Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors Grade 6 Level Level of Text Complexity 1 Range of Accuracy 2 Quality of Evidence 3 5 4 3 2 Very Complex Moderately Complex Readily Accessible Very Complex Moderately Complex Readily Accessible Very Complex Moderately Complex Readily Accessible Very Complex Moderately Complex Readily Accessible Accurate Accurate Accurate Mostly accurate Mostly accurate Accurate Minimally accurate Generally accurate Mostly accurate Inaccurate Minimally accurate Generally accurate Explicit Explicit 1. Text Complexity The PARCC complexity framework reflects the importance of text complexity as it relates to the CCSS, which indicates that 50 percent of an item s complexity is linked to the complexity of the text(s) used as the stimulus for that item. Consequently, to determine a student s performance level, it is critical to identify the pattern of responses when students respond to items with distinct text complexities. To this end, PARCC has developed a clear and consistent model to define text complexity, and has determined to use three text complexity levels (where stimuli texts are labeled as readily accessible, moderately complex or very complex). PARCC uses two components for determining text complexity for all passages: a. Three quantitative text complexity measures (Reading Maturity Metric, Source Rater and Lexiles) will be used to analyze all reading passages to determine an initial recommendation for placement of a text into a grade band and subsequently a grade level. b. Complexity Analysis Worksheets (see attached), one for informational text and one for literary text, are then used as qualitative measures. Trained evaluators use these worksheets to determine a recommendation for qualitative text complexity within the grade level, with each text defined as readily accessible, moderately complex or very complex. For multimedia texts, qualitative judgments from one or both of the optional categories in the Complexity Analysis Worksheet will be combined with judgments in the other categories to make a holistic determination of the complexity of the material. April 2013 Page 1 of 14
Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors 2. Range of Accuracy PARCC has developed a reading rubric to measure comprehension of key ideas and details for prose constructed-response (PCR) items. There is one generic scoring rubric for grade 3, one for grades 4 and 5, and one for grades 6-11 (see attached). There are three PCR items on the PARCC summative assessments for ELA/literacy for each grade level. Scores on these items contribute to an evaluation of the degree to which a student can accurately comprehend a For machine-scorable items Evidence-Based Selected Response (EBSR) and Technology-Enhanced Constructed Response (TECR) the design of the items are such that the items help contribute to an understanding of how accurately students comprehend The PARCC assessments will have four levels of accuracy at grades 3-5 and five levels of accuracy at grades 6-11 that are measured using the reading data collected through the PCR, EBSR and TECR items. Accurate The student is able to accurately state both the general ideas expressed in the text(s) and the key and supporting details. The response is complete and the student demonstrates full understanding. Mostly accurate The student is able to accurately state most of the general ideas expressed in the text(s) and the key and supporting details, but the response is incomplete or contains minor inaccuracies. The student demonstrates extensive understanding. Generally accurate The student is able to accurately state the gist of the text(s) but fails to accurately state the key and supporting details in the text or to connect such details to the overarching meaning of the text(s). The student demonstrates basic understanding. This level of accuracy is used only in grades 6-11. Minimally accurate The student is unable to accurately state the gist of the text(s) but is able to minimally state some of the key or supporting details with accuracy. The student does not connect the specific details of the text to the overarching meaning(s) of the The student demonstrates minimal understanding. Inaccurate The student is unable to accurately state either the gist of the text or the key and supporting details evident in the 3. Quality of Evidence PARCC s reading rubrics to measure comprehension for PCR items include statements about the quality of evidence students use to support their statements of comprehension of texts, so scores on the PCR items help to determine student performance levels with relation to this factor. There are two types of evidence expected at all but third grade (where the standards call only for explicit evidence). For the machine-scorable items (EBSR and TECR), items are written to require students to elicit both types of evidence from the texts. When students are unable to earn full credit for items because they cannot support their answers using evidence from the text, these items help to make distinctions in performance using this factor. The two types of evidence required are: Explicit evidence Students show how the explicit words and phrases (details) from the text support statements made about the meaning of the Inferential evidence Students show how inferences drawn from the text support statements made about the meaning of the
Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors A student who achieves at Level 5 demonstrates distinguished command of the grade-level standards. Students are expected to produce responses that demonstrate the skills and content listed in these columns at the accuracy level and with the quality of evidence as described for students at this level. PERFORMANCE LEVEL DESCRIPTORS FOR ENGLISH LANGUAGE ARTS/LITERACY: GRADE 6 In reading, the pattern exhibited by student responses indicates students are able to work independently with grade-level text: With very complex text, students demonstrate the ability to accurately analyze the text, showing full understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the With a moderately complex text, students demonstrate the ability to accurately analyze the text, showing full understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the With a readily accessible text, students demonstrate the ability to accurately analyze the text, showing full understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the Reading Literature complex literary support analysis of what the text says explicitly. support analysis of inferences drawn from the Provides a statement of a theme or central idea of a Provides a summary of the text distinct from personal opinions or judgments. Provides a description of how a particular story or drama s plot unfolds in a series of episodes towards a resolution. Provides a description of how the characters respond or change as the plot moves towards a resolution. sentence, chapter, scene or stanza fits into the overall structure of a sentence, chapter, scene or stanza theme, setting or plot. Provides an explanation of how an author develops the point of view of the narrator or speaker in a Reading Information complex informational analysis of what the text says explicitly. analysis of inferences drawn from the For RST and RH, provides textual evidence to support an analysis of science and/or technical texts and/or historical primary and/or secondary sources. Provides a statement of the central idea(s) of a Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. individual, event or idea is introduced in a individual, event or idea is illustrated in a individual, event or idea is elaborated in a Vocabulary Interpretation and Use Students will use context to determine the meaning of words and phrases. the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. For RST 4, demonstrates the ability to determine the symbols and key terms that are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Demonstrates the ability to use context as a clue to the meaning of a word or phrase. Demonstrates ability to determine the connotations (associations) of words with similar denotations (definitions). Demonstrates ability to interpret figures of speech in con the relationship between particular words. In writing, students address the prompts and consistently provide effective and comprehensive development of ideas, including when drawing evidence from multiple sources, while demonstrating effective coherence, clarity and/or cohesion. They demonstrate full command of the conventions of Standard English consistent with edited writing. There may be a few minor errors in grammar and usage, but meaning is clear throughout the response. Written Expression Students produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose and audience. Provides effective and comprehensive development of the claim, topic and/or narrative elements, using clear convincing reasoning details, text-based evidence and/or description. Develops claim, topic and/or narrative elements consistently appropriate to the task, purpose and audience. Demonstrates purposeful coherence, clarity and cohesion and includes a strong introduction, conclusion and a logical, well-executed progression of ideas. Establishes and maintains an effective style, while attending to the norms and conventions of the discipline. Effectively draws evidence from literary or informational texts to support analysis, reflection and research. Includes precise language consistently, including Knowledge of Language and Conventions Students demonstrate knowledge of conventions and other important elements of language. Demonstrates command of the conventions of Standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.
the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. texts in different forms or genres in terms of their approaches to similar themes and topics. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors For RST 3, demonstrates ability to follow a multistep procedure when carrying out experiments, taking measurements or performing technical tasks. For RH 3, provides an identification of key steps in a text s description of a process related to history/social studies. fits into the overall structure of a ideas. For RST 5, provides an analysis of the structure an author uses to organize a text, including how major sections contribute to the whole and to an understanding of the topic. For RH 5, provides a description of how a text presents information. point of view in a purpose in a Provides an explanation of how the author s point of view or purpose is conveyed in the For RST 6, provides an analysis of the author s purpose in providing an explanation, describing a procedure or discussing an experiment in a point of view. purpose. Demonstrates a coherent understanding of a topic or issue that integrates information presented in different media or formats. For RST 7, provides an integration of descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone and/or domainspecific vocabulary.
Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors quantitative or technical information expressed in words in a text with a version of that information expressed visually. For RH 7, provides an integration of visual information with other information in print and digital texts. Provides a tracing of the argument and/or specific claims in a Provides an evaluation of the argument and/or specific claims in a Provides a statement distinguishing which claims of a text are supported by reasons and evidence and which claims are not supported. For RST 8, provides distinctions among facts, reasoned judgment based on research findings and/or speculation in a For RH 8, provides distinctions made among fact, opinion and/or reasoned judgment in a one author s presentation of events with that of another. For RST 9, provides a comparison and contrast of the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. For RH 9, provides an analysis of the relationship between a primary and secondary source on the same topic.
A student who achieves at Level 4 demonstrates strong command of the grade-level standards. Students are expected to produce responses that demonstrate the skills and content listed in these columns at the accuracy level and with the quality of evidence as described for students at this level. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors In reading, the pattern exhibited by student responses indicates: With very complex text, students demonstrate the ability to do mostly accurate analyses of the text, showing extensive understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the With a moderately complex text, students demonstrate the ability to do mostly accurate analyses of the text, showing extensive understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the With a readily accessible text, students demonstrate the ability to accurately analyze the text, showing full understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the Reading Literature complex literary support analysis of what the text says explicitly. support analysis of inferences drawn from the Provides a statement of a theme or central idea of a Provides a summary of the text distinct from personal opinions or judgments. Provides a description of how a particular story or drama s plot unfolds in a series of episodes towards a resolution. Provides a description of how the characters respond or change as the plot moves towards a resolution. sentence, chapter, scene or stanza fits into the overall structure of a sentence, chapter, scene or stanza theme, setting or plot. Provides an explanation of how an author develops the point of view of the narrator or speaker in a Reading Information complex informational analysis of what the text says explicitly. analysis of inferences drawn from the For RST and RH, provides textual evidence to support an analysis of science and/or technical texts and/or historical primary and/or secondary sources. Provides a statement of the central idea(s) of a Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. individual, event or idea is introduced in a individual, event or idea is illustrated in a individual, event or idea is elaborated in Vocabulary Interpretation and Use Students will use context to determine the meaning of words and phrases. the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. For RST 4, demonstrates the ability to determine the symbols and key terms that are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Demonstrates the ability to use context as a clue to the meaning of a word or phrase. Demonstrates ability to determine the connotations (associations) of words with similar denotations (definitions). Demonstrates ability to interpret figures of speech in con the relationship between particular words. In writing, students address the prompts and provide effective development of ideas, including when drawing evidence from multiple sources, while demonstrating effective coherence, clarity and/or cohesion. They demonstrate command of the conventions of Standard English consistent with edited writing. There may be some distracting errors in grammar and usage, but overall meaning is clear. Written Expression Students produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose and audience. Provides effective development of the claim, topic and/or narrative elements, using clear reasoning details, text-based evidence and/or description. Develops claim, topic and/or narrative elements in a manner that is largely appropriate to the task, purpose and audience. Demonstrates a great deal of coherence, clarity and cohesion and includes an introduction, conclusion and a logical progression of ideas. Establishes and maintains an effective style, while attending to the norms and conventions of the discipline. Effectively draws evidence from literary or informational texts to support analysis, reflection and research. Includes mostly precise language including descriptive words and phrases, sensory details, linking and transitional Knowledge of Language and Conventions Students demonstrate knowledge of conventions and other important elements of language. Demonstrates command of the conventions of Standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.
the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. texts in different forms or genres in terms of their approaches to similar themes and topics. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors a For RST 3, demonstrates ability to follow a multistep procedure when carrying out experiments, taking measurements or performing technical tasks. For RH 3, provides an identification of key steps in a text s description of a process related to history/social studies. fits into the overall structure of a ideas. For RST 5, provides an analysis of the structure an author uses to organize a text, including how major sections contribute to the whole and to an understanding of the topic. For RH 5, provides a description of how a text presents information. point of view in a purpose in a Provides an explanation of how the author s point of view or purpose is conveyed in the For RST 6, provides an analysis of the author s purpose in providing an explanation, describing a procedure or discussing an experiment in a point of view. purpose. Demonstrates a coherent understanding of a topic or issue that integrates information presented in different media or formats. words, words to indicate tone and/or domain-specific vocabulary.
Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors For RST 7, provides an integration of quantitative or technical information expressed in words in a text with a version of that information expressed visually. For RH 7, provides an integration of visual information with other information in print and digital texts. Provides a tracing of the argument and/or specific claims in a Provides an evaluation of the argument and/or specific claims in a Provides a statement distinguishing which claims of a text are supported by reasons and evidence and which claims are not supported. For RST 8, provides distinctions among facts, reasoned judgment based on research findings and/or speculation in a For RH 8, provides distinctions made among fact, opinion and/or reasoned judgment in a one author s presentation of events with that of another. For RST 9, provides a comparison and contrast of the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. For RH 9, provides an analysis of the relationship between a primary and secondary source on the same topic.
A student who achieves at Level 3 demonstrates a moderate command of the grade-level standards. Students are expected to produce responses that demonstrate the skills and content listed in these columns at the accuracy level and with the quality of evidence as described for students at this level. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors In reading, the pattern exhibited by student responses indicates: With very complex text, students demonstrate the ability to do minimally accurate analyses of the text, showing minimal understanding of the text when referring to explicit details and examples in the text and to support sound inferences drawn from the With a moderately complex text, students demonstrate the ability to do generally accurate analyses of the text, showing basic understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the With a readily accessible text, students demonstrate the ability to do mostly accurate analyses of the text, showing extensive understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the Reading Literature complex literary support analysis of what the text says explicitly. support analysis of inferences drawn from the Provides a statement of a theme or central idea of a Provides a summary of the text distinct from personal opinions or judgments. Provides a description of how a particular story or drama s plot unfolds in a series of episodes towards a resolution. Provides a description of how the characters respond or change as the plot moves towards a resolution. sentence, chapter, scene or stanza fits into the overall structure of a sentence, chapter, scene or stanza theme, setting or plot. Provides an explanation of how an author develops the point of view of the narrator Reading Information complex informational analysis of what the text says explicitly. analysis of inferences drawn from the For RST and RH, provides textual evidence to support an analysis of science and/or technical texts and/or historical primary and/or secondary sources. Provides a statement of the central idea(s) of a Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. individual, event or idea is introduced in a individual, event or idea is illustrated in a Vocabulary Interpretation and Use Students will use context to determine the meaning of words and phrases. the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. For RST 4, demonstrates the ability to determine the symbols and key terms that are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Demonstrates the ability to use context as a clue to the meaning of a word or phrase. Demonstrates ability to determine the connotations (associations) of words with similar denotations (definitions). Demonstrates ability to interpret figures of speech in con the relationship between particular words. In writing, students address the prompts and provide adequate development of ideas, including when drawing evidence from multiple sources, while demonstrating coherence, clarity and/or cohesion. They demonstrate moderate command of the conventions of Standard English consistent with edited writing. There are a few patterns of errors in grammar and usage that may occasionally impede understanding. Written Expression Students produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose and audience. Provides some development of the claim, topic and/or narrative elements, using some reasoning details, text-based evidence and/or description. Develops claim, topic and/or narrative elements in a manner that is somewhat appropriate to the task, purpose and audience. Demonstrates some coherence, clarity and cohesion and includes an introduction, conclusion and logically grouped ideas. Establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline. Draws evidence from literary or informational texts to support analysis, reflection and research. Includes some precise language, including descriptive words and phrases, sensory details, linking and transitional words, words Knowledge of Language and Conventions Students demonstrate knowledge of conventions and other important elements of language. Demonstrates inconsistent command of the conventions of Standard English. There are a few patterns of errors in grammar and usage that may occasionally impede understanding.
or speaker in a the experience of reading a story, drama or poem to listening to or viewing an audio, video or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. texts in different forms or genres in terms of their approaches to similar themes and topics. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors individual, event or idea is elaborated in a For RST 3, demonstrates ability to follow a multistep procedure when carrying out experiments, taking measurements or performing technical tasks. For RH 3, provides an identification of key steps in a text s description of a process related to history/social studies. fits into the overall structure of a ideas. For RST 5, provides an analysis of the structure an author uses to organize a text, including how major sections contribute to the whole and to an understanding of the topic. For RH 5, provides a description of how a text presents information. point of view in a purpose in a Provides an explanation of how the author s point of view or purpose is conveyed in the For RST 6, provides an analysis of the author s purpose in providing an explanation, describing a procedure or discussing an experiment in a point of view. purpose. Demonstrates a coherent understanding of a topic or issue that integrates information presented in different media to indicate tone and/or domainspecific vocabulary.
Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors or formats. For RST 7, provides an integration of quantitative or technical information expressed in words in a text with a version of that information expressed visually. For RH 7, provides an integration of visual information with other information in print and digital texts. Provides a tracing of the argument and/or specific claims in a Provides an evaluation of the argument and/or specific claims in a Provides a statement distinguishing which claims of a text are supported by reasons and evidence and which claims are not supported. For RST 8, provides distinctions among facts, reasoned judgment based on research findings and/or speculation in a For RH 8, provides distinctions made among fact, opinion and/or reasoned judgment in a one author s presentation of events with that of another. For RST 9, provides a comparison and contrast of the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. For RH 9, provides an analysis of the relationship between a primary and secondary source on the same topic.
A student who achieves at Level 2 demonstrates a partial command of the grade-level standards. Students are expected to produce responses that demonstrate the skills and content listed in these columns at the accuracy level and with the quality of evidence as described for students at this level. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors In reading, the pattern exhibited by student responses indicates: With very complex text, students inaccurately analyze the text, showing limited understanding of the text, referring to explicit details and examples in the With a moderately complex text, students demonstrate the ability to do minimally accurate analyses, showing minimal understanding of the text, referring to explicit details and examples in the With a readily accessible text, students demonstrate the ability to do generally accurate analyses of the text, showing basic understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the Reading Literature complex literary support analysis of what the text says explicitly. support analysis of inferences drawn from the Provides a statement of a theme or central idea of a Provides a summary of the text distinct from personal opinions or judgments. Provides a description of how a particular story or drama s plot unfolds in a series of episodes towards a resolution. Provides a description of how the characters respond or change as the plot moves towards a resolution. sentence, chapter, scene or stanza fits into the overall structure of a sentence, chapter, scene or stanza theme, setting or plot. Provides an explanation of how an author develops the point of view of the narrator or speaker in a the experience of reading a story, drama Reading Information complex informational analysis of what the text says explicitly. analysis of inferences drawn from the For RST and RH, provides textual evidence to support an analysis of science and/or technical texts and/or historical primary and/or secondary sources. Provides a statement of the central idea(s) of a Provides a statement of how the central idea is conveyed through particular details. Provides an objective summary of the text distinct from personal opinions or judgments. individual, event or idea is introduced in a individual, event or idea is illustrated in a individual, event or idea is elaborated in a For RST 3, demonstrates ability to follow Vocabulary Interpretation and Use Students will use context to determine the meaning of words and phrases. the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical) and/or provides an analysis of the impact of specific word choice on meaning and/or tone. For RST 4, demonstrates the ability to determine the symbols and key terms that are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. Demonstrates the ability to use context as a clue to the meaning of a word or phrase. Demonstrates ability to determine the connotations (associations) of words with similar denotations (definitions). Demonstrates ability to interpret figures of speech in con the relationship between particular words. In writing, students address the prompts and provide partial development of ideas, including when drawing evidence from multiple sources, while minimally demonstrating limited coherence, clarity and/or cohesion. They demonstrate limited command of the conventions of Standard English consistent with edited writing. There are multiple patterns of errors in grammar and usage demonstrating minimal control over language that impede understanding. Written Expression Students produce clear and coherent writing in which the development, organization and style are appropriate to the task, purpose and audience. Provides minimal development of the claim, topic and/or narrative elements, using limited reasoning details, textbased evidence and/or description. Develops claim, topic and/or narrative elements in a manner that is limited in its appropriateness to the task, purpose and audience. Demonstrates limited coherence, clarity and/or cohesion, making the writer s progression of ideas somewhat unclear. Has a style that has limited effectiveness, with limited awareness of the norms of the discipline. Draws minimal evidence from literary or informational texts to support analysis, reflection and research. Includes limited descriptions, sensory details, linking or transitional words, words to indicate tone, or domain- Knowledge of Language and Conventions Students demonstrate knowledge of conventions and other important elements of language. Demonstrates limited command of the conventions of Standard English. There are multiple errors in grammar and usage demonstrating minimal control over language. There are multiple distracting errors in grammar and usage that sometimes impede understanding.
or poem to listening to or viewing an audio, video or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. texts in different forms or genres in terms of their approaches to similar themes and topics. Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors a multistep procedure when carrying out experiments, taking measurements or performing technical tasks. For RH 3, provides an identification of key steps in a text s description of a process related to history/social studies. fits into the overall structure of a ideas. For RST 5, provides an analysis of the structure an author uses to organize a text, including how major sections contribute to the whole and to an understanding of the topic. For RH 5, provides a description of how a text presents information. point of view in a purpose in a Provides an explanation of how the author s point of view or purpose is conveyed in the For RST 6, provides an analysis of the author s purpose in providing an explanation, describing a procedure or discussing an experiment in a point of view. purpose. Demonstrates a coherent understanding of a topic or issue that integrates information presented in different media or formats. For RST 7, provides an integration of quantitative or technical information specific vocabulary.
Grade 6 PARCC English Language Arts/Literacy Performance Level Descriptors expressed in words in a text with a version of that information expressed visually. For RH 7, provides an integration of visual information with other information in print and digital texts. Provides a tracing of the argument and/or specific claims in a Provides an evaluation of the argument and/or specific claims in a Provides a statement distinguishing which claims of a text are supported by reasons and evidence and which claims are not supported. For RST 8, provides distinctions among facts, reasoned judgment based on research findings and/or speculation in a For RH 8, provides distinctions made among fact, opinion and/or reasoned judgment in a one author s presentation of events with that of another. For RST 9, provides a comparison and contrast of the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. For RH 9, provides an analysis of the relationship between a primary and secondary source on the same topic.