Increase the depth and breadth of knowledge required to achieve each performance level across time spans (e.g., a higher level of knowledge needed at the end of a unit as opposed to at its beginning) and across grade levels. 4.2.1 Reading READING GRADES 3-5 Performance Level Descriptors – Advanced Proficient Below Proficient Students at this level, when Students at this level, when Students at this level, when using grade-appropriate text, using grade-appropriate text, using grade-appropriate text, will consistently, effectively, will frequently, accurately, will inconsistently, and/or skillfully use the and/or satisfactorily use the inadequately, and/or partially knowledge and skills knowledge and skills use the knowledge and skills articulated in the state articulated in the state content articulated in the state content content standards for reading. standards for reading. standards for reading. Content Summary Expectations: Grades 3-5 Apply a wide range of strategies to read independently Identify purpose based on text organization and content author’s Use phonics and word recognition to decode and understand new words when reading Use meaning and knowledge of words to develop and increase reading vocabulary Demonstrate comprehension before, during, and after reading by retelling, restating, and summarizing, as well as by supporting and expanding ideas and concepts Demonstrate oral and silent reading fluency of grade-level texts Compare ideas and differentiate fact from opinion within and among texts Connect information with relevant prior knowledge to make predictions Make inferences and draw conclusions about content, ideas, and decisions author’s Distinguish between essential and nonessential information; read and respond to essential information Read and understand, identify and analyze, and compare the use of various literary genres Identify and interpret basic figurative language and literary devices; differentiate between literal and meanings Listen critically to others and respond with grade-level appropriate questions or ideas Use appropriate clarity and volume when speaking formally Identify differences in formal and informal language in speech, writing, and literature Explain and conduct inquiry-based research on topics using a variety of teacher-guided media sources and strategies Produce a product that presents findings, gives reasonable conclusions, and cites sources Understand and evaluate media for informational and entertainment purposes; use media and technology to extend learning
Increase the depth and breadth of knowledge required to achieve each performance level across time spans (e.g., a higher level of knowledge needed at the end of a unit as opposed to at its beginning) and across grade levels. 4.2.1 Reading READING – GRADES 3-5 Performance Level Descriptors Advanced Proficient Below Proficient Students at this level, when using grade-appropriate text, will consistently, effectively, and/or skillfully use the knowledge and skills articulated in the state content standards for reading. Students at this level, when using grade-appropriate text, will frequently, accurately, and/or satisfactorily use the knowledge and skills articulated in the state content standards for reading. Students at this level, when using grade-appropriate text, will inconsistently, inadequately, and/or partially use the knowledge and skills articulated in the state content standards for reading. Content Summary Expectations: Grades 3-5 Apply a wide range of strategies to read independently Identify author’s purpose based on text organization and content Use phonics and word recognition to decode and understand new words when reading Use meaning and knowledge of words to develop and increase reading vocabulary Demonstrate comprehension before, during, and after reading by retelling, restating, and summarizing, as well as by supporting and expanding ideas and concepts Demonstrate oral and silent reading fluency of grade-level texts Compare ideas and differentiate fact from opinion within and among texts Connect information with relevant prior knowledge to make predictions Make inferences and draw conclusions about content, ideas, and author’s decisions Distinguish between essential and nonessential information; read and respond to essential information Read and understand, identify and analyze, and compare the use of various literary genres Identify and interpret basic figurative language and literary devices; differentiate between literal and meanings Listen critically to others and respond with grade-level appropriate questions or ideas Use appropriate clarity and volume when speaking formally Identify differences in formal and informal language in speech, writing, and literature Explain and conduct inquiry-based research on topics using a variety of teacher-guided media sources and strategies Produce a product that presents findings, gives reasonable conclusions, and cites sources Understand and evaluate media for informational and entertainment purposes; use media and technology to extend learning