, scene, and stanza. Demonstrate a thorough understanding of literary structure by referring to parts of stories, dramas, and poems when writing about a text, using terms such as chapter, scene, and stanza. Demonstrate a limited understanding of literary structure by referring inconsistently to parts of stories, dramas, and poems when writing about a text, using terms such as chapter, scene, and stanza. identify literary structure by referring inaccurately to parts of stories, dramas, and poems when writing about a text, without using terms such as chapter, scene, and stanza. Provide a detailed and nuanced description of how each successive part of a literary text builds on earlier sections. Provide a thorough description of how each successive part of a literary text builds on earlier sections. Provide an insufficient and/or partially inaccurate description of how each successive part of a literary text builds on earlier sections. Provide an inaccurate or no description of how each successive part of a literary text builds on earlier sections. Students assess how point of view or purpose shapes the content and style of a text. (CCR R6) Exhibit a skillful use of text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently in an informational text. Make clear and precise distinctions between their own point of view and that of the narrator or those of the characters in a literary text. Exhibit a competent use of text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently in an informational text. Make distinctions between their own point of view and that of the narrator or those of the characters in a literary text. Exhibit a limited use of text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently in an informational text. Make unclear or imprecise distinctions between their own point of view and that of the narrator or those of the characters in a literary text. Exhibit a lack of use of text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic in an informational text. Make inaccurate distinctions or no distinctions between their own point of view and that of the narrator or those of the characters in a literary text. Make clear and precise distinctions between their own point of view and that of the author of an informational text. Make distinctions between their own point of view and that of the author of an informational text. Make unclear or imprecise distinctions between their own point of view and that of the author of an informational text. Make inaccurate distinctions or do not distinguish between their own point of view and that of the author of an informational text. 6

7 Students integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (CCR R7) Provide a detailed, accurate, and nuanced explanation of how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Provide a thorough explanation of how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Provide an insufficient and at times inaccurate explanation of how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Provide an inaccurate or no explanation of how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Exhibit a skillful use of information gained from illustrations (e.g., maps, photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Exhibit a competent use of information gained from illustrations (e.g., maps, photographs) and the words in an informational text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Exhibit a limited, inconsistent, or inaccurate use of information gained from illustrations (e.g., maps, photographs) and the words in an informational text to demonstrate limited understanding of the text (e.g., where, when, why, and how key events occur). Exhibit an inaccurate use of information gained from illustrations (e.g., maps, photographs) and the words in an informational text to demonstrate limited or no understanding of the text (e.g., where, when, why, and how key events occur). Students delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (CCR R8) [Not applicable to literary texts] Provide a detailed, accurate, and nuanced description of the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, first/second/third in a sequence). [Not applicable to literary texts] Provide a thorough description of the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, first/second/third in a sequence). [Not applicable to literary texts] Provide an insufficient and/or inaccurate description of the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, first/second/third in a sequence). [Not applicable to literary texts] Provide an inaccurate or no description of the logical connection between particular sentences and paragraphs in an informational text (e.g., comparison, cause/effect, first/second/third in a sequence). 7

8 Students analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (CCR R9) Demonstrate an in-depth textual analysis by aptly and insightfully comparing and contrasting the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Demonstrate a thorough textual analysis by comparing and contrasting the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Demonstrate a limited or basic textual analysis by insufficiently or inaccurately comparing and contrasting the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCR L1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCR L2) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (CCR L3) Demonstrate an in-depth textual analysis by aptly and insightfully comparing and contrasting the most important points and key details presented in two informational texts on the same topic. Demonstrate a confident command of the conventions of standard English grammar and usage by producing writing with few errors. Demonstrate a confident command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with few errors. Exhibit a skillful and precise use of language and its conventions when reading and writing. Demonstrate a thorough textual analysis by comparing and contrasting the most important points and key details presented in two informational texts on the same topic. Demonstrate a command of the conventions of standard English grammar and usage by producing writing with occasional errors that do not significantly hinder comprehension. Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with occasional errors that do not significantly hinder comprehension. Exhibit a competent use of language and its conventions when reading and writing. Demonstrate a limited or basic textual analysis by insufficiently or inaccurately comparing and contrasting the most important points and key details presented in two informational texts on the same topic. Demonstrate an emerging command of the conventions of standard English grammar and usage by producing writing with some errors that may hinder comprehension. Demonstrate an emerging command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with some errors that may hinder comprehension. Exhibit an inconsistent, occasionally limited, or imprecise use of language and its conventions when reading and writing. compare and contrast the most important points and key details presented in two informational texts on the same topic. Demonstrate a limited command of the conventions of standard English grammar and usage by producing writing with errors that hinder comprehension. Demonstrate a limited command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with errors that hinder comprehension. Exhibit an imprecise and inaccurate use of language and its conventions when reading and writing. 8

9 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. (CCR L4) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCR L5) Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the College and Career Readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. (CCR L6) Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (CCR W2) Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCR W9) Determine or clarify with precision and detail the meaning of unknown and multiplemeaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Demonstrate an in-depth understanding of word relationships and nuances in word meanings by choosing words precisely and purposefully. Use, in a precise and nuanced way, grade 3-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships in a precise and nuanced way. Produce precise and insightful informative/explanatory texts that fully examine a topic and convey ideas clearly, coherently, and in an engaging way. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing from a range of strategies. Demonstrate an understanding of word relationships and nuances in word meanings by choosing words that suit the purpose. Use, in a careful and accurate way, grade 3-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships Produce competent informative/explanatory texts that adequately examine a topic and convey ideas clearly. Determine or clarify inadequately and/or inconsistently the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, demonstrating limited internalization of strategies. Demonstrate a limited understanding of word relationships and nuances in word meanings by choosing words that show little or no connection to purpose. Use, in an inconsistent way, grade 3-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships Produce informative/explanatory texts that address a topic with insufficient clarity and coherence. [NA at grade 3] [NA at grade 3] [NA at grade 3] [NA at grade 3] determine the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content. understand word relationships and nuances in word meanings by choosing words that show no connection to purpose. Use, in an inaccurate way, grade 3-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships Produce informative/explanatory texts that address a topic inaccurately or with no clarity and coherence. 9