New York State Testing Program Common Core English Language Arts Test

Transcription

1 New York State Testing Program Common Core English Language Arts Test Performance Level Descriptions Grade 5 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 5 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 hat 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 quoting accurately and judiciously from a literary or informational text when explaining what the text says explicitly and when drawing inferences from the text. understanding by quoting accurately from a literary or informational text when explaining what the text says explicitly and when drawing inferences from the text. understanding by quoting with inconsistent accuracy from a literary or informational text when explaining what the text says explicitly and when drawing inferences from the text. Demonstrate a limited or inaccurate understanding by quoting inaccurately from a literary or informational text 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 a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; 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, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; 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, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; 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 characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; provide a summary of the text that is inaccurate or uses irrelevant details. understanding of an informational text by noting subtle connections between two or more main ideas of a text and provide a sophisticated explanation of how they are supported by key details; provide a detailed, nuanced, and accurate summary of the text. understanding of an informational text by determining two or more main ideas of a text and explain how they are supported by key details; provide a thorough summary of the text. understanding of an informational text by determining the subject matter addressed in a text without providing an explanation of how details support the main ideas of the text; provide summary of the text that is insufficient in detail and/or scope. Demonstrate a limited or inaccurate understanding of an informational text by identifying explicit subject matter addressed in a text without recognizing how details support the main ideas of the text; provide summary of the text that is inaccurate or uses irrelevant details. 4

5 Students analyze how and why individuals, events, and ideas develop and interact over the course of a text. (CCR R3) Provide a detailed and nuanced comparison and contrast of two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) and demonstrating a clear understanding of the subtle similarities and differences between these characters, settings, or events. Provide a thorough comparison and contrast of two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Provide a basic comparison and contrast of two or more characters, settings, or events in a story or drama, drawing insufficiently on specific details in the text (e.g., how characters interact). Provide an incomplete or inaccurate comparison and contrast of two or more characters, settings, or events in a story or drama, without drawing on specific details in the text (e.g., how characters interact). Provide an in-depth and nuanced explanation of the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text, demonstrating a clear understanding of the subtleties inherent in these relationships or interactions. Provide a thorough explanation of the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Provide a basic explanation of the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, insufficiently drawing on specific information in the text. Provide an incomplete or inaccurate explanation of the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text, without drawing on specific information in the text. 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) Determine with precision and detail the meaning of words and phrases as they are used in a literary text, including figurative language such as metaphors and similes. Determine the meaning of words and phrases as they are used in a literary text, including figurative language such as metaphors and similes. Determine inconsistently and/or inadequately the meaning of words and phrases as used in a literary text, including figurative language such as metaphors and similes. Determine, at best, the meaning of only simple words and phrases as used in a literary text. Determine with precision and detail the meaning of general academic and domain specific words or phrases in an informational text relevant to a grade 5 topic or subject area. Determine the meaning of general academic and domain specific words or phrases in an informational text relevant to a grade 5 topic or subject area. Determine inconsistently and/or inadequately the meaning of general academic and domainspecific words or phrases in an informational text relevant to a grade 5 topic or subject area. Determine, at best, the meaning of only simple academic and domain-specific words or phrases in an informational text relevant to a grade 5 topic or subject area. 5

6 Students analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (CCR R5) understanding of literary structure by providing a detailed and nuanced explanation of how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. understanding of literary structure by explaining how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. understanding of literary structure by inconsistently and/or insufficiently explaining how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. Students assess how point of view or purpose shapes the content and style of a text. (CCR R6) understanding of expository structure in informational texts by providing a detailed and nuanced comparison and contrast of the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more informational texts. in a literary text by providing a detailed and nuanced description of how a narrator s or speaker s point of view influences how events are described. understanding of expository structure in informational texts by comparing and contrasting the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more informational texts. in a literary text by describing how a narrator s or speaker s point of view influences how events are described. understanding of expository structure in informational texts by inadequately comparing and contrasting the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more informational texts. Demonstrate a limited in a literary text by inadequately describing how a narrator s or speaker s point of view influences how events are described. compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, and problem/solution) of events, ideas, concepts, or information in two or more informational texts. describe how a narrator s or speaker s point of view influences how events are described. in informational texts by providing a detailed and nuanced analysis of multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. in informational texts by analyzing multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Demonstrate a limited in informational texts by making some general observations about point of view rather than analyzing multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. analyze multiple accounts of the same event or topic, or note important similarities and differences in the point of view they represent. 6

7 Students integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (CCR R7) Provide a detailed and nuanced analysis of how visual and multimedia elements contribute to the meaning, tone, or beauty of a literary text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem). Provide a thorough analysis of how visual and multimedia elements contribute to the meaning, tone, or beauty of a literary text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem). Provide a basic analysis of how visual and multimedia elements contribute to the meaning, tone, or beauty of a literary text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem). Provide an insufficient or inaccurate analysis of how visual and multimedia elements contribute to the meaning, tone, or beauty of a literary text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem). 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) 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) understanding of how to locate an answer to a question quickly or to solve a problem efficiently, drawing skillfully and purposefully on multiple print informational sources. [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, precisely identifying which reasons and evidence support which point(s). textual analysis by aptly and insightfully comparing and contrasting stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. understanding of how to locate an answer to a question quickly or to solve a problem efficiently, drawing on multiple print informational sources. [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, identifying which reasons and evidence support which point(s). textual analysis by comparing and contrasting stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. understanding of how to locate an answer to a question or to solve a problem, drawing on multiple print informational sources. [Not applicable to literary texts] Provide a basic explanation of how an author uses reasons and evidence to support particular points in an informational text, inconsistently and/or insufficiently identifying which reasons and evidence support which point(s). textual analysis by comparing and contrasting stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. locate an answer to a question or to solve a problem by drawing on multiple print informational sources. [Not applicable to literary texts] Provide a limited or inaccurate explanation of how an author uses reasons and evidence to support particular points in an informational text, without identifying which reasons and evidence support which point(s). analyze by comparing and contrasting stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. 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. 7

8 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 when writing or speaking by producing writing with few errors. Demonstrate a command of the conventions of standard English grammar and usage when writing or speaking 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 when writing or speaking by producing writing with some errors that may hinder comprehension. Demonstrate a limited command of the conventions of standard English grammar and usage when writing or speaking 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 when writing 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) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. (CCR L4) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCR L5) Exhibit a skillful and precise use of language and its conventions when reading and writing. Determine or clarify with precision and detail the meaning of unknown and multiplemeaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. understanding of figurative language, word relationships, and nuances in word meanings by choosing words precisely and purposefully. Exhibit a competent use of language and its conventions when reading and writing. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing from a range of strategies. Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings by choosing words that suit the purpose. Exhibit an inconsistent, occasionally limited, or imprecise use of language and its conventions when reading and writing. Determine or clarify inadequately and/or inconsistently the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, demonstrating limited internalization of strategies. Demonstrate a limited understanding of figurative language, word relationships, and nuances in word meanings by choosing words that show little connection to purpose. Exhibit an imprecise or inaccurate use of language and its conventions when reading and writing. determine the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content. understand figurative language, word relationships, and nuances in word meanings by choosing words that show an inaccurate connection to purpose. 8

9 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the College and Career Readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. (CCR L6) Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. (CCR W2) Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCR W9) Use, in a precise and nuanced way, grade 5-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Produce precise and insightful informative/explanatory texts that fully examine a topic and convey ideas clearly, coherently, and in an engaging way. 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. Use, in a careful and accurate way, grade 5-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Produce competent informative/explanatory texts that adequately examine a topic and convey ideas clearly. 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. Use, in an inconsistent way, grade 5-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Produce informative/explanatory texts that address a topic with insufficient clarity and coherence. 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. Use, in an inaccurate way, grade 5-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Produce informative/explanatory texts that address a topic inaccurately and/or with no clarity and coherence. 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