New York State Testing Program Common Core English Language Arts Test

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1 New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions Grade 4 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 4 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) understanding by referring to illuminating details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. understanding by referring to appropriate details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. understanding by inconsistently referring to appropriate details when explaining what the text says explicitly and when drawing inferences from the text. Demonstrate a limited or inaccurate understanding by inconsistently and/or incorrectly referring to details when explaining what the text says explicitly and when drawing inferences from the text. Students determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (CCR R2) understanding of a literary text by noting subtle connections between details in the text and the theme; provide a detailed, nuanced, and accurate summary of the text. understanding of a literary text by determining a theme of a story, drama, or poem from details in the text; provide a thorough summary of the text. understanding of a literary text by determining the subject matter addressed in a story without noting how the details in the text support a theme; provide a summary of the text that is insufficient in detail and/or scope. Demonstrate a limited or inaccurate understanding of a literary text by identifying the subject matter addressed in a story without recognizing how the details in the text support a theme; provide a summary of the text that is inaccurate and/or includes minor or irrelevant details. Students analyze how and why individuals, events, and ideas develop and interact over the course of a text. (CCR R3) understanding of a text by formulating a sophisticated statement of the main idea of a text and providing a sophisticated explanation of how it is supported by key details; provide a detailed, nuanced, and accurate summary of the text. Provide an in-depth and nuanced description of a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions) and demonstrating a clear understanding of the subtlety and complexity of the character, setting, or event. understanding of a text by determining the main idea of a text and explaining how it is supported by key details; provide a thorough summary of the text. Provide a thorough description of a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). understanding of a text by determining the subject matter addressed in a text without providing an explanation of how details support a main idea; provide summary of the text that is insufficient in detail and/or scope. Provide a basic description of a character, setting, or event in a story or drama that draws insufficiently on specific details in the text (e.g., a character s thoughts, words, or actions). Demonstrate a limited or inaccurate understanding of a text by identifying the subject matter addressed in a text without recognizing how details support a main idea; provide a summary of the text that is inaccurate and/or includes minor or irrelevant details. Provide a limited or inaccurate description of a character, setting, or event in a story or drama that fails to draw on specific details in the text (e.g., a character s thoughts, words, or actions). 4

5 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 explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text, demonstrating an understanding of the subtleties of the events, procedures, ideas, or concepts presented in the text. Determine with precision and detail the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean). Provide a thorough explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean). Provide a limited explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, including insufficient explanation of what happened and why, based primarily on specific information in the text. Determine inconsistently and/or inadequately the meaning of words and phrases as used in a literary text, including those that allude to significant characters found in mythology (e.g., Herculean). Provide a limited or inaccurate explanation of events, procedures, ideas, or concepts in a historical, scientific, or technical text, failing to explain what happened and why, and not based on specific information in the text. Determine, at best, the meaning of only simple words and phrases as used in a literary text. 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) Determine with precision and detail the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. understanding of literary structure by providing a detailed and nuanced explanation of major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. understanding of literary structure by explaining major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. Determine inconsistently and/or inadequately the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area. understanding of literary structure by inconsistently and/or insufficiently explaining major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. Determine, at best, the meaning of only simple academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text. 5

6 understanding of expository structure in an informational text by providing a detailed and nuanced description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. understanding of expository structure in an informational text by providing an extensive description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. understanding of expository structure in an informational text by providing an insufficiently detailed description of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. describe the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in a text or part of a text. Students assess how point of view or purpose shapes the content and style of a text. (CCR R6) analysis of point of view in literary texts by insightfully comparing and contrasting the point of view from which different stories are narrated, including the difference between first- and third-person narrations. analysis of point of view in literary texts by comparing and contrasting the point of view from which different stories are narrated, including the difference between first- and third-person narrations. analysis of point of view in literary texts by making some general observations about point of view rather than comparing and contrasting the point of view from which different stories are narrated, including the difference between first- and third-person narrations. make observations and/or comparisons about the point of view from which different stories are narrated, including the difference between firstand third-person narrations. analysis of point of view in informational texts by insightfully comparing and contrasting a firsthand and secondhand account of the same event or topic; provide a detailed and nuanced description of the differences in focus and the information provided. analysis of point of view in informational texts by insightfully comparing and contrasting a firsthand and secondhand account of the same event or topic; provide a thorough description of the differences in focus and the information provided. understanding of point of view in informational texts by making some general observations about point of view rather than comparing and contrasting a firsthand and secondhand account of the same event or topic; provide a limited description of the differences in focus and the information provided. make observations and/or comparisons about a firsthand and secondhand account of the same event or topic; provide an insufficient or incorrect description of the differences in focus and the information provided. 6

7 Students integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (CCR R7) Make detailed and nuanced connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Make limited connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Make insufficient and inaccurate connections between the text of a story or drama and a visual or oral presentation of the text. Provide a detailed and nuanced interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), and provide detailed and nuanced explanations of how the information contributes to an understanding of the informational text in which it appears. Provide a thorough interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and clearly explain how the information contributes to an understanding of the informational text in which it appears. Provide a limited interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), and provide little or no explanation of how the information contributes to an understanding of the informational text in which it appears. Provide an insufficient and inaccurate interpretation of information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages), and provide no explanation of how the information contributes to an understanding of the informational text in which it appears. 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 and nuanced explanation of how an author uses reasons and evidence to support particular points in an informational text. [Not applicable to literary texts] Provide a thorough explanation of how an author uses reasons and evidence to support particular points in an informational text. [Not applicable to literary texts] Provide a limited and imprecise explanation of how an author uses reasons and evidence to support particular points in an informational text. [Not applicable to literary texts] Provide an insufficient and inaccurate explanation of how an author uses reasons and evidence to support particular points in an informational text. 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) textual analysis by aptly and insightfully comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. textual analysis by comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. Demonstrate a limited or basic textual analysis by insufficiently or inaccurately comparing and contrasting the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. 7

8 textual analysis by aptly and insightfully integrating information from two informational texts on the same topic in order to write about the subject knowledgeably. textual analysis by integrating information from two informational texts on the same topic in order to write about the subject knowledgeably. Demonstrate a limited or basic textual analysis by insufficiently or inaccurately integrating information from two informational texts on the same topic in order to write about the subject knowledgeably. integrate information from two informational texts on the same topic in order to write about the subject knowledgeably. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCR L1) Demonstrate a confident command of the conventions of standard English grammar and usage by producing writing with few errors. 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 an emerging command of the conventions of standard English grammar and usage by producing writing with some errors that may hinder comprehension. Demonstrate a limited command of the conventions of standard English grammar and usage by producing writing with errors that hinder comprehension. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCR L2) Demonstrate a confident command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with few errors. 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. Demonstrate an emerging command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with some errors that may hinder comprehension. Demonstrate a limited command of the conventions of standard English capitalization, punctuation, and spelling by producing writing with errors that hinder comprehension. 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) Exhibit a skillful and precise use of language and its conventions when reading and writing. Exhibit a competent use of language and its conventions when reading and writing. Exhibit an inconsistent and occasionally limited or imprecise use of language and its conventions when reading and writing. Exhibit an imprecise and inaccurate use of language and its conventions when reading and writing. 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) Determine or clarify with precision and detail the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing from a range of strategies. Determine or clarify inadequately and/or inconsistently the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, demonstrating limited internalization of strategies. clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content. 8

9 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCR L5) understanding of figurative language, word relationships, and nuances in word meanings by choosing words precisely and purposefully. Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings by choosing words that suit the purpose. Demonstrate a limited understanding of figurative language, word relationships, and nuances in word meanings by choosing words that show little connection to purpose. understand figurative language, word relationships, and nuances in word meanings by choosing words that show very little or no connection to purpose. 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) Use, in a precise and nuanced way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Use, in a careful and accurate way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Use, in an inconsistent way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Use, in a limited or inaccurate way, grade 4-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are essential to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). 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) Produce precise and insightful informative/explanatory texts that fully examine a topic and convey ideas clearly, coherently, and in an engaging way. Produce competent informative/explanatory texts that adequately examine a topic and convey ideas clearly. Produce informative/explanatory texts that address a topic with insufficient clarity and coherence. Produce informative/explanatory texts that address a topic inaccurately and/or with no clarity and coherence. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCR W9) understanding of the careful and purposeful use of evidence in writing by skillfully and purposefully drawing evidence from literary or informational texts to support analysis, reflection, and research. understanding of the careful and purposeful use of evidence in writing by carefully drawing evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate a limited understanding of the careful and purposeful use of evidence in writing by inconsistently and/or insufficiently drawing evidence from literary or informational texts to support analysis, reflection, and research. Demonstrate no understanding of the careful and purposeful use of evidence in writing by inaccurately drawing evidence from literary or informational texts to support analysis, reflection, and research. 9

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