Students who score at the Well Below State Expectations level answer simple questions and identify simple details by referring explicitly to the text. When stated explicitly, they identify central messages, main ideas, points of view, and information from text illustrations. In literary texts, these students identify characters and their explicit traits and actions. They identify simple sequences in a text and recognize explicitly stated themes, settings, or plots in two stories by the same author. In informational texts, these students recognize the explicit relationship between events, ideas, or procedures and identify explicit text features and their simple purposes. They recognize explicit connections between sentences and identify explicitly stated points and details in two texts on the same topic. Finally, they use explicit context and glossaries or picture dictionaries to understand the literal meaning of words. They recognize new words formed with affixes, understand common root words, and distinguish between literal and nonliteral phrases. They identify words with similar meanings and use high-frequency and simple domain-specific vocabulary. Students at this level need additional support to master the content knowledge and skills at their current grade.
Students who score at the Below State Expectations level ask and answer basic questions and use simple details, referring explicitly to the text. They identify basic central messages and main ideas and determine points of view using simple connections or basic inferences. In literary texts, these students recount basic events as well as describe characters, their basic actions and motivations, and how their actions contribute to the next basic ideas. They refer to parts of stories, dramas, and poems and they build on each other. They identify the points of view using simple inferences and describe how illustrations contribute to the text. Additionally, they compare simple themes, settings, or plots in texts by the same author. In informational texts, these students understand the basic relationship between events, concepts, or procedures as well as use text features, search tools, and illustrations to locate information. Furthermore, they identify basic connections between parts of a text as well as compare points and basic details in two texts on the same topic. Finally, they use closely-connected context, affixes, root words, glossaries, and beginning dictionaries to determine the meaning of simple words or phrases. They identify literal and non-literal phrases, compare similar words with shades of meaning, and use common and domain-specific vocabulary with closely-connected context. Students at this level are approaching mastery of some grade-level content but have gaps in knowledge and skills.
Students who score at the At State Expectations level ask and answer questions using explicit text evidence. They determine central messages or main ideas and how they are supported by key details. In literary texts, these students recount stories, describe characters and explain how their actions contribute to events. They refer to parts of stories, dramas, and poems and describe how each part builds on earlier sections. They distinguish their own point of view from that of the narrator or character as well as explain how specific aspects of an illustration contribute to a text. Additionally, they compare themes, settings, and plots of two texts by the same author. In informational texts, these students describe the relationship between a series of events, ideas, or procedures, use text features and search tools efficiently to locate information on a topic, and use information from illustrations to demonstrate understanding of a text. Furthermore, they describe logical connections between parts of a text and compare important points and details in two texts on the same topic. Finally, they use sentence-level context, affixes or root words, and glossaries or beginning dictionaries to determine word meanings. They distinguish literal and nonliteral meanings, explain shades of meaning, and use general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Above State Expectations level ask and answer inferential and complex questions using textual evidence. They determine implicit central messages or main ideas and analyze how they are conveyed. In literary texts, these students recount entire texts, analyze characters, and infer how actions contribute to the plot. They analyze parts of a text and how effectively they build on each other, distinguish their own point of view from that of the narrator or characters by using subtle textual evidence, and analyze how effectively illustrations contribute to a text. Additionally, they compare complex themes, settings, and plots of two texts by the same author. In informational texts, these students analyze the relationship between a series of events, ideas, or procedures using sophisticated ideas. They use advanced text features, search tools, and illustrations to locate information and support inferences. They analyze the difference in their own point of view from the author's by using implicit textual evidence and describe complex connections between parts of a text. Furthermore, they compare complex points and subtle details in two texts on the same topic. Finally, they use subtle or implicit context, affixes, root words, and glossaries or dictionaries to determine meanings of complex words or phrases. They describe literal and nonliteral meanings of lesser-known words, distinguish subtle shades of meaning, and use above-grade level general academic and domain-specific vocabulary. Students performing above state expectations demonstrate mastery of knowledge and skills on a range of complex grade level content.0w3
Students who score at the Well Below State Expectations level identify explicit text information, explicitly stated themes, main ideas, and details as well as provide a general retelling of a text. In literary texts, these students identify characters, settings, or events and recognize explicit or simple differences between poems, drama, and prose. By using explicit context, they recognize first-person narrators and compare texts with visual representations, such as photographs. Additionally, they recognize related topics and events in literature from different cultures when explicit information is provided. In informational texts, these students identify explicit or simple events, procedures, or ideas. They identify text structures when explicitly stated, the differences between firsthand and secondhand accounts on the same topic using explicit context, and information represented visually, such as maps or graphs. Furthermore, they identify explicitly stated evidence provided by an author and explicit information from two texts on the same topic. Finally, they use explicit context, roots and affixes, and simple reference materials to determine meanings of simple words. They identify simple figurative language, common idioms, proverbs, and synonyms as well as use high-frequency vocabulary, and simple domain-specific vocabulary. Students at this level need additional support to master content knowledge and skills at their current grade.
Students who score at the Below State Expectations level refer to basic details and examples when drawing simple inferences in texts, recognize themes based on simple inferences and main ideas through basic details, and provide a basic summary of a text. In literary texts, these students describe characters, settings, or events using basic details and compare structural differences between poems, dramas, and prose. They compare first and third person points of view based on explicit context and make basic connections between texts and their visual representations, such as photographs. Additionally, they also compare themes, topics, or events in stories, myths, and traditional literature. In informational texts, these students identify events, procedures, or ideas based on basic information or comparisons and recognize text structures by drawing on basic information. They compare firsthand and secondhand accounts on the same topic and recognize basic connections between a text and visual representations, such as maps or graphs. Furthermore, they describe simple points supported by evidence and compare key information from two texts on the same topic. Finally, they use closely-connected context, common Greek and Latin roots and affixes, and reference materials to determine meanings of simple words or phrases. They understand simple figurative language, idioms, proverbs, and antonyms and use common and domain-specific vocabulary with closely-connected context. Students at this level are approaching mastery of some grade-level content but have gaps in knowledge and skills.
Students who score at the At State Expectations level refer to details and examples when drawing inferences, determine themes or main ideas and show how they are supported, and provide a summary of a text. In literary texts, these students describe characters, settings, or events in depth by using specific details, explain major differences between poems, drama, and prose as well as compare points of view in texts. Additionally, they connect texts to visual representations, such as photographs, and compare themes and patterns in stories, myths, and traditional literature from different cultures. In informational texts, these students explain events, procedures, or ideas based on specific information as well as describe the overall structure of a text or parts of a text. They compare firsthand and secondhand accounts on the same topic and explain how visual and quantitative information, such as maps or graphs, contribute to understanding the text. Furthermore, they explain how authors use reasons and evidence to support points in a text and integrate information from two texts on the same topic. Finally, they use context, Greek and Latin affixes and roots, mythological allusions, and reference materials to determine the meaning of words or phrases. They understand simple figurative language in context, idioms, proverbs, related antonyms and synonyms and use grade-appropriate general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Above State Expectations level refer to explicit and implicit details as well as complex inferences to explain a text, use complex textual evidence to support themes or main ideas, and provide a summary or succinct paraphrase of a text. In literary texts, these students analyze characters, settings, and events extensively, drawing on inferences. They explain major and subtle differences between poems, drama, and prose as well as analyze how different points of view impact stories. In addition, they make implicit connections between texts and their visual representations, such as photographs, as well as compare themes and patterns in stories, myths, and traditional literature using implicit textual evidence. In informational texts, these students analyze events, procedures, or concepts based on specific and inferred information. They analyze text structures and compare firsthand and secondhand accounts using textual evidence. They analyze visual and quantitative information, such as maps and graphs, and their effectiveness in understanding the text. Furthermore, they explain how authors use evidence to support complex points as well as integrate information from two texts on the same topic. Finally, they use implicit context, Greek and Latin roots, mythological allusions, and reference materials to determine word meaning. They understand complex figurative language, idioms, and proverbs, related antonyms and synonyms, and effectively use above-grade-level general academic and domain-specific vocabulary. Students performing above state expectations demonstrate mastery of knowledge and skills on a range of complex grade level content.
Students who score at the Well Below State Expectations level identify explicit text information, explicitly stated themes, main ideas, and details as well as provide a basic retelling of a text. In literary texts, these students compare characters, settings, or events when explicitly stated, identify simple similarities between chapters, scenes, or stanzas, and identify a simple text structure. By using explicit context, they recognize points of view and identify visual elements, such as photographs, that contribute to the meaning of a text. Additionally, they compare basic ideas in stories of the same genre. In informational texts, these students identify explicit relationships between individuals or events and text structures when explicitly stated. They recognize the points of view in two accounts on the same topic when explicitly stated and locate explicit information from print sources, such as maps or graphs, to answer questions. Furthermore, they identify explicit textual evidence to support simple points and explicit information from two texts on the same topic. Finally, they use explicit context, roots and affixes, and simple reference materials to determine word meanings. They identify simple figurative language, idioms, proverbs, and synonyms as well as use high-frequency and domain-specific vocabulary with explicit support. Students at this level need additional support to master the content knowledge and skills at their grade.
Students who score at the Below State Expectations level determine simple inferences, identify quotes to support explicit ideas, recognize themes and main ideas using basic details, and provide a basic summary of a text. In literary texts, these students compare characters, settings, or events using basic details and identify simple solutions to characters’ problems. They identify basic ways in which chapters, scenes, or stanzas fit together, give basic descriptions of paragraph structures, and determine points of view based on how events are described. Additionally, they explain how visual elements, such as photographs, add to the meaning of a text, and compare simple themes and topics of different texts. In informational texts, these students recognize basic interactions between two individuals, events, or ideas. They describe the structures of events, ideas, or basic information and compare basic points of view in two accounts on the same topic. They locate basic information from print sources, such as maps or graphs, and support simple points with basic textual evidence. Furthermore, they compare key information from two texts on the same topic. Finally, they use closely-connected context, common Greek and Latin affixes, and reference materials to understand the meaning of words or phrases. They understand simple figurative language, idioms, proverbs, and antonyms, and use common and domain-specific vocabulary with closely-connected context. Students at this level are approaching mastery of some grade-level content, but have gaps in knowledge and skills.
Students who score at the At State Expectations level accurately quote from texts to support explicit information and draw inferences, determine themes or main ideas supported by details, and provide summaries of a text. In literary texts, these students compare characters and how they respond to challenges, settings, or events using specific details. They analyze and compare how points of view influence texts and compare how parts of a text fit together to form the overall structure in texts. They analyze how visual elements, such as photographs, contribute to the meaning, tone, or beauty of a text. Additionally, they compare stories in the same genre based on similar themes or topics. In informational texts, these students explain the relationship between individuals, events, or ideas and compare the overall structure and points of view in two accounts. They locate information from print sources, such as maps or graphs, and support points in a text with evidence. Furthermore, they integrate relevant information from two texts on the same topic. Finally, they use context, Greek and Latin affixes and roots, and reference materials to determine the meaning of words or phrases. They interpret figurative language and understand common idioms and proverbs as well as use relationships between words to understand them better. They use grade-appropriate general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Above State Expectations level quote textual evidence to support implicit inferences. In literary texts, these students explain how themes develop through characters' actions and provide summaries showing the relationship between characters, the narrator or speaker, and themes. They compare characters, settings, or events using implicit details, analyze how parts of a text fit together, and interpret the effectiveness of the overall structure. They draw inferences about how the point of view influences events and analyze how effectively visual elements, such as photographs, contribute to the meaning, tone, or beauty of a text. Additionally, they compare texts in the same genre with similar complex themes or topics. In informational texts, these students analyze main ideas developed by key details, the relationship between individuals, events, or ideas, and use implicit details to summarize. They analyze the effectiveness of text structures and points of view in multiple accounts and analyze information from print sources, such as maps or graphs. Furthermore, they analyze evidence to support complex points and integrate information from two texts on the same topic. Finally, they use subtle and implicit context, Greek and Latin affixes and roots, and reference materials to analyze the meanings of complex words or phrases. They interpret complex figurative language, understand complex idioms and proverbs, use relationships between words to understand them better. They use above-grade-level general academic and domain-specific vocabulary. Students performing above state expectations demonstrate mastery of knowledge and skills on a range of complex grade level content.
Students who score at the Well Below State Expectations level cite textual evidence to support explanations of meaning, identify themes and central ideas when supported by explicit details, and create a general summary of a text. In literary texts, these students identify how characters respond or change based on explicit details. They identify simple similarities between parts of a text and recognize a simple structure when explicit details are provided. Additionally, they recognize the point of view of the text and compare the formats of texts in different genres. In informational texts, these students identify how key individuals, events, or ideas are introduced through explicit details. They identify how sentences or paragraphs contribute to simple ideas and recognize the text structure based on explicit information. They recognize an author’s point of view or purpose when explicitly stated and identify explicit or key information when presented in different formats, such as maps or graphs. Furthermore, they recognize explicit arguments and claims supported by direct evidence and compare explicit information in two texts by different authors. Finally, they use explicit context, roots and affixes, and simple reference materials to determine the meaning of simple words or phrases. They determine the meaning of simple figures of speech, identify connections between words, and recognize similar words with slightly different meanings. They use high-frequency and domain-specific vocabulary with explicit context. Students at this level need additional support to master the content knowledge and skills at their current grade.
Students who score at the Below State Expectations level cite textual evidence to support basic inferences, determine themes or central ideas using basic details, and provide a summary of a text. In literary texts, these students describe basic plots and inferences to show how characters respond or change. They explain how parts of a text connect to themes, settings, or plot, and describe simple structures within texts. Additionally, they identify how the point of view is shown by explicit details and compare basic themes and topics in different genres. In informational texts, these students describe how key individuals, events, or ideas are explained through basic details. They describe how parts of a text contribute to the development of basic ideas and describe the simple text structure. They identify the author’s point of view or purpose and how it is conveyed and connect basic information in different media, such as maps or graphs, to develop a simple understanding of a topic. Furthermore, they describe an argument supported by claims and basic evidence and compare the same events in two texts by different authors. Finally, they use extensive context, common Greek and Latin affixes or roots, and reference materials to determine the meaning of words or phrases. They understand figures of speech with some context, understand relationships between words, and categorize words based on connotations. They use common and domain-specific vocabulary with closely-connected context. Students at this level are approaching mastery of some grade-level content but have gaps in knowledge and skills.
Students who score at the At State Expectations level cite textual evidence to analyze explicit details and inferences drawn from texts, determine themes or central ideas based on details, and provide a summary of a text. In literary texts, these students describe how plots unfold and characters respond as the plot moves toward a resolution. They analyze how parts of a text fit into the overall structure and contribute to the development of themes, settings, or plots. Additionally, they explain how authors develop points of view and compare texts in different genres on similar themes and topics. In informational texts, these students analyze how individuals, events, or ideas are introduced as well as how particular parts of a text fit into the overall structure and contribute to the development of ideas. They determine an author’s point of view or purpose and how it is conveyed and integrate information from different media, such as maps or graphs, to understand a topic. Furthermore, they evaluate arguments and specific claims in texts, distinguishing supported claims from unsupported ones, and compare different authors' presentations of the same events. Finally, they use context, Greek and Latin affixes or roots, and reference materials to determine the meaning of words or phrases. They understand figures of speech in context, distinguish connotations between words, categorize words based on connotations, and use general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Above State Expectations level cite textual evidence to support complex analysis and inferences drawn from texts, analyze themes or central ideas and how they are conveyed through details, and provide a summary of a text. In literary texts, these students examine how plots unfold and characters interact with settings, other characters, or events. They analyze how parts of a text are developed and influence structure and explain how authors develop points of view by using implicit evidence. Additionally, they analyze the effectiveness of texts in different genres based on their approaches to themes or topics. In informational texts, these students provide an analysis of how individuals, events, or ideas are introduced and developed. They analyze how parts of a text affect the overall structure and analyze the author’s point of view or purpose, citing implicit textual support. They analyze information in different media, such as maps or graphs, to develop an extensive understanding of a topic. Furthermore, they evaluate sophisticated arguments and the effectiveness of claims and evidence as well as compare different authors' presentations of similar events. Finally, they use context, Greek and Latin affixes and roots, and reference materials to determine precise or inferred meanings of complex words or phrases. They interpret complex figures of speech, use relationships between words to understand them better, and use above-grade-level academic and domain-specific vocabulary. Students performing above state expectations demonstrate mastery of knowledge and skills on a range of complex grade level content.
Students who score at the Well Below State Expectations level cite textual evidence to support explicit explanations, identify themes or central ideas supported by explicit or simple details, and sequence major events or retell the general ideas of a text. In literary texts, these students identify elements of stories or dramas and explicit interactions. They recognize rhymes and repetitions of sounds in a part of a text, identify the simple structure of dramas or poems compared to stories, and describe explicit points of view of different characters or narrators. Additionally, they compare fictional portrayals and historical accounts of the same period based on explicit details. In informational texts, these students recognize explicit interactions between individuals, events, or ideas. They recognize the text structure and the sections representing major ideas. They identify an author’s point of view or purpose when explicitly stated and compare simple or explicit information in a text to different media, such as maps or graphs. Furthermore, they recognize explicit arguments and claims supported by direct evidence as well as identify how two authors write about the same topic. Finally, they use explicit context, common affixes and roots, and simple reference materials to understand the meaning of words or phrases. They determine the meanings of simple figures of speech, identify connections between words, and use high-frequency and domain-specific vocabulary with explicit context. Students at this level need additional support to master the content knowledge and skills at their current grade.
Students who score at the Below State Expectations level cite textual evidence to support basic inferences, determine themes or central ideas using simple details, ideas, or comparisons, and provide a summary of a text. In literary texts, these students describe how basic elements of a story or drama interact and identify rhymes and other repetitions of sounds in a part of a text and their impact. They describe the basic text structure and make basic inferences about the meaning of the text as well as how authors develop distinct points of view for different characters. Additionally, they compare basic details in fictional portrayals and historical accounts of the same period. In informational texts, these students describe interactions between individuals, events, or ideas. They describe the text structure and how sections contribute to the whole, identify an author’s clear point of view or purpose, and compare basic inferences in texts with visual representations, such as maps or graphs. Furthermore, they describe arguments supported by specific claims and evidence as well as describe how authors write about the same topic by focusing on different evidence. Finally, they use extensive context, common Greek and Latin affixes or roots, and reference materials to determine the meaning of words or phrases. They understand figures of speech with context, categorize words based on connotations, and use common and domain-specific vocabulary with closely-connected context. Students at this level are approaching mastery of some grade-level content but have gaps in knowledge and skills.
Students who score at the At State Expectations level cite several pieces of textual evidence to support explicit analysis and inferences, determine themes or central ideas and analyze their development, and provide a summary of a text. In literary texts, these students analyze how elements of a story or drama interact, how rhymes and sound repetitions impact specific verses or stanzas, and how the structure of dramas or poems contributes to their meaning. They analyze how authors develop and contrast points of view for different characters or narrators. Additionally, they compare fictional portrayals with historical accounts to explain how authors use or alter history. In informational texts, these students analyze interactions between individuals, events, and ideas. They analyze the structure authors use and how major sections contribute to the whole and development of ideas. They determine authors' points of view or purposes, distinguishing them from others, and compare texts with visual representations, such as maps or graphs. Furthermore, they trace and evaluate arguments, claims, and relevant evidence and analyze how authors shape their presentations on the same topic by focusing on different evidence or interpretations. Finally, they use context, Greek and Latin affixes and roots, and reference materials to determine the meaning of words and phrases. They interpret figures of speech, understand relationships between words, and accurately use general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the At State Expectations level cite several pieces of textual evidence to support explicit analysis and inferences, determine themes or central ideas and analyze their development, and provide a summary of a text. In literary texts, these students analyze how elements of a story or drama interact, how rhymes and sound repetitions impact specific verses or stanzas, and how the structure of dramas or poems contributes to their meaning. They analyze how authors develop and contrast points of view for different characters or narrators. Additionally, they compare fictional portrayals with historical accounts to explain how authors use or alter history. In informational texts, these students analyze interactions between individuals, events, and ideas. They analyze the structure authors use and how major sections contribute to the whole and development of ideas. They determine authors' points of view or purposes, distinguishing them from others, and compare texts with visual representations, such as maps or graphs. Furthermore, they trace and evaluate arguments, claims, and relevant evidence and analyze how authors shape their presentations on the same topic by focusing on different evidence or interpretations. Finally, they use context, Greek and Latin affixes and roots, and reference materials to determine the meaning of words and phrases. They interpret figures of speech, understand relationships between words, and accurately use general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Well Below State Expectations level cite textual evidence to support explicit explanations, identify themes or central ideas when supported by explicit details, and sequence or retell key events of a text. In literary texts, these students identify specific lines of dialogue or simple actions and provide a simple comparison between the structure of two texts using explicit information. Additionally, they recognize explicit differences in points of view of characters and identify how modern literature draws on explicitly stated details from other stories. In informational texts, these students identify explicit connections among individuals, ideas, or events. They recognize paragraph structure or how sentences connect with key concepts and identify an author’s point of view or purpose, including conflicting evidence or views, when explicitly stated. They identify simple advantages and disadvantages of using different mediums, such as maps or graphs, to present a simple topic. Furthermore, they identify and connect explicit arguments and claims as well as recognize conflicting information in two texts on the same topic. Finally, they use explicit context, common affixes and roots, and simple reference materials to understand word meanings. They determine the meanings of simple figures of speech, identify connections between words, and use high-frequency and domain-specific vocabulary with explicit context. Students at this level need additional support to master the content knowledge and skills at their current grade.
Students who score at the Below State Expectations level cite textual evidence to support basic inferences, identify simple themes or central ideas using supported ideas, and provide a summary of a text. In literary texts, these students describe how dialogue or incidents propel actions or reveal character aspects. They compare the basic structure of two texts using basic details and describe differences in characters' points of view and their effects. Additionally, they describe how modern literature connects to basic themes, events, and character types from traditional literature and compare explicit ideas between the modern and original texts. In informational texts, these students describe how a text makes basic connections among individuals, ideas, or events. They describe paragraph structures and how sentences develop ideas as well as identify an author's point of view or purpose and the author’s response to conflicting evidence. They identify basic advantages and disadvantages of using different mediums, such as maps or graphs, to present a basic topic. Furthermore, they assess basic arguments and claims, evaluate evidence, and describe examples of conflicting information in two texts on the same topic. Finally, they use closely-connected context, common Greek and Latin affixes and roots, and reference materials to determine the meaning of words or simple phrases. They determine the meanings of figures of speech with context, relationships between words, and use common and domain-specific vocabulary with closely-connected context. Students at this level are approaching mastery of some grade-level content but have gaps in knowledge and skills.
Students who score at the At State Expectations level cite textual evidence to support an analysis of explicit content and inferences, determine themes or central ideas and analyze their development, and provide a summary of a text. In literary texts, these students analyze how dialogue or incidents propel action, reveal characterization, or provoke decisions. They compare the structure of multiple texts, analyzing how they contribute to meaning and style, and analyze the effects of different points of view. In addition, they analyze how modern works draw on themes, events, or characters from traditional stories. In informational texts, these students analyze how a text makes connections among individuals, ideas, or events. They analyze paragraph structure and how sentences develop concepts. They determine authors’ points of view or purpose and analyze how authors response to conflicting evidence. They evaluate the advantages and disadvantages of different mediums, such as maps or graphs, for presenting topics. Furthermore, they evaluate arguments and claims, recognize relevant evidence, and analyze texts with conflicting information on the same topic. Finally, they use context, Greek or Latin affixes and roots, and reference materials to determine the meaning of words and phrases and their impact on meaning and tone. They interpret figures of speech, understand word relationships, distinguish among connotations of words with similar denotations, and use general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Above State Expectations level cite textual evidence to support an analysis of sophisticated inferences, analyze complex themes or central ideas and their development, and provide a summary of a text. In literary texts, these students analyze how dialogue or complex incidents propel action, reveal characterization, or provoke decisions. They compare the text structures, analyzing their effectiveness and contribution to meaning and style, and analyze the effectiveness of different points of view. In addition, they analyze the effectiveness of how modern works draw on themes, events, or characters from traditional stories. In informational texts, these students analyze how a text makes connections among individuals, ideas, or events and their impact. They analyze paragraph structure and how sentences develop complex concepts. They analyze authors’ points of view or purpose and the effectiveness of their response to conflicting evidence. They evaluate the effectiveness of different mediums, such as maps or graphs, for presenting topics. Furthermore, they evaluate sophisticated arguments and claims, recognize relevant evidence, and analyze complex texts with conflicting information on the same topic. Finally, they use implicit context, Greek or Latin affixes and roots, and reference materials to determine the meanings of complex words or phrases and their impact on meaning and tone. They interpret complex figures of speech, understand word relationships, distinguish among connotations of words with similar denotations, and use above-grade-level academic and domain-specific vocabulary. Students performing above state expectations demonstrate mastery of knowledge and skills on a range of complex grade level content.
Students who score at the Well Below State Expectations level cite textual evidence to support explanations of explicit text content, identify themes or central ideas supported by explicit details, and provide a sequence or retelling of key events or ideas of a text. In literary texts, these students identify how characters develop and interact with other characters to advance the plot. They identify how an author's choice of structure creates certain effects and recognize particular points of view or cultural experiences reflected in literature from outside the United States. Additionally, they identify source materials authors use, such as themes from Shakespearean plays. In informational texts, these students identify how authors present and develop ideas or events. They identify parts of a text that support authors’ ideas or claims, an author’s point of view or purpose when explicitly stated, and differences in accounts of a subject in different mediums, such as maps or graphs. Furthermore, they identify arguments and whether claims have relevant evidence as well as identify themes and concepts in important U.S. documents. Finally, they use explicit context, patterns of word changes, and general reference materials to determine the meaning of words or phrases. They identify figures of speech, words with similar denotations, and use high-frequency general academic and domain-specific vocabulary with explicit context. Students at this level need additional support to master the content knowledge and skills at their current grade.
Students who score at the Below State Expectations level cite textual evidence to support explanations of explicit text content and basic inferences, identify simple themes or central ideas and their development, and provide a basic summary of a text. In literary texts, these students track how characters develop and interact with other characters to advance the plot or develop the theme. They identify how an author's choice of structure and manipulation of time create certain effects and recognize how points of view or cultural experiences are reflected in literature from outside the United States. Additionally, they compare how authors use source materials, such as themes from Shakespearean plays. In informational texts, these students identify how authors present and develop ideas or events. They identify parts of a text that support authors’ ideas or claims, an author’s point of view or purpose when explicitly stated, and differences in accounts of a subject in different mediums, such as maps or graphs. Furthermore, they identify arguments and whether claims have relevant evidence as well as identify how themes and concepts are related in important U.S. documents. Finally, they use context, patterns of word changes, and general reference materials to determine the meaning of words or phrases. They understand figures of speech in context, the differences in words with similar denotations, and use general academic and domain-specific vocabulary. Students at this level are approaching mastery of some grade-level content but have gaps in knowledge and skills.
Students who score at the At State Expectations level cite thorough textual evidence to support both explicit information and inferences, analyze the development of themes or central ideas, and provide a summary of a text. In literary texts, these students analyze how complex characters develop and interact to develop the plot or theme. They explain how an author's structure and manipulation of time create certain effects and analyze how points of view or cultural experiences are reflected in literature from outside the United States. Additionally, they analyze how authors use and transform source materials, such as themes from Shakespearean plays. In informational texts, these students analyze how authors develop and connect a series of ideas or events. They analyze how authors use parts of a text to develop ideas and use rhetoric to advance the author’s point of view. They analyze accounts in different mediums, such as maps or graphs. Furthermore, they evaluate arguments, claims, and relevant evidence as well as analyze themes and concepts in important U.S. documents. Finally, they use context, patterns of word changes, and reference materials to determine the meaning and impact of words and phrases. They interpret figures of speech and their role in a text, analyze nuances in words with similar denotations, and use general academic and domain-specific vocabulary. Mastery of the knowledge and skills of most grade level content is evident in students performing at this level.
Students who score at the Above State Expectations level cite thorough textual evidence to support analysis of information and sophisticated inferences, analyze the development of complex themes or central ideas, and provide a summary of a text. In literary texts, these students analyze how effectively complex characters develop, interact, and develop the plot or theme. They evaluate how effectively an author's structure and manipulation of time create certain effects and analyze multiple points of view or cultural experiences reflected in literature from outside the United States. Additionally, they analyze how authors subtly use and transform complex source materials, such as themes from Shakespearean plays. In informational texts, these students analyze the effectiveness of how authors develop a series of ideas or events. They analyze how effectively authors use parts of a text to develop ideas and use sophisticated rhetoric to advance the author’s point of view. They analyze and evaluate accounts in different mediums, such as maps or graphs. Furthermore, they evaluate the effectiveness of arguments, claims, and relevant evidence as well as analyze complex themes and concepts in important U.S. documents. Finally, they use implicit context, complex patterns of word changes, and reference materials to determine the meaning and impact of complex words and phrases. They interpret the effectiveness of complex figures of speech, analyze nuances in complex words with similar denotations, and use above-grade-level general academic and domain-specific vocabulary. Students performing above state expectations demonstrate mastery of knowledge and skills on a range of complex grade level content.