Achievement Level Descriptors (Alds) English Language Arts Grades 3-5

Achievement Level Descriptors (ALDs)
English Language Arts

Grades 3-5
Alaska Department of Education & Early Development Page 1 of 34 All Rights Reserved August 2017
Achievement Level Descriptors (ALDs)
English Language Arts
Grades 3- 5
The achievement level descriptors describe what a typical student scoring at each achievement level can do. A student who scores at a level would
be expected to also be able to demonstrate the skills described in previous levels. A student would not necessarily demonstrate all the skills listed at
a particular achievement level on a particular test in order to score at that level.
Achievement Level Definitions
Far Below Proficient - Student may partially meet the standards but has significant gaps in knowledge and skills of current grade-level content.
Below Proficient - Student partially meets the standards and may have gaps in knowledge and skills but is capable of most grade-level content.
Proficient - Student meets the standards at a proficient level, demonstrating knowledge and skills of current grade-level content.
Advanced - Student meets the standards at an advanced level, demonstrating knowledge and skills of complex grade-level content.
Grade 3
Reading
Alaska Standard Far Below Proficient Below Proficient Proficient Advanced
RL.3.1 A student at this level A student at this level asks and A student at this level asks and A student at this level asks and
attempts to ask and answer answers questions to demonstrate answers questions to answers complex questions to
questions to demonstrate understanding of texts (e.g., demonstrate understanding of demonstrate understanding of texts
understanding of the text. making basic inferences and texts (e.g., making basic (e.g., making inferences and
predictions), referring to the text inferences and predictions), predictions), referring explicitly to
as the basis for answers. referring explicitly to details the text as the basis for answers.
from the text as the basis for
answers.
RL.3.2 A student at this level A student at this level determines A student at this level A student at this level determines
attempts to determine the the author’s explicitly stated determines the author’s the author’s implied purpose,
author’s explicitly stated purpose, message, lesson, or purpose, message, lesson, or message, lesson, or moral and
purpose, message, lesson, or moral and explains how it is moral and explains how it is explains in depth how it is
moral; summarizes stories in conveyed through details in the conveyed through key details in conveyed through key details in the
which the beginning and the text; summarizes stories in mostly the text; summarizes stories in text; summarizes stories in depth in
end are in correct sequence, correct sequence, including fables correct sequence, including correct sequence, including fables
including fables and folktales and folktales from diverse fables and folktales from diverse and folktales from diverse cultures.
from diverse cultures. cultures. cultures.
RL.3.3 A student at this level A student at this level describes A student at this level describes A student at this level describes
attempts to describe characters in a story (e.g., their characters in a story (e.g., their complexity of the characters in a
characters in a story (e.g., traits, motivations, or feelings) traits, motivations, or feelings) story (e.g., their traits, motivations,
their traits, motivations, or and simplistically explains how and explains how their actions or feelings) and explains how their
feelings) and attempts to their actions contribute to the contribute to the sequence of actions contribute to the sequence
explain how their actions story. events (e.g., creating or solving of events (e.g., creating or solving a
contribute to the story. a problem). problem).
attempts to determine the the explicit meaning of words and determines the meaning of the meaning of words and phrases
explicit meaning of basic phrases as they are used in a text, words and phrases as they are as they are used in a text,
words and phrases as they are identifying most literal and used in a text, distinguishing distinguishing literal meanings from
used in a text while figurative language. literal meanings from use of use of figurative language (e.g.,
attempting to identify literal figurative language (e.g., exaggeration in tall tales).
and figurative language. exaggeration in tall tales).
RL.3.5 A student at this level refers to A student at this level refers to A student at this level refers to A student at this level refers to
basic elements of stories, parts of stories, dramas, and parts of stories, dramas, and detailed specific parts of stories,
dramas, and poems when poems when writing about a text, poems when writing about a dramas, and poems when writing
writing about a text, using using terms such as chapter, text, using terms such as about a text, using terms such as
terms such as chapter, scene, scene, and stanza; describes how chapter, scene, and stanza; chapter, scene, and stanza;
and stanza; identifies how one one part builds on earlier sections. describes how each successive describes in depth how each
part builds on earlier sections. part builds on earlier sections. successive part builds on earlier
sections.
RL.3.6 A student at this level A student at this level distinguishes A student at this level A student at this level distinguishes
attempts to distinguish his or his or her own point of view from distinguishes his or her own his or her own point of view from
her own point of view from explicit points of view of the point of view from that of the implied points of view of the
explicit points of view of the narrator or those of the narrator or those of the narrator or those of the characters.
narrator or characters. characters. characters.
RL.3.7 A student at this level A student at this level explains A student at this level explains A student at this level explains in
attempts to explain how simplistically how specific aspects how specific aspects of a text’s depth how specific aspects of a
specific aspects of a text’s of a text’s illustrations contribute illustrations contribute to what text’s illustrations contribute to
illustrations show elements of to what is conveyed by the words is conveyed by the words in a what is conveyed by the words in a
a story. in a story. story (e.g., create mood, story (e.g., create mood, emphasize
emphasize aspects of a aspects of a character or setting).
character or setting).
RL.3.9 A student at this level A student at this level compares A student at this level compares A student at this level compares and
attempts to compare or and/or contrasts explicit themes, and contrasts the themes, contrasts the complex, implicit
contrast stated themes, settings, and plots of stories settings, and plots of stories themes, settings, and plots of
settings, and plots of stories written by the same author about written by the same author stories written by the same author
written by the same author the same or similar characters about the same or similar about the same or similar
about the same or similar (e.g., in books from a series). characters (e.g., in books from a characters (e.g., in books from a
characters (e.g., in books from series). series).
a series).
RI.3.1 A student at this level A student at this level asks and A student at this level asks and A student at this level asks and
attempts to ask and answer answers questions to demonstrate answers questions to answers complex questions to
questions to demonstrate some understanding of texts (e.g., demonstrate understanding of demonstrate understanding of texts
understanding of the text. making basic inferences and texts (e.g., explaining what the (e.g., making inferences and
predictions), referring explicitly to text says explicitly, making basic predictions), referring explicitly to
the text as the basis for answers. inferences and predictions), the text as the basis for answers.
referring explicitly to details
from the text as the basis for
answers.
RI.3.2 A student at this level A student at this level determines A student at this level A student at this level determines
attempts to determine the the explicit main idea of most determines the main idea of a the implied main idea of a text and
explicit main idea of a text and texts and identifies details that text and locates details that locates details that support the
attempts to identify details support the main idea; support the main idea; main idea; paraphrases or
that support the main idea; summarizes some main ideas or paraphrases or summarizes summarizes main ideas or events in
attempts to summarize some events in a text. main ideas or events in a multi- a multi-paragraph text, including
main ideas or events in a text. paragraph text, including correct correct sequence and details that
sequence and details that support the main idea.
support the main idea.
RI.3.3 A student at this level A student at this level describes A student at this level describes A student at this level describes in
attempts to describe the basic the basic relationship or the relationship or connection depth the relationship or
relationship among historical connection among a series of among a series of historical connection among a series of
events, scientific ideas, or historical events, scientific ideas, events, scientific ideas, or historical events, scientific ideas, or
concepts, or some steps in or concepts, or steps in technical concepts, or steps in technical concepts, or steps in technical
technical procedures in a text, procedures in a text, using procedures in a text, using procedures in a text, using specific
using language that attempts language that pertains to time, language that pertains to time, and academic language that
to address time or sequence. sequence, and cause/effect. sequence, and cause/effect. pertains to time, sequence, and
cause/effect.
RI.3.4 A student at this level A student at this level determines A student at this level A student at this level consistently
attempts to determine the the explicit meaning of basic determines the meaning of determines the meaning of general
meaning of basic academic academic and domain-specific general academic and domain- academic and domain-specific
and domain-specific words words and phrases in a text specific words and phrases in a words and phrases in a text
and phrases in a text relevant relevant to a grade 3 topic or text relevant to a grade 3 topic relevant to a grade 3 topic or
to a grade 3 topic or subject subject area. or subject area. subject area.
area.
RI.3.5 A student at this level A student at this level uses simple A student at this level uses text A student at this level uses complex
attempts to use simple text text features and search tools features and search tools (e.g., text features and search tools (e.g.,
features and search tools (e.g., (e.g., key words, sidebars, table of contents, index, key key words, sidebars, hyperlinks) to
key words, sidebars, hyperlinks) to locate information words, sidebars, hyperlinks) to locate information relevant to a
hyperlinks) to locate relevant to a given topic. locate information relevant to a given topic effectively.
information explicitly stated in given topic efficiently.
texts.
attempts to determine an author’s purpose; distinguishes determines author’s purpose; author’s purpose; distinguishes
explicit author’s purpose; own point of view from an explicit distinguishes own point of view own point of view from implied
attempts to distinguish an point of view of the author of a from that of the author of a text. point of view of the author of a
explicit point of view of the text. text.
author of a text.
RI.3.7 A student at this level A student at this level uses basic A student at this level uses A student at this level consistently
attempts to use basic information gained from information gained from uses information gained from
information gained from illustrations and words in a text to illustrations (e.g., maps, illustrations (e.g., maps,
illustrations and direct demonstrate understanding of the photographs) and the words in a photographs) and inferences based
statements in a text to text. text to demonstrate on words in a text to demonstrate
demonstrate understanding of understanding of the text (e.g., understanding of the text (e.g.,
the text. where, when, why, and how key where, when, why, and how key
events occur). events occur).
RI.3.8 A student at this level A student at this level describes A student at this level describes A student at this level describes
attempts to describe basic basic connections between logical connections between complex, logical connections
connections between particular sentences and particular sentences and between particular sentences and
particular sentences in a text paragraphs in a text (e.g., paragraphs in a text (e.g., paragraphs in a text (e.g.,
(e.g., comparison, comparison, cause/effect, comparison, cause/effect, comparison, cause/effect,
cause/effect, first/second/third in a sequence). first/second/third in a first/second/third in a sequence).
first/second/third in a sequence).
sequence).
RI.3.9 A student at this level A student at this level compares A student at this level compares A student at this level compares and
attempts to compare or and/or contrasts basic points and and contrasts the most contrasts in depth the most
contrast basic points and details presented in two texts on important points and key details important points and key details
details presented in two texts. the same topic or related topics.
presented in two texts on the presented in two texts on the same
same topic or related topics. topic or related topics.
RL.3.10 and A student at this level reads A student at this level reads and A student at this level reads and A student at this level reads and
RI.3.10 and minimally comprehends partially comprehends literature proficiently comprehends thoroughly comprehends literature
literature and informational and informational texts in the literature and informational and informational texts in the grade
texts in the grade 3 text grade 3 text complexity level. texts in the grade 3 text 3 text complexity level.
complexity level.
complexity level.
Writing
W.3.1 A student at this level A student at this level writes basic A student at this level writes A student at this level writes
attempts to write basic opinion pieces on topics or texts, opinion pieces on topics or complex opinion pieces on topics or
opinion pieces on topics or to support a point of view with texts, to support a point of view texts, to support a point of view
texts, to vaguely support a fact- or text-based reasons (e.g., I with fact- or text-based reasons with fact- or text-based reasons
point of view with fact- or like large dogs better than small (e.g., I like large dogs better (e.g., I like large dogs better than
text-based reasons: simply dogs because they can pull a sled than small dogs because they small dogs because they can pull a
introduces the topic or text he and run for a longer time than can pull a sled and run for a sled and run for a longer time than
or she is writing about, states small dogs can): introduces the longer time than small dogs small dogs can): clearly introduces
a simple opinion and attempts topic or text he or she is writing can): introduces the topic or the topic or text he or she is writing
to create an organizational about, states a basic opinion and text he or she is writing about, about, states a well-developed
structure that lists one or two creates an organizational states an opinion and creates an opinion and creates a clear
fact- or text-based reasons; structure that lists some fact- or organizational structure that organizational structure that lists
provides very basic reasons text-based reasons; provides lists fact- or text-based reasons; fact- or text-based reasons;
that somewhat support the simple reasons that support the provides reasons that support provides relevant reasons that
opinion; attempts to link the opinion; sometimes links the the opinion; links the opinion clearly support the opinion; links
opinion and reasons using opinion and reasons using some and reasons using words and the opinion and reasons using
words and phrases; attempts words and phrases (e.g., because, phrases (e.g., because, words and phrases (e.g., because,
to provide a concluding therefore, since, for example); therefore, since, for example); therefore, since, for example);
statement or section that provides a concluding statement provides a concluding statement provides an effective concluding
restates the basic opinion. or section that simply restates the or section that reinforces or statement or section that
opinion. restates the opinion. reinforces or restates the opinion.
W.3.2 A student at this level attempts A student at this level writes basic A student at this level writes A student at this level writes
to write basic informative/explanatory texts to informative/explanatory texts to complex informative/explanatory
informative/explanatory texts examine a topic and convey ideas examine a topic and convey texts to examine a topic and convey
about a topic: attempts to and information: introduces a ideas and information clearly: ideas and information clearly:
introduce a topic; may include topic and sometimes groups introduces a topic and groups clearly introduces a topic and
labeled or captioned visuals related information; may include related information together; groups related information
related to the topic; attempts labeled or captioned visuals when includes labeled or captioned together; includes relevant labeled
to develop the topic with facts useful to aiding comprehension; visuals when useful to aiding or captioned visuals when useful to
that support the focus; develops the topic with facts, comprehension; develops the aiding comprehension; precisely
attempts to use linking words definitions, and details; uses some topic with facts, definitions, develops the topic with relevant
and phrases (e.g., also, linking words and phrases (e.g., details, and explanations that facts, definitions, details, and
another, and, more, but) to also, another, and, more, but) to support the focus; uses linking explanations that support the
connect ideas; attempts to connect ideas; provides a words and phrases (e.g., also, focus; uses precise linking words
provide a basic concluding concluding statement or section another, and, more, but) to and phrases (e.g., also, another,
statement. that restates the focus of the text. connect ideas within categories and, more, but) to connect ideas
of information; provides a within categories of information;
concluding statement or section provides an effective and/or
that paraphrases the focus of comprehensive concluding
the text. statement or section that
paraphrases the focus of the text.
attempts to write basic narrative texts to develop real or narrative texts to develop real complex narrative texts to fully
narrative texts to develop imagined characters, experiences, or imagined characters, develop real or imagined
simple real or imagined or events using some narrative experiences, or events using characters, experiences, or events
characters, experiences, or techniques (dialogue, description, effective narrative techniques using effective narrative techniques
events using basic narrative problem-solution) and event (dialogue, description, (dialogue, description, elaboration,
techniques (dialogue, sequences (chronology): elaboration, problem-solution, problem-solution, figurative
description, problem-solution) establishes a basic context or figurative language) and clear language) and clear event
and event sequences situation and introduces a event sequences (chronology): sequences (chronology): establishes
(chronology): attempts to narrator and/or characters; establishes a context or an elaborate context or situation
establish a context or situation organizes an event sequence that situation and introduces a and introduces a narrator and/or
and basically introduces a unfolds somewhat naturally; uses narrator and/or characters; characters; clearly organizes an
narrator and/or characters; narrative techniques such as organizes an event sequence event sequence that unfolds
basically organizes an event dialogue, description, and that unfolds naturally; uses naturally; uses several narrative
sequence; uses narrative concrete and sensory details to narrative techniques such as techniques such as dialogue,
techniques such as dialogue describe actions and feelings and dialogue, description and description, and elaboration, and
and description to describe to develop some experiences and elaboration, and concrete and concrete and sensory details to
actions and to develop events; events showing the response of sensory details to describe describe actions, thoughts, and
attempts to use transitional some characters to situations or actions, thoughts, and feelings feelings and to fully develop
words to signal event problems; uses some transitional and to develop experiences and experiences and events clearly
sequences (e.g., later); words and phrases to signal event events showing the response of showing the response of characters
attempts to provide a sense of sequences (e.g., later, soon after); characters to situations or to situations or problems; uses
closure (e.g., how a problem provides a basic sense of closure problems; uses transitional transitional words and phrases to
words and phrases to signal clearly signal event sequences (e.g.,
was solved or how the event (e.g., how a problem was solved event sequences (e.g., later, later, soon after); provides a
ended). or how the event ended). soon after); provides a sense of concrete sense of closure (e.g., how
closure (e.g., how a problem a problem was solved or how the
was solved or how the event event ended).
ended).
W.3.4 A student at this level A student at this level produces A student at this level produces A student at this level produces
attempts to produce writing in writing in which development and writing in which the effective writing in which
which development and organization are basic for task and development and organization development and organization are
organization are basic for task purpose. are appropriate to task and effective and appropriate to task
and purpose. purpose. and purpose.
W.3.5 A student at this level A student at this level develops A student at this level develops A student at this level develops and
attempts to develop writing as and strengthens basic writing as and strengthens writing as strengthens writing to an advanced
needed by planning, revising, needed by planning, revising, needed by planning, revising, level by planning, revising, and
and editing. and/or editing. and editing. editing.
W.3.6 A student at this level uses A student at this level uses A student at this level uses A student at this level uses
technology to produce writing technology to produce and publish technology to produce and technology to produce and publish
projects and to locate writing as well as to interact with publish writing (using complex writing (using keyboarding
information. others and to locate information. keyboarding skills) as well as to skills) at an advanced level as well
interact and collaborate with as to interact and collaborate with
others and to locate information others and to locate information.
about topics.
W.3.7 A student at this level A student at this level conducts A student at this level conducts A student at this level conducts
attempts to conduct simple, simple, short research projects short research projects that well-developed, short research
short research projects. that build knowledge about topics. build knowledge about a topic. projects that build knowledge
about a topic.
W.3.8 A student at this level A student at this level recalls basic A student at this level recalls A student at this level recalls
attempts to recall basic information from experiences or information from experiences or detailed information from
information from experiences gathers basic information from gathers information from print experiences or gathers relevant
or gathers basic information print and digital sources; takes and digital sources; takes brief information from print and digital
from explicit print and digital simple brief notes on sources and notes on sources and sorts sources; effectively takes brief
sources; attempts to take brief sorts some evidence into provided evidence into provided notes on sources and clearly sorts
notes on sources and sort categories. categories. evidence into provided categories.
evidence into provided
categories.
Language
L.3.1 A student at this level A student at this level A student at this level A student at this level demonstrates
attempts to demonstrate a demonstrates a basic command of demonstrates command of the a comprehensive command of the
basic command of the the conventions of standard conventions of standard English conventions of standard English
conventions of standard English grammar and usage when grammar and usage when grammar and usage when writing:
English grammar and usage writing: uses basic nouns, writing: uses nouns, pronouns, uses precise nouns, pronouns,
when writing: attempts to use pronouns, verbs, adjectives, and verbs, adjectives, and adverbs verbs, adjectives, and adverbs
basic nouns, pronouns, verbs, adverbs appropriate to function appropriate to function and appropriate to function and
adjectives, and adverbs and purpose in order to apply the purpose in order to apply the purpose in order to apply the
appropriate to function and conventions of English; forms and conventions of English; forms conventions of English; forms and
purpose in order to apply the uses some regular and irregular and uses regular and irregular uses complex regular and irregular
conventions of English; forms plural nouns; uses some abstract plural nouns; uses abstract plural nouns; appropriately uses
and uses basic regular and nouns (e.g., childhood); forms and nouns (e.g., childhood); forms abstract nouns (e.g., childhood);
irregular plural nouns; uses uses some regular and irregular and uses regular and irregular forms and uses complex regular
abstract nouns (e.g., verbs; forms and uses some verbs; forms and uses simple and irregular verbs; forms and uses
childhood); forms and uses simple (e.g., I walked; I walk; I will (e.g., I walked; I walk; I will simple and complex (e.g., I walked;
basic regular and irregular walk) verb tenses; ensures basic walk) verb tenses; ensures I walk; I will walk) verb tenses;
verbs; attempts to form and subject-verb and pronoun- subject-verb and pronoun- ensures subject-verb and pronoun-
use the simple (e.g., I walked; I antecedent agreement; forms and antecedent agreement; forms antecedent agreement; forms and
walk; I will walk) verb tenses; uses some comparative and and uses comparative and uses complex comparative and
attempts to ensure subject- superlative adjectives and superlative adjectives and superlative adjectives and adverbs,
verb and pronoun-antecedent adverbs, and chooses between adverbs, and chooses between and chooses between them
agreement; attempts to form them sometimes depending on them depending on what is to depending on what is to be
and use basic comparative what is to be modified; uses some be modified; uses coordinating modified; uses complex
and superlative adjectives and coordinating and subordinating and subordinating conjunctions; coordinating and subordinating
adverbs; attempts to use conjunctions; produces simple and produces simple, compound, conjunctions; effectively produces
coordinating and compound sentences, and some and complex sentences. simple, compound, and complex
subordinating conjunctions; complex sentences. sentences.
attempts to produce simple
and compound sentences.
L.3.2 A student at this level A student at this level A student at this level A student at this level demonstrates
attempts to demonstrate a demonstrates a basic command of demonstrates a command of the a comprehensive command of the
basic command of the the conventions of standard conventions of standard English conventions of standard English
conventions of standard English capitalization, capitalization, punctuation, and capitalization, punctuation, and
English capitalization, punctuation, and spelling when spelling when writing: spelling when writing: capitalizes
punctuation, and spelling writing: capitalizes some capitalizes appropriate words in appropriate words in titles;
when writing: attempts to appropriate words in titles; uses titles; uses commas in consistently uses commas in
capitalize appropriate words some commas in addresses; uses addresses; uses commas and addresses; consistently uses
in titles; attempts to use some commas and quotation quotation marks in dialogue; commas and quotation marks in
commas in addresses; marks in dialogue; forms and uses forms and uses possessives; dialogue; consistently forms and
attempts to use commas and some possessives; uses some uses conventional spelling for uses possessives; uses conventional
quotation marks in dialogue; conventional spelling for high- high-frequency and other spelling for high-frequency and
attempts to form and use frequency and other studied studied words and for adding other studied words and for adding
possessives; attempts to use words and for adding suffixes to suffixes to base words (e.g., suffixes to base words (e.g., sitting,
conventional spelling for high- base words (e.g., sitting, smiled, sitting, smiled, cries, happiness); smiled, cries, happiness);
frequency and other studied cries, happiness); uses simple uses spelling patterns and consistently uses spelling patterns
words and for adding simple spelling patterns and generalizations (e.g., word and generalizations (e.g., word
suffixes to base words (e.g., generalizations (e.g., word families, position-based families, position-based spellings,
sitting, smiled, cries, families, position-based spellings, spellings, syllable patterns, syllable patterns, ending rules,
happiness); attempts to use syllable patterns, ending rules, ending rules, meaningful word meaningful word parts) in writing
basic spelling patterns and meaningful word parts) in writing parts) in writing words; consults words; effectively consults
generalizations (e.g., word words; consults some reference reference materials, including reference materials, including
families, position-based materials, including beginning beginning dictionaries, as beginning dictionaries, as needed
spellings, syllable patterns, dictionaries, as needed to check needed to check and correct to check and correct spelling.
ending rules, meaningful word and correct spelling. spelling.
parts) in writing words;
attempts to consult reference
materials, including beginning
dictionaries, as needed to
check and correct spelling.
L.3.3 A student at this level A student at this level uses some A student at this level uses A student at this level consistently
attempts to use knowledge of knowledge of language and its knowledge of language and its uses knowledge of language and its
language and its conventions conventions when writing, conventions when writing, conventions when writing, reading,
when writing, reading, or reading, or listening: chooses reading, or listening: chooses or listening: chooses precise words
listening: attempts to choose words and/or phrases for effect words and phrases for effect and phrases for effect to enhance
words and/or phrases when when writing; recognizes and when writing; recognizes and the message of the writing;
writing; attempts to recognize observes some differences observes differences between recognizes and applies the
and observe differences between the conventions of the conventions of spoken and differences between the
between the conventions of spoken and written standard written standard English. conventions of spoken and written
spoken and written standard English. standard English.
English.
L.3.4 A student at this level A student at this level determines A student at this level A student at this level consistently
attempts to determine or or clarifies the meaning of some determines or clarifies the determines or clarifies the meaning
clarify the meaning of unknown and multiple-meaning meaning of unknown and of unknown and multiple-meaning
unknown and multiple- words and phrases based on grade multiple-meaning words and words and phrases based on grade
meaning words and phrases 3 reading and content, choosing phrases based on grade 3 3 reading and content, choosing
based on grade 3 reading and from a range of strategies: uses reading and content, choosing flexibly from a wide range of
content, choosing from a basic simple sentence-level context as a flexibly from a range of strategies: effectively uses
range of strategies: uses basic clue to the meaning of a word or strategies: uses sentence-level sentence-level context as a clue to
sentence-level context as a phrase; determines the meaning context as a clue to the meaning the meaning of a word or phrase;
clue to the meaning of a word of a new word formed when a of a word or phrase; determines consistently determines the
or phrase; determines the simple known affix is added to a the meaning of a new word meaning of a new word formed
meaning of a new word known word (e.g., agreeable/ formed when a known affix is when a known affix is added to a
formed when a known basic disagreeable, added to a known word (e.g., known word (e.g., agreeable/
affix is added to a known word comfortable/uncomfort-able, agreeable/disagreeable, disagreeable,
(e.g., agreeable/disagreeable, care/careless, heat/preheat); uses comfortable/uncomfort-able, comfortable/uncomfort-able,
comfortable/uncomfortable, a simple known root word as a care/careless, heat/preheat); care/careless, heat/preheat);
care/careless, heat/preheat); clue to the meaning of an uses a known root word as a effectively uses a known root word
uses a basic known root word unknown word with the same root clue to the meaning of an as a clue to the meaning of an
as a clue to the meaning of an (e.g., company, companion); uses unknown word with the same unknown word with the same root
unknown word with the same simple glossaries or beginning root (e.g., company, (e.g., company, companion);
root (e.g., company, dictionaries, both print and digital, companion); uses glossaries or effectively uses glossaries or
companion); attempts to use to determine or clarify the beginning dictionaries, both beginning dictionaries, both print
glossaries or beginning meaning of key words and print and digital, to determine and digital, to determine or clarify
dictionaries, both print and phrases. or clarify the precise meaning of the precise meaning of key words
digital, to determine or clarify key words and phrases. and phrases.
the meaning of key words and
phrases.
L.3.5 A student at this level A student at this level A student at this level A student at this level consistently
attempts to demonstrate demonstrates a basic demonstrates understanding of demonstrates an understanding of
understanding of basic word understanding of word word relationships and nuances word relationships and nuances in
relationships and nuances in relationships and nuances in word in word meanings: distinguishes word meanings: consistently
word meanings: attempts to meanings: distinguishes some literal and nonliteral meanings distinguishes literal and nonliteral
distinguish literal and literal and nonliteral meanings of of words and phrases in context meanings of words and phrases in
nonliteral meanings of words words and phrases in context (e.g., take steps); identifies real- context (e.g., take steps); identifies
and phrases in context (e.g., (e.g., take steps); identifies simple life connections between words relevant real-life connections
take steps); identifies basic real-life connections between and their uses (e.g., describes between words and their uses (e.g.,
real-life connections between words and their uses (e.g., people who are friendly or describes people who are friendly
words and their uses (e.g., describes people who are friendly helpful); distinguishes shades of or helpful); distinguishes complex
describes people who are or helpful); distinguishes simple meaning among related words shades of meaning among related
friendly or helpful); attempts shades of meaning among related (e.g., words that describe states words (e.g., words that describe
to distinguish shades of words (e.g., words that describe of mind or degrees of certainty, states of mind or degrees of
meaning among related words states of mind or degrees of such as knew, believed). certainty, such as knew, believed).
(e.g., words that describe certainty, such as knew, believed).
states of mind or degrees of
certainty, such as knew,
believed).
L.3.6 A student at this level A student at this level uses basic A student at this level accurately A student at this level accurately
attempts to use basic grade- grade-appropriate conversational, uses grade-appropriate uses unfamiliar grade-appropriate
appropriate conversational, general academic, and domain- conversational, general conversational, general academic,
general academic, and specific words and phrases, academic, and domain-specific and domain-specific words and
domain-specific words and including those that signal spatial words and phrases, including phrases, including those that signal
phrases, including those that and temporal relationships (e.g., those that signal spatial and spatial and temporal relationships
signal spatial and temporal After dinner that night we went temporal relationships (e.g., (e.g., After dinner that night we
relationships (e.g., After looking for them). After dinner that night we went went looking for them).
dinner that night we went looking for them).
looking for them).
Grade 4
Reading
RL.4.1 A student at this level A student at this level refers to A student at this level refers to A student at this level refers to
attempts to refer to details details and examples in a text details and examples in a text details and examples in a text when
and examples in a text when when explaining what the text when explaining what the text explaining what the text says
explaining what the text says says explicitly and draws simple says explicitly and when drawing explicitly and when drawing
explicitly. inferences from the text. inferences from the text. complex inferences from the text.
attempts to determine an an explicit theme or author’s determines a theme or author’s an implied theme or author’s
explicitly stated theme or message, or purpose of a story, message or purpose of a story, message, or purpose of a story,
author’s message, or purpose drama, or poem using details and drama, or poem using details drama, or poem using details and
of a story, drama, or poem; evidence from the text as support; and evidence from the text as evidence from the text as support;
summarizes main ideas or summarizes main ideas or events, support; summarizes main ideas summarizes main ideas or events in
events, some of which are in in mostly correct sequence, or events, in correct sequence, depth in correct sequence,
correct sequence. including how conflicts are including how conflicts are including how conflicts are
resolved. resolved. resolved.
RL.4.3 A student at this level A student at this level describes a A student at this level describes A student at this level describes in
attempts to describe a character, a setting, or event in a in depth a character, setting, or depth a character, setting, or event
character, setting, or event in story or drama, drawing on details event in a story or drama, in a story or drama, drawing on
a story or drama, drawing on in the text (e.g., a character’s drawing on specific details in the implied and specific details in the
details in the text (e.g., a thoughts, words, or actions).
character’s thoughts, words, text (e.g., a character’s text (e.g., a character’s thoughts,
or actions). thoughts, words, or actions). words, or actions).
RL.4.4 A student at this level A student at this level determines A student at this level A student at this level consistently
attempts to determine the the meanings of basic words and determines the meaning of determines the meaning of words
meanings of basic words and phrases as they are used in a text, words and phrases as they are and phrases as they are used in a
phrases as they are used in a including use of most figurative used in a text, including use of text, including use of figurative
text, including some use of language and literary devices (e.g., figurative language and literary language and literary devices (e.g.,
figurative language and imagery, metaphors, similes). devices (e.g., imagery, imagery, metaphors, similes).
literary devices (e.g., imagery, metaphors, similes).
metaphors, similes).
RL.4.5 A student at this level A student at this level explains A student at this level explains A student at this level explains
attempts to explain differences between poems, major differences between major differences between poems,
differences between poems, drama, and prose, and refers to poems, drama, and prose, and drama, and prose, and refers to the
drama, and/or prose, and the simple structural elements of refers to the structural elements complex structural elements of
refers to the basic structural poems (e.g., verse and rhythm) of poems (e.g., verse and poems (e.g., verse and rhythm) and
elements of poems (e.g., verse and drama (e.g., casts of rhythm) and drama (e.g., casts drama (e.g., casts of characters,
and rhythm) and/or dramas characters, settings, descriptions, of characters, settings, settings, descriptions, dialogue,
(e.g., casts of characters, dialogue, stage directions) when descriptions, dialogue, stage stage directions) when writing
settings, descriptions, writing about a text. directions) when writing about a about a text.
dialogue, stage directions) text.
when writing about a text.
RL.4.6 A student at this level A student at this level compares A student at this level compares A student at this level compares
attempts to compare and and contrasts explicit points of and contrasts the points of view and contrasts implied points of
contrast explicit points of view view from which different stories from which different stories are view from which different stories
from which different stories are narrated, including the narrated, including how the use are narrated, including how the use
are narrated, including the difference between first- and of first or third person can of first or third person can change
difference between first- and third-person narrations. change the way a reader might the way a reader might see
third-person narrations. see characters or events characters or events described.
described.
RL.4.7 A student at this level A student at this level makes A student at this level makes A student at this level makes
attempts to make basic simple connections between the connections between the text of connections between implied
connections between the text text of a story or drama and the a story or drama and the visual information within the text of a
of the story or drama and the visual or oral presentation of the or oral presentation of the text, story or drama and the visual or
visual or oral presentation of text. identifying where each version oral presentation of the text,
the text. identifying where each version
reflects specific descriptions and reflects specific descriptions and
directions in the text. directions in the text.
attempts to compare or and contrasts the treatment of and contrasts the treatment of and contrasts the treatment of
contrast explicit themes and similar, explicit themes and plots similar themes and plots (e.g., similar, implicit themes and plots
plots (e.g., opposition of good (e.g., opposition of good and evil) opposition of good and evil) and (e.g., opposition of good and evil)
and evil) and patterns of and patterns of events (e.g., the patterns of events (e.g., the and patterns of events (e.g., the
events (e.g., the quest) in quest) in literature. quest) in literature. quest) in literature.
literature.
RI.4.1 A student at this level A student at this level locates A student at this level locates A student at this level locates
attempts to locate explicit explicit information in the text to explicit information in the text extensive, explicit information in
information from the text to explain what the text says to explain what the text says the text to explain what the text
explain what the text says explicitly and to support simple explicitly and to support says explicitly and to support
explicitly and to support basic inferences drawn from the text. inferences drawn from the text. complex inferences drawn from the
inferences drawn from the text.
text.
attempts to determine the the explicit main idea of a text and determines the main idea of a the implied main idea of a text and
explicit main idea of a text and explains simplistically how it is text and explains how it is explains how it is supported by key
explain how it is supported by supported by key details; provides supported by key details; details; paraphrases or summarizes
key details of a text. a basic summary of the text with a paraphrases or summarizes key key ideas, events, or procedures in
mostly correct sequence of ideas, ideas, events, or procedures depth, including correct sequence
events, or procedures. including correct sequence when appropriate.
when appropriate.
RI.4.3 A student at this level A student at this level explains A student at this level explains A student at this level explains
attempts to explain basic basic relationships (e.g., cause- relationships (e.g., cause-effect) complex relationships (e.g., cause-
relationships (e.g., cause- effect) among events, procedures, among events, procedures, effect) among events, procedures,
effect) among events, ideas, or concepts in a historical, ideas, or concepts in a historical, ideas, or concepts in a historical,
procedures, ideas, or concepts scientific, or technical text, scientific, or technical text, scientific, or technical text,
in a historical, scientific, or including what happened, and including what happened, and including what happened, and why,
technical text, based on why, based on specific why, based on specific based on specific or inferred
information in the text. information in the text. information in the text. information in the text.
attempts to determine the the meaning of some academic determines the meaning of determines the meaning of
meaning of basic academic and domain-specific words or general academic and domain- academic and domain-specific
and domain-specific words or phrases in a text relevant to a specific words or phrases in a words or phrases in a text relevant
phrases in a text relevant to a grade 4 topic or subject area. text relevant to a grade 4 topic to a grade 4 topic or subject area.
grade 4 topic or subject area. or subject area.
RI.4.5 A student at this level A student at this level describes A student at this level describes A student at this level describes
attempts to describe the basic simplistically the overall structure the overall structure (e.g., thoroughly how the overall
structure (e.g., sequence, (e.g., sequence, comparison, sequence, comparison, structure (e.g., sequence,
comparison, cause/effect, cause/effect, problem/solution) of cause/effect, problem/solution) comparison, cause/effect,
problem/solution) of events, events, ideas, concepts, or of events, ideas, concepts, or problem/solution) of events, ideas,
ideas, concepts, or information in a text or part of a information in a text or part of a concepts, or information in a text
information in a text or text. text. contributes to its meaning.
explicitly part of a text.
attempts to determine author’s purpose; basically determines author’s purpose; author’s implied purpose;
author’s purpose; attempts to compares and contrasts a compares and contrasts a compares and contrasts a firsthand
compare or contrast a firsthand and secondhand account firsthand and secondhand and secondhand account of the
firsthand and secondhand of the same event or topic. account of the same event or same event or topic; describes the
account of the same event or topic; describes the differences implicit differences in focus and the
topic. in focus and the information information provided.
provided.
RI.4.7 A student at this level A student at this level interprets A student at this level interprets A student at this level thoroughly
attempts to interpret some information presented information presented visually, interprets information presented
information presented visually, orally, or quantitatively orally, or quantitatively (e.g., in visually, orally, or quantitatively
visually, orally, or (e.g., in charts, graphs, diagrams, charts, graphs, diagrams, time (e.g., in charts, graphs, diagrams,
quantitatively (e.g., in charts, time lines) and simplistically lines, animations, or interactive time lines) and explains how the
graphs, diagrams, time lines) explains how the information elements on Web pages) and information contributes to an
and attempts to explain how contributes to an understanding explains how the information understanding of the text in which
the information contributes to of the text in which it appears. contributes to an understanding it appears.
an understanding of the text of the text in which it appears.
in which it appears.
RI.4.8 A student at this level A student at this level explains A student at this level explains A student at this level thoroughly
attempts to explain how an how an author uses basic how an author uses reasons and explains how an author uses
author uses basic reasoning reasoning and evidence to support evidence to support particular reasons and evidence to support
particular points in a text. points in a text. particular points in a text.
and evidence to support
particular points in a text.
RI.4.9 A student at this level A student at this level integrates A student at this level integrates A student at this level thoroughly
attempts to integrate basic basic information from two texts information from two texts on integrates information from two
information from two texts on on the same topic or related the same topic or related topics texts on the same topic or related
the same topic or related topics in order to write about the in order to write about the topics in order to write about the
topics in order to write about subject knowledgeably. subject knowledgeably. subject knowledgeably.
the subject.
complexity level. complexity level.
Writing
opinion pieces on topics or supporting a point of view with texts, supporting a point of view texts, clearly supporting a point of
texts, supporting a point of fact- or text-based reasons and with fact- or text-based reasons view with fact- or text-based
view with basic fact- or text- information (e.g., The character and information (e.g., The reasons and information (e.g., The
based reasons and ___ was brave because she ___.): character ___ was brave character ___ was brave because
information (e.g., The simply introduces a topic or text, because she ___.): introduces a she ___.): introduces a topic or text
character ___ was brave states an opinion, and creates a topic or text clearly, states an clearly, states a clear opinion, and
because she ___.): attempts simple organizational structure in opinion, and creates an creates an intricate organizational
to introduce a topic or text, which related ideas are grouped; organizational structure in structure in which related ideas are
attempts to state a simple provides simple reasons that are which related ideas are grouped grouped to support the writer’s
opinion, and creates a basic supported by facts and details; to support the writer’s purpose; purpose; provides solid reasons
organizational structure; sometimes links opinion and provides reasons that are that are supported by facts and
provides basic reasons; reasons using simple words and supported by facts and details; details; consistently links opinion
attempts to link opinion and phrases (e.g., for instance, in order links opinion and reasons using and reasons using words and
reasons using words and to, in addition); provides a basic words and phrases (e.g., for phrases (e.g., for instance, in order
phrases (e.g., for instance, in concluding statement or section instance, in order to, in to, in addition); provides a
order to, in addition); that restates the opinion addition); provides a concluding concluding statement or section
attempts to provide a basic presented. statement or section that that thoroughly reinforces or
concluding statement or restates the opinion presented.
section that restates the reinforces or restates the
opinion presented. opinion presented.
attempts to write basic informative/explanatory texts to informative/explanatory texts to complex informative/explanatory
informative/explanatory texts examine a topic and convey ideas examine a topic and convey texts to examine a topic and convey
to examine a topic and convey and information: introduces a ideas and information clearly: ideas and information clearly:
ideas and information: topic and sometimes groups introduces a topic clearly and introduces a topic clearly and
attempts to introduce a topic; related information in paragraphs groups related information in groups related information in
attempts to include and sections; includes simple paragraphs and sections; paragraphs and sections; includes
formatting (e.g., headings), formatting (e.g., headings), includes formatting (e.g., intricate formatting (e.g., headings),
labeled or captioned visuals/diagrams, and multimedia; headings), labeled or captioned labeled or captioned
visuals/diagrams, and sometimes develops the topic visuals/diagrams, and visuals/diagrams, and multimedia
multimedia; attempts to with facts, concrete details, multimedia when useful to when useful to aiding
develop the topic with facts, quotations, or other information aiding comprehension; develops comprehension; develops the topic
details; attempts to link ideas that supports the focus; the topic with facts, definitions, with relevant facts, definitions,
using words and phrases (e.g., sometimes links ideas within concrete details, quotations, or concrete details, quotations, or
another, for, example, also, categories of information using other information/explanations other information/explanations and
because); attempts to uses familiar words and phrases (e.g., and examples that support the examples that support the focus;
precise language and domain- another, for, example, also, focus; links ideas within links ideas within categories of
specific vocabulary about the because); uses simple, precise categories of information using information using words and
topic; provides a basic language and domain-specific words and phrases (e.g., phrases (e.g., another, for, example,
concluding statement vocabulary to inform about or another, for, example, also, also, because); uses precise
explain the topic; provides a because); uses precise language language and domain-specific
simple concluding statement or and domain-specific vocabulary vocabulary to thoroughly inform
section. to inform about or explain the about or explain the topic; provides
topic; provides a concluding a comprehensive and/or thorough
statement or section that concluding statement or section
paraphrases the focus of the that paraphrases the focus of the
text or explanation presented. text or explanation presented.
W.4.3 A student at this level A student at this level uses basic A student at this level uses A student at this level uses
attempts to use basic narrative writing to develop real narrative writing to develop real narrative writing to develop
narrative writing to develop or imagined characters, or imagined characters, complex real or imagined
real or imagined characters, experiences, or events using experiences, or events using characters, experiences, or events
experiences, or events using simple narrative techniques effective narrative techniques using effective narrative techniques
basic narrative techniques (dialogue, description, problem- (dialogue, description, (dialogue, description, elaboration,
(dialogue and description) and solution) and event sequences elaboration, problem-solution, problem-solution, figurative
basic event sequences (chronology): orients the reader figurative language) and clear language) and clear event
(chronology): attempts to by establishing a simple context or event sequences (chronology): sequences (chronology): thoroughly
orient the reader by situation and introducing a orients the reader by orients the reader by establishing a
introducing a narrator and/or narrator and/or characters; establishing a context or context or situation and introducing
characters; attempts to organizes a simple event situation and introducing a a narrator and/or characters;
organize an event sequence; sequence; uses simple narrative narrator and/or characters; clearly organizes an event sequence
uses basic narrative techniques, such as dialogue and organizes an event sequence that unfolds naturally; uses well-
techniques, such as dialogue description, and concrete details that unfolds naturally; uses developed narrative techniques,
and description, to describe to describe actions and thoughts narrative techniques, such as such as dialogue, description and
actions and to develop and to develop experiences and dialogue, description and elaboration, and concrete and
experiences and events; uses events showing the responses of elaboration, and concrete and sensory details to clearly describe
a variety of basic transitional characters to situations, problems, sensory details to describe actions, thoughts, and motivations
words and phrases to develop or conflicts; uses a variety of basic actions, thoughts, and and to develop experiences and
the sequence of events; uses transitional words and phrases to motivations and to develop events showing the responses of
concrete words and phrases develop the sequence of events; experiences and events showing characters to situations, problems,
to convey experiences and uses some concrete words and the responses of characters to or conflicts; uses a variety of
events; attempts to provide a phrases and sensory details to situations, problems, or precise transitional words and
conclusion. convey experiences and events; conflicts; uses a variety of phrases to develop the sequence of
provides a simple conclusion that transitional words and phrases events; uses unfamiliar concrete
follows from the narrated to develop the sequence of words and phrases and sensory
experiences or events. events; uses concrete words and details, and elaboration to convey
phrases and sensory details, and experiences and events precisely;
elaboration to convey provides a thorough conclusion that
experiences and events follows from the narrated
precisely; provides a conclusion experiences or events.
that follows from the narrated
experiences or events.
attempts to produce basic basic writing in which the clear and coherent writing in clear, well-developed, and coherent
writing in which the development and organization are which the development and writing in which the development
development and organization appropriate to task, purpose, and organization are appropriate to and organization are appropriate to
are appropriate to task, audience. task, purpose, and audience. task, purpose, and audience.
purpose, and audience.
attempts to develop writing and strengthens basic writing by and strengthens writing as strengthens writing to an advanced
by planning, revising, and planning, revising, and/or editing. needed by planning, revising, level by planning, revising, and
editing. and editing. editing.
W.4.6 A student at this level A student at this level uses A student at this level uses A student at this level uses
attempts to use technology, technology, including the Internet, technology, including the technology, including the Internet,
including the Internet, to to produce, edit, and publish some Internet, to produce, edit, and to produce, edit, and publish
produce, edit, and publish writing as well as to interact with publish writing as well as to complex writing as well as to
writing and to locate others and to locate information interact and collaborate with interact and collaborate with others
information about topics; about topics; demonstrates others and to locate information and to locate information about
attempts to demonstrate sufficient command of about topics; demonstrates topics; demonstrates command of
command of keyboarding keyboarding skills to type a sufficient command of keyboarding skills to type a
skills to type a page in a single minimum of one page in a single keyboarding skills to type a minimum of one page in a single
sitting. sitting. minimum of one page in a single sitting.
sitting.
attempts to conduct simple, simple, short research projects short research projects that well-developed, short research
short research projects that that build knowledge through build knowledge through projects that build knowledge
build knowledge through investigation of different aspects investigation of different through investigation of different
investigation of a topic. of a topic. aspects of a topic. aspects of a topic.
W.4.8 A student at this level A student at this level recalls basic A student at this level recalls A student at this level recalls
attempts to recall basic information from experiences or relevant information from relevant information from
information from experiences gathers simple information from experiences or gathers relevant experiences or gathers relevant
or gathers information from print and digital sources; takes information from print and information from print and digital
print and digital sources; takes simple notes and categorizes digital sources; takes notes and sources; takes in depth and precise
basic notes. information. categorizes information, and notes and clearly categorizes
provides a list of sources. information, and provides a list of
sources.
W.4.9 A student at this level A student at this level draws basic A student at this level draws A student at this level draws
attempts to draw basic evidence from literary or evidence from literary or relevant evidence from literary or
evidence from literary or informational texts to support informational texts to support informational texts to clearly
informational texts to support analysis and research. analysis, reflection, and support analysis, reflection, and
research. research. research.
Language
L.4.1 A student at this level A student at this level A student at this level A student at this level
attempts to demonstrate a demonstrates a basic command of demonstrates command of the demonstrates a comprehensive
basic command of the the conventions of standard conventions of standard English command of the conventions of
conventions of standard English grammar and usage when grammar and usage when standard English grammar and
English grammar and usage writing: uses familiar nouns, writing: uses nouns, pronouns, usage when writing: uses precise
when writing: attempts to use pronouns, verbs, adjectives, verbs, adjectives, adverbs, nouns, pronouns, verbs, adjectives,
nouns, pronouns, verbs, adverbs, relative pronouns (who, relative pronouns (who, whose, adverbs, relative pronouns (who,
adjectives, adverbs, relative whose, whom, which, that), and whom, which, that), and relative whose, whom, which, that), and
pronouns (who, whose, whom, relative adverbs (where, when, adverbs (where, when, why) relative adverbs (where, when,
which, that), and relative why) in order to apply the appropriate to function and why) appropriate to function and
adverbs (where, when, why); conventions of English; forms and purpose in order to apply the purpose in order to apply the
attempts to form and use the uses the progressive (e.g., I was conventions of English; forms conventions of English; forms and
progressive (e.g., I was walking; I am walking; I will be and uses the progressive (e.g., I uses the progressive (e.g., I was
walking; I am walking; I will be walking) verb tenses; uses familiar was walking; I am walking; I will walking; I am walking; I will be
walking) verb tenses; modal auxiliaries (e.g., can, may, be walking) verb tenses; uses walking) verb tenses; uses modal
attempts to use modal must) to convey various modal auxiliaries (e.g., can, may, auxiliaries (e.g., can, may, must) to
auxiliaries (e.g., can, may, conditions; orders adjectives must) to convey various clearly convey various conditions;
must); attempts to convey within sentences according to conditions; orders adjectives consistently orders adjectives
various conditions; orders conventional patterns (e.g., a within sentences according to within sentences according to
basic adjectives within small red bag rather than a red conventional patterns (e.g., a conventional patterns (e.g., a small
sentences according to small bag); forms and uses simple small red bag rather than a red red bag rather than a red small
conventional patterns (e.g., a prepositional phrases; produces small bag); forms and uses bag); forms and uses unfamiliar
small red bag rather than a simple complete sentences, prepositional phrases; produces prepositional phrases; consistently
red small bag); attempts to recognizes inappropriate complete sentences, recognizing produces complete sentences,
form and use prepositional fragments and run-ons; correctly and correcting inappropriate recognizing and correcting
phrases; attempts to produce uses familiar frequently confused fragments and run-ons; inappropriate fragments and run-
complete sentences; attempts words (e.g., to, too, two, there, correctly uses frequently ons; correctly uses frequently
to correctly use familiar, their). confused words (e.g., to, too, confused unfamiliar words.
frequently confused words two, there, their).
(e.g., to, too, two, there,
their).
attempts to demonstrate a demonstrates a basic command of demonstrates command of the demonstrates comprehensive
conventions of standard English capitalization, capitalization, punctuation, and standard English capitalization,
English capitalization, punctuation, and spelling when spelling when writing: uses punctuation, and spelling when
punctuation, and spelling writing: sometimes uses correct correct capitalization; uses writing: consistently uses correct
when writing: attempts to use capitalization; sometimes uses commas and quotation marks to capitalization; consistently uses
correct capitalization; commas and quotation marks to mark direct speech and commas and quotation marks to
attempts to use commas and mark direct speech and quotations quotations from a text; uses a mark direct speech and quotations
quotation marks to mark from a text; sometimes uses a comma before a coordinating from a text; consistently uses a
direct speech and quotations comma before a coordinating conjunction in a compound comma before a coordinating
from a text; attempts to use a conjunction in a compound sentence; spells grade- conjunction in a compound
comma before a coordinating sentence; spells familiar grade- appropriate words correctly, sentence; spells unfamiliar grade-
conjunction in a compound appropriate words correctly, consulting provided references appropriate words correctly,
sentence; attempts to spell consulting provided references. as needed. consulting provided references as
grade-appropriate words needed.
correctly.
L.4.3 A student at this level A student at this level uses A student at this level uses A student at this level consistently
when writing, reading, or reading, or listening: chooses reading, or listening: chooses or listening: chooses specific words
listening: attempts to choose words and/or phrases to convey words and phrases to convey and phrases to convey ideas
words and/or phrases to ideas; chooses familiar ideas precisely; chooses precisely; chooses appropriate
convey ideas; attempts to punctuation for effect; punctuation for effect; punctuation for effect;
choose punctuation for effect; differentiates between contexts differentiates between contexts differentiates between contexts
attempts to differentiate that call for formal English. that call for formal English (e.g., that call for formal English (e.g.,
between contexts that call for presenting ideas) and situations presenting ideas) and situations
formal English. where informal discourse is where informal discourse is
appropriate (e.g., small-group appropriate (e.g., small-group
discussion). discussion).
based on grade 4 reading and from a range of strategies: reading and content, choosing flexibly from a wide range of
content, choosing from a basic determines meaning of unfamiliar flexibly from a range of strategies: consistently determines
range of strategies: choosing words by using knowledge of strategies: determines meaning meaning of unfamiliar words by
from a small range of phonetics, word structure, and of unfamiliar words by using using knowledge of phonetics, word
strategies; attempts to language structure through knowledge of phonetics, word structure, and language structure
determine meaning of reading words in text (word order, structure, and language through reading words in text
unfamiliar words by using grammar, syntax); uses explicit structure through reading words (word order, grammar, syntax);
knowledge of phonetics and context (e.g., definitions, in text (word order, grammar, consistently uses context (e.g.,
word structure; attempts to examples, or restatements in text) syntax); uses context (e.g., definitions, examples, or
use explicit context (e.g., as a clue to the meaning of a word definitions, examples, or restatements in text) as a clue to
definitions, examples, or or phrase; uses some common restatements in text) as a clue to the meaning of a word or phrase;
restatements in text) as a clue grade-appropriate Greek and Latin the meaning of a word or uses less familiar or uncommon
to the meaning of a word or affixes and roots as clues to the phrase; uses common grade- grade-appropriate Greek and Latin
phrase; attempts to use meaning of a word (e.g., appropriate Greek and Latin affixes and roots as clues to the
common grade-appropriate telegraph, photograph, affixes and roots as clues to the meaning of a word (e.g., telegraph,
Greek and Latin affixes and autograph); consults reference meaning of a word (e.g., photograph, autograph);
roots as clues to the meaning materials (e.g., dictionaries, telegraph, photograph, consistently consults reference
of a word (e.g., telegraph, glossaries, thesauruses), both autograph); consults reference materials (e.g., dictionaries,
photograph, autograph); print and digital, to determine the materials (e.g., dictionaries, glossaries, thesauruses), both print
consults reference materials meaning of key words and glossaries, thesauruses), both and digital, to find the
to determine the meaning of phrases. print and digital, to find the pronunciation and determine or
words or phrases. pronunciation and determine or clarify the precise meaning of key
clarify the precise meaning of words and phrases.
key words and phrases.
attempts to demonstrate demonstrates understanding of demonstrates understanding of demonstrates understanding of
understanding of basic, basic, figurative language, word figurative language, word unfamiliar or complex figurative
figurative language, and basic relationships, and nuances in relationships, and nuances in language, word relationships, and
word relationships: attempts word meanings: explains the word meanings: explains the nuances in word meanings: explains
to explain the meaning of meaning of basic, familiar similes meaning of simple similes and the meaning of unfamiliar similes
basic similes and metaphors and metaphors (e.g., as pretty as a metaphors (e.g., as pretty as a and metaphors in context;
(e.g., as pretty as a picture); picture) in context; recognizes and picture) in context; recognizes recognizes and thoroughly explains
attempts to recognize and explains the meaning of familiar or and explains the meaning of the meaning of unfamiliar idioms,
explain the meaning of common idioms, adages, and common idioms, adages, and adages, and proverbs;
familiar or common idioms; proverbs; demonstrates proverbs; demonstrates demonstrates understanding of
demonstrates understanding understanding of familiar words understanding of words by unfamiliar words by relating them
of some familiar words by by relating them to their opposites relating them to their opposites to their opposites (antonyms) and
relating them to their (antonyms) and to words with (antonyms) and to words with to words with similar but not
opposites (antonyms) and to similar but not identical meanings similar but not identical identical meanings (synonyms).
words with similar but not (synonyms). meanings (synonyms).
identical meanings
(synonyms).
L.4.6 A student at this level acquires A student at this level acquires A student at this level acquires A student at this level acquires and
and attempts to accurately and accurately uses some general and accurately uses grade- accurately uses unfamiliar grade-
use some general academic academic and domain-specific appropriate general academic appropriate general academic and
and domain-specific words words and phrases, including and domain-specific words and domain-specific words and phrases,
and phrases, including those those that signal actions, phrases, including those that including those that signal precise,
that signal actions, emotions, emotions, or states of being (e.g., signal precise actions, emotions, unfamiliar actions, emotions, or
or states of being (e.g., quizzed, whined, stammered) and or states of being (e.g., quizzed, states of being (e.g., quizzed,
quizzed, whined, stammered) that are basic to a particular topic whined, stammered) and that whined, stammered) and that are
and that are basic to a (e.g., wildlife, conservation, and are basic to a particular topic basic to a particular topic (e.g.,
particular topic (e.g., wildlife, (e.g., wildlife, conservation, and wildlife, conservation, and
conservation, and endangered
when discussing animal endangered when discussing endangered when discussing endangered when discussing animal
preservation). animal preservation). animal preservation). preservation).
Grade 5
Reading
RL.5.1 A student at this level A student at this level locates A student at this level locates A student at this level locates
attempts to locate explicit explicit information in the text to explicit information in the text explicit information in the text to
information in the text to support basic inferences drawn to support inferences drawn support complex inferences drawn
support basic inferences from the text; quotes from a text from the text; quotes accurately from the text; quotes accurately
drawn from the text; quotes when explaining what the text from a text when explaining from a text when explaining what
from a text when explaining says explicitly and when drawing what the text says explicitly and the text says explicitly and when
what the text says explicitly simplistic inferences from the text. when drawing inferences from drawing complex inferences from
and when drawing simplistic the text. the text.
inferences from the text.
attempts to determine an an explicit theme or an author’s determines a theme or an an implied theme or an author’s
explicit theme or an author’s message or a purpose of a story, author’s message or a purpose message or a purpose of a story,
message or a purpose of a drama, or poem using some of a story, drama, or poem using drama, or poem using details and
story, drama, or poem; details and evidence from the text details and evidence from the evidence from the text as support,
attempts to summarize main as support; simplistically text as support, including how including how characters in a story
ideas or events. summarizes main ideas or events, characters in a story or drama or drama respond to challenges or
with some in correct order. respond to challenges or how how the speaker in a poem reflects
the speaker in a poem reflects upon a topic; summarizes main
upon a topic; summarizes main ideas or events in depth, in correct
ideas or events, in correct sequence.
sequence.
attempts to compare and and contrasts two or more and contrasts two or more and contrasts, at an in-depth level,
contrast two or more characters, settings, or events in characters, settings, or events in two or more characters, settings, or
characters, settings, or events stories or dramas, drawing on a story or drama, drawing on events in stories or dramas,
in stories or dramas, drawing explicit details in the text. specific details in the text (e.g., drawing on specific and subtle
on explicit details in the text. how characters interact, how details in the text (e.g., how
conflicts are resolved). characters interact, how conflicts
are resolved).
RL.5.4 A student at this level A student at this level determines A student at this level A student at this level consistently
attempts to determine the the meanings of basic words and determines the meanings of determines the meanings of words
meanings of basic words and phrases as they are used in a text, words and phrases as they are and phrases as they are used in a
phrases as they are used in a including most figurative language used in a text, including use of text, including complex figurative
text, including some use of and literary devices (e.g., imagery, figurative language and literary language and literary devices (e.g.,
figurative language and metaphors, analogies, hyperbole). devices (e.g., imagery, imagery, metaphors, analogies,
literary devices. (e.g., imagery, metaphors, analogies, hyperbole).
metaphors, analogies, hyperbole).
hyperbole).
RL.5.5 A student at this level A student at this level explains A student at this level explains A student at this level explains in
attempts to explain how a how a series of chapters, scenes, how a series of chapters, scenes, depth how a series of chapters,
series of chapters, scenes, or or stanzas fits into the structure of or stanzas fits together to scenes, or stanzas fits together to
stanzas fits into the structure a particular story, drama, or provide the overall structure of provide the overall structure of a
of a particular story, drama, or poem. a particular story, drama, or particular story, drama, or poem.
poem. poem.
RL.5.6 A student at this level A student at this level describes A student at this level describes A student at this level describes
attempts to basically describe basically how a narrator’s or how a narrator’s or speaker’s how a narrator’s or speaker’s point
how a narrator’s or speaker’s speaker’s point of view (e.g., first point of view (e.g., first person, of view (e.g., first person, third
point of view (e.g., first person, third person) influences third person) influences how person) influences how complete
person, third person) how events are described or how events are described or how events are described or how
influences events or characters are developed. characters are developed and complex characters are developed
characters. portrayed. and portrayed.
RL.5.7 A student at this level A student at this level analyze A student at this level analyzes A student at this level consistently
attempts to analyze basically basically how visual and how visual and multimedia analyzes how visual and multimedia
how visual and multimedia multimedia elements contribute elements contribute to the elements contribute to the
elements contribute to the to the meaning of a text. meaning, tone, or personal meaning, tone, or personal appeal
meaning of a text. appeal of a text (e.g., graphic of a text (e.g., graphic novel,
novel, multimedia presentation multimedia presentation of fiction,
of fiction, folktale, myth, poem). folktale, myth, poem).
attempts to compare and and contrasts stories in the same and contrasts stories in the and contrasts stories in the same
contrast stories in the same genre (e.g., mysteries, adventure same genre (e.g., mysteries, genre (e.g., mysteries, adventure
genre (e.g., mysteries, stories) on their approaches to adventure stories) on their stories) on their approaches to
adventure stories) on their basic themes and plot approaches to similar themes similar complex themes and plot
development. and plot development. development.
approaches to basic themes

and plot development.
RI.5.1 A student at this level A student at this level locates A student at this level locates A student at this level locates
attempts to locate explicit explicit information in a text to explicit information in a text to explicit information in the text to
information in a text to support basic inferences drawn explain what the text says support complex inferences drawn
support basic inferences from the text. explicitly and to support from the text.
drawn from the text. inferences drawn from the text.
attempts to determine the the explicit main idea and determines the main idea and the main idea and subtopics of a
explicit main idea and subtopics of a text and explains subtopics of a text and explains text and thoroughly explains how
subtopics of a text and explain how they are supported by how they are supported by key they are supported by key details;
how they are supported by details; paraphrases or details; paraphrases or paraphrases or summarizes key
details; attempts to summarizes basic ideas, events, or summarizes key ideas, events, ideas, events, or procedures
paraphrase or summarize procedures, including some or procedures, including correct extensively, including correct
basic ideas, events, or correct sequence when sequence when appropriate. sequence when appropriate.
procedures, including some appropriate.
correct sequence when
appropriate.
RI.5.3 A student at this level A student at this level explains the A student at this level explains A student at this level explains the
attempts to explain the basic basic relationships (e.g., cause- the relationships (e.g., cause- complex relationships (e.g., cause-
relationships (e.g., cause- effect) or interactions between effect) or interactions among effect) or interactions among two
effect) or interactions two individuals, events, ideas, or two or more individuals, events, or more individuals, events, ideas,
between two individuals, concepts in a historical, scientific, ideas, or concepts in a historical, or concepts in a historical,
events, ideas, or concepts in a or technical text. scientific, or technical text based scientific, or technical text using
text. on specific information in the evidence from the text to support
text. the analysis.
attempts to determine the the explicit meaning of basic determines the meaning of determines the meaning of
explicit meaning of basic academic and domain-specific general academic and domain- academic and domain-specific
academic and domain-specific words and phrases in a text specific words and phrases in a words and phrases in a text
words and phrases in a text relevant to a grade 5 topic or text relevant to a grade 5 topic relevant to a grade 5 topic or
relevant to a grade 5 topic or subject area. or subject area. subject area.
subject area.
RI.5.5 A student at this level A student at this level compares A student at this level compares A student at this level compares
attempts to compare or and/or contrasts the general and contrasts the overall and contrasts thoroughly the
contrast the structure of structure of events, ideas, structure (e.g., sequence, overall structure (e.g., sequence,
events, ideas, concepts, or concepts, or information in two or comparison, cause/effect, comparison, cause/effect,
information in two or more more texts. problem/solution) of events, problem/solution) of events, ideas,
texts. ideas, concepts, or information concepts, or information in two or
in two or more texts. more texts.
attempts to determine author’s purpose; basically determines author’s purpose; author’s implied purpose;
author’s purpose; attempts to analyzes how multiple accounts of analyzes multiple accounts of comprehensively analyzes multiple
basically analyze the point of the same event or topic have the same event or topic, noting accounts of the same event or
view in multiple accounts of similar points of view. important similarities and topic, noting important similarities
the same event or topic. differences in the points of view and differences in the points of
they represent (e.g., social view they represent (e.g., social
studies topics, media messages studies topics, media messages
about current events). about current events).
RI.5.7 A student at this level A student at this level draws on A student at this level draws on A student at this level draws on
attempts to draw on explicit explicit information from multiple information from multiple print information from multiple print or
information from multiple print or digital sources, or digital sources, digital sources, making inferences
print or digital sources in demonstrating the simplistic demonstrating the ability to and demonstrating the ability to
order to locate an answer to a ability to locate an answer to a locate an answer to a question locate an answer to a question
question. question or to solve a problem. quickly or to solve a problem quickly or to solve a problem
efficiently. efficiently.
RI.5.8 A student at this level A student at this level explains A student at this level explains A student at this level explains
attempts to explain how an how an author uses some reasons how an author uses reasons and thoroughly how an author uses
author uses some reasons and and evidence to support particular evidence to support particular reasons and evidence to support
evidence to support particular points in a text, identifying which points in a text, identifying particular points in a text,
points in a text, identifying of those reasons and evidence which reasons and evidence identifying which reasons and
which of those reasons and support which point(s). support which point(s). evidence support which point(s).
evidence support which
point(s).
RI.5.9 A student at this level A student at this level integrates A student at this level integrates A student at this level integrates
attempts to integrate basic, explicit information from two information from several texts implicit information from several
explicit information from two texts on the same topic to write on the same topic to write texts on the same topic to write
texts on the same topic to about the subject knowledgeably. knowledgeably about the subject.
write about the subject about the subject

knowledgeably. knowledgeably.
complexity level. complexity level.
Writing
opinion pieces on topics or supporting a point of view with texts, supporting a point of view texts, thoroughly supporting a point
texts, vaguely supporting a fact- or text-based reasons and with fact- or text-based reasons of view with fact- or text-based
point of view with fact- or information: introduces a topic or and information: introduces a reasons and information:
text-based reasons and text, states a simple opinion, and topic or text clearly, states an effectively introduces a topic or
information; attempts to creates a basic organizational opinion, and creates an text, skillfully states an opinion, and
introduce a topic or text, structure in which ideas are organizational structure in creates an organizational structure
states an opinion, and logically grouped to support the which ideas are logically in which all ideas are logically
attempts to create an writer’s purpose; provides reasons grouped to support the writer’s grouped to support the writer’s
organizational structure in that are supported by facts and purpose; provides logically purpose; provides logically ordered
which ideas are grouped to details; sometimes links opinion ordered reasons that are relevant reasons that are supported
support the writer’s purpose; and reasons using simple words, supported by facts and details; by facts and details; accurately links
attempts to provide basic phrases, and clauses; provides a links opinion and reasons using opinion and reasons using words,
reasons that are supported by simple concluding statement or words, phrases, and clauses phrases, and clauses (e.g.,
facts and details; attempts to section that reinforces or restates (e.g., consequently, specifically, consequently, specifically, most of
link opinion and reasons using the opinion presented. most of all); provides a all); provides an effective
words, phrases, and clauses; concluding statement or section concluding statement or section
attempts to provide a basic that reinforces or restates the that reinforces or restates the
concluding statement that opinion presented. opinion presented.
restates the opinion
presented.
attempts to write basic informative/explanatory texts to informative/explanatory texts to complex informative/explanatory
informative/explanatory texts examine a topic and convey ideas examine a topic and convey texts to thoroughly examine a topic
about a topic: attempts to and information: simplistically ideas and information clearly: and convey ideas and information
introduce a topic, attempts to introduces a topic, provides a introduces a topic clearly, clearly: introduces a topic clearly
provide a general observation simplistic observation and focus, provides a general observation and concisely, provides a relevant,
and focus, and group related and sometimes groups related and focus, and groups related general observation and focus, and
information; attempts to information; includes simple information logically; includes groups related information
include formatting (e.g., formatting (e.g., headings), formatting (e.g., headings), logically; includes relevant
headings), visuals/graphics, labeled or captioned labeled or captioned formatting (e.g., headings), labeled
and/or multimedia; attempts visuals/graphics, and multimedia visuals/graphics, and or captioned visuals/graphics, and
to develop the topic with when useful to aiding multimedia when useful to multimedia when useful to aiding
basic facts, definitions, details, comprehension; develops the aiding comprehension; develops comprehension; develops the topic
quotations, or other topic with simple facts, the topic with facts, definitions, with relevant facts, definitions,
information and examples definitions, concrete details, concrete details, quotations, or concrete details, quotations, or
that support the topic; quotations, or other information other information and examples other information and examples
attempts to link ideas within and examples that support the that support the topic; links that support the topic; links ideas
and across categories using topic; sometimes links ideas ideas within and across within and across categories of
words, phrases, and clauses within and across categories of categories of information using information using unfamiliar words,
(e.g., in contrast, especially); information using words, phrases, words, phrases, and clauses phrases, and clauses (e.g., in
attempts to use language and and clauses (e.g., in contrast, (e.g., in contrast, especially); contrast, especially); consistently
domain-specific vocabulary to especially); uses some precise uses precise language and uses precise language and domain-
inform about or explain the language and domain-specific domain-specific vocabulary to specific vocabulary to inform about
topic; attempts to provide a vocabulary to inform about or inform about or explain the or explain the topic; provides a
concluding statement. explain the topic; provides a topic; provides a concluding solid concluding statement or
simple concluding statement or statement or section that section that paraphrases the focus
section that paraphrases the focus paraphrases the focus of the of the text or explanation
of the text or explanation text or explanation presented. presented.
presented.
W.5.3 A student at this level A student at this level uses basic A student at this level uses A student at this level uses
attempts to use basic narrative writing to develop real narrative writing to develop real narrative writing to develop
narrative writing to develop or imagined characters, or imagined characters, complex real or imagined
real or imagined characters, experiences, or events using some experiences, or events using characters, experiences, or events
experiences, or events using narrative techniques (dialogue, effective narrative techniques consistently using effective
basic narrative techniques description, elaboration, problem- (dialogue, description, narrative techniques (dialogue,
(dialogue, description, solution, figurative language) and elaboration, problem-solution, description, elaboration, problem-
problem-solution) and basic event sequences (chronology): figurative language) and clear solution, figurative language) and
event sequences (chronology): orients the reader by simplistically event sequences (chronology): clear event sequences (chronology):
attempts to orient the reader establishing a context or situation orients the reader by clearly orients the reader by
by establishing a context or and simplistically introducing a establishing a context or establishing a context or situation
situation and introducing a narrator and/or characters; situation and introducing a and introducing a narrator and/or
narrator and/or characters; simplistically organizes an event narrator and/or characters; characters; clearly organizes an
attempts to organize an event sequence; uses simplistic narrative organizes an event sequence event sequence that unfolds
sequence; attempts to use techniques, such as dialogue, that unfolds naturally; uses naturally; uses well-developed
narrative techniques, such as description details, and literary narrative techniques, such as narrative techniques, such as
dialogue and description to devices to basically describe dialogue, description and dialogue, description and
describe actions and to actions, thoughts, and motivations elaboration, concrete and elaboration, concrete and sensory
develop experiences and and to develop experiences and sensory details, literary devices, details, literary devices, and pacing
events, problems, or conflicts; events showing the responses of and pacing to describe actions, to clearly describe actions,
attempts to use a variety of characters to situations, problems, thoughts, and motivations and thoughts, and motivations and to
basic transitional words and or conflicts; uses a variety of basic to develop experiences and clearly develop experiences and
phrases to develop the transitional words and phrases to events showing the responses of events showing the responses of
sequence of events; attempts develop the pacing and sequence characters to situations, characters to situations, problems,
to use words and phrases to of events; uses simple words and problems, or conflicts; uses a or conflicts; uses a variety of
convey experiences and phrases, sensory details, and variety of transitional words, precise transitional words, phrases,
events; attempts to provide a elaboration to convey experiences phrases, and devices (e.g., and devices (e.g., foreshadowing)
conclusion that follows from and events; provides a simple foreshadowing) to develop the to develop the pacing and
the narrated experiences or conclusion that follows from the pacing and sequence of events; sequence of events; consistently
events. narrated experiences or events. uses concrete words and uses concrete words and phrases,
phrases, sensory details, and sensory details, and elaboration to
elaboration to convey convey experiences and events
experiences and events precisely; provides a solid
precisely; provides a conclusion conclusion that follows from the
that follows from the narrated narrated experiences or events.
experiences or events.
attempts to produce basic basic writing in which clear and coherent writing in clear, well-developed, and coherent
writing in which development development and organization are which development and writing in which development and
and organization are appropriate to task, purpose, and organization are appropriate to organization are complete and
appropriate to task, purpose, audience. task, purpose, and audience. appropriate to task, purpose, and
and audience. audience.
attempts to develop writing as and strengthens basic writing as and strengthens writing as strengthens writing to an advanced
needed by planning, revising, needed by planning, revising, needed by planning, revising, level by planning, revising, editing,
and editing. editing, and rewriting. editing, rewriting, or trying a rewriting, and trying a new
new approach. approach.
W.5.6 A student at this level A student at this level uses A student at this level uses A student at this level uses
attempts to use technology to technology, including the Internet, technology, including the technology, including the Internet,
produce and publish writing; to produce and publish writing as Internet, to produce, edit, and to produce and publish various
attempts to demonstrate well as to interact with others; publish writing as well as to types of writing as well as to
sufficient command of demonstrates sufficient command interact and collaborate with interact and collaborate with
keyboarding skills. of keyboarding skills to type a others; demonstrates sufficient others; demonstrates command of
minimum of two pages in a single command of keyboarding skills keyboarding skills to type a
sitting. to type a minimum of two pages minimum of two pages in a single
in a single sitting. sitting.
attempts to conduct simple, simple, short research projects short research projects that use well-developed, short research
short research projects that that use several sources to several sources to build projects that use several sources to
use several sources to investigate a topic. knowledge through build knowledge through
investigate a topic. investigation of different investigation of different aspects of
aspects of a topic a topic.
W.5.8 A student at this level A student at this level recalls some A student at this level recalls A student at this level recalls
attempts to recall relevant relevant information and/or relevant information from relevant information from
information and/or gather gathers some relevant information experiences or gathers relevant experiences or gathers relevant
information from sources; from sources; summarizes or information from print and information from print and digital
attempts to summarize or paraphrases basic information in digital sources; summarizes or sources; consistently summarizes or
paraphrase basic information notes and finished work; provides paraphrases information in paraphrases information in notes
in notes and finished work; a basic list of sources. notes and finished work; and finished work; provides a
attempts to provide a basic list provides a list of sources. complete list of sources.
of sources.
W.5.9 A student at this level A student at this level draws basic A student at this level draws A student at this level draws
attempts to draw evidence evidence from literary or evidence from literary or relevant evidence from literary or
from literary or informational informational texts to support informational texts to support informational texts to support
texts to support basic analysis; basic analysis, reflection, and analysis, reflection, and comprehensive analysis, reflection,
attempts to apply grade 5 research; applies grade 5 Reading research; applies grade 5 and research; thoroughly applies
Reading standards to standards to literature (e.g., Reading standards to literature grade 5 Reading standards to
literature (e.g., “Compare and “Compare and contrast two or (e.g., “Compare and contrast literature (e.g., “Compare and
contrast two or more more characters, settings, or two or more characters, contrast two or more characters,
characters, settings, or events events in a story or drama, settings, or events in a story or settings, or events in a story or
in a story or drama, drawing drawing on specific details in the drama, drawing on specific drama, drawing on specific details
on specific details in the text text [e.g., how characters interact, details in the text [e.g., how in the text [e.g., how characters
[e.g., how characters interact, how conflicts are resolved].”); characters interact, how interact, how conflicts are
how conflicts are resolved].”); applies grade 5 Reading standards conflicts are resolved].”); applies resolved].”); thoroughly applies
attempts to apply grade 5 to informational texts (e.g., grade 5 Reading standards to grade 5 Reading standards to
Reading standards to “Explain how an author uses informational texts (e.g., informational texts (e.g., “Explain
informational texts (e.g., reasons and evidence to support “Explain how an author uses how an author uses reasons and
“Explain how an author uses particular points in a text, reasons and evidence to support evidence to support particular
reasons and evidence to identifying which reasons and particular points in a text, points in a text, identifying which
support particular points in a evidence support which identifying which reasons and reasons and evidence support
text, identifying which reasons point[s].”). evidence support which which point[s].”).
and evidence support which point[s].”).
point[s].”).
Language
attempts to demonstrate demonstrates basic command of demonstrates command of the demonstrates comprehensive
conventions of standard English grammar and usage when grammar and usage when standard English grammar and
English grammar and usage writing: uses basic nouns, writing: uses nouns, pronouns, usage when writing: consistently
when writing: attempts to use pronouns, adverbs, relative adverbs, relative pronouns, uses nouns, pronouns, adverbs,
nouns, pronouns, adverbs, pronouns, relative adverbs, relative adverbs, conjunctions, relative pronouns, relative adverbs,
conjunctions, prepositions, conjunctions, prepositions, and prepositions, and interjections conjunctions, prepositions, and
and interjections in order to interjections appropriate to appropriate to function and interjections appropriate to
apply the conventions of function and purpose in order to purpose in order to apply the function and purpose in order to
English; attempts to form and apply the conventions of English; conventions of English; forms apply the conventions of English;
use the perfect (e.g., I had forms and uses the perfect (e.g., I and uses the perfect (e.g., I had forms and uses the perfect (e.g., I
walked, I have walked, I will had walked, I have walked, I will walked, I have walked, I will had walked, I have walked, I will
have walked) verb tenses; have walked) verb tenses; uses have walked) verb tenses; uses have walked) verb tenses;
attempts to use verb tenses; some verb tenses to convey verb tenses to convey various consistently uses verb tenses to
recognizes shifts in verb various times, sequences, states, times, sequences, states, and convey various times, sequences,
tenses; attempts to use and conditions; recognizes and conditions; recognizes and states, and conditions; clearly
corrects shifts in verb tenses; uses corrects inappropriate shifts in recognizes and corrects
verb tenses; uses correlative inappropriate shifts in verb tenses;
correlative conjunctions (e.g., correlative conjunctions (e.g., conjunctions (e.g., either/or, uses correlative conjunctions (e.g.,
either/or, neither/nor). either/or, neither/nor). neither/nor). either/or, neither/nor).
attempts to demonstrate demonstrates basic command of demonstrates command of the demonstrates comprehensive
conventions of standard English capitalization, capitalization, punctuation, and standard English capitalization,
English capitalization, punctuation, and spelling when spelling when writing: uses punctuation, and spelling when
punctuation, and spelling writing: uses punctuation to punctuation to separate items in writing: uses punctuation to
when writing: attempts to use separate items in a series; uses a a series; uses a comma to separate items in a series;
punctuation to separate items comma to separate an separate an introductory consistently uses a comma to
in a series; attempts to use a introductory element from the element from the rest of the separate an introductory element
comma to separate an rest of the sentence; uses commas sentence; uses commas to set from the rest of the sentence;
introductory element from the to set off the words yes and no off the words yes and no (e.g., consistently uses commas to set off
rest of the sentence; attempts (e.g., Yes, thank you), to set off a Yes, thank you), to set off a tag the words yes and no (e.g., Yes,
to use commas to set off the tag question from the rest of the question from the rest of the thank you), to set off a tag question
words yes and no (e.g., Yes, sentence (e.g., It’s true, isn’t it?), sentence (e.g., It’s true, isn’t it?), from the rest of the sentence (e.g.,
thank you), to set off a tag and to indicate direct address and to indicate direct address It’s true, isn’t it?), and to indicate
question from the rest of the (e.g., Is that you, Steve?); uses (e.g., Is that you, Steve?); uses direct address (e.g., Is that you,
sentence (e.g., It’s true, isn’t underlining, quotation marks, or underlining, quotation marks, or Steve?); consistently uses
it?), and to indicate direct italics to indicate titles of works; italics to indicate titles of works; underlining, quotation marks, or
address (e.g., Is that you, spells grade-appropriate words spells grade-appropriate words italics to indicate titles of works;
Steve?); attempts to use correctly, consulting references as correctly, consulting references spells grade-appropriate words
underlining, quotation marks, needed. as needed. correctly, easily consulting
or italics to indicate titles of references as needed.
works; attempts to spell
grade-appropriate words
correctly, consulting
references as needed.
L.5.3 A student at this level A student at this level uses A student at this level uses A student at this level consistently
when writing, reading, or reading, or listening: expands, reading, or listening: expands, or listening: appropriately expands,
listening: attempts to expand, combines, and reduces sentences combines, and reduces combines, and reduces sentences
combine, and/or reduce for meaning, reader/listener sentences for meaning, for meaning, reader/listener
sentences for meaning. interest, and/or style; compares reader/listener interest, and interest, and style; thoroughly
and/or contrasts the varieties of style; compares and contrasts compares and contrasts the
English (e.g., dialects, registers) the varieties of English (e.g., varieties of English (e.g., dialects,
used in stories, dramas, or poems. dialects, registers) used in registers) used in stories, dramas,
stories, dramas, or poems. or poems.
based on grade 5 reading and from a range of strategies: reading and content, choosing flexibly from a wide range of
content, choosing from a basic determines meaning of simple flexibly from a range of strategies: consistently uses
range of strategies: attempts unfamiliar words by using strategies: determines meaning knowledge of word structures (root
to determine the meaning of knowledge of word structure (root of unfamiliar words by using words, prefix, suffixes,
unfamiliar words by using words, prefixes, suffixes, knowledge of word structure abbreviations) and language
basic knowledge of word abbreviations) and language (root words, prefixes, suffixes, structure through reading words in
structure (root words, structure through reading words abbreviations) and language text (word order, grammar, syntax);
prefixes, suffixes, in a text (word order, grammar, structure through reading words consistently uses sentence and
abbreviations) and language syntax), uses explicit context (e.g., in a text (word order, grammar, paragraph level context (e.g.,
structure through reading cause/effect relationships and syntax), uses context (e.g., cause/effect relationships and
words in a text (word order, comparisons in text) as a clue to cause/effect relationships and comparisons in text) as a clue to the
grammar, syntax), attempts to the meaning of a word or phrase; comparisons in text) as a clue to meaning of a word or phrase; uses
use explicit context (e.g., uses common, grade-appropriate the meaning of a word or less familiar or uncommon Greek
cause/effect relationships and Greek and Latin affixes and roots phrase; uses common, grade- and Latin affixes and roots as clues
comparisons in text) as a clue as clues to the meaning of a word appropriate Greek and Latin to the meaning of words; consults
to the meaning of a word or (e.g., photograph, affixes and roots as clues to the provided reference materials (e.g.,
phrase; attempts to use photosynthesis); consults meaning of a word (e.g., dictionaries, glossaries,
common, grade-appropriate reference materials (e.g., photograph, photosynthesis); thesauruses), both print and digital,
Greek and Latin affixes and dictionaries, glossaries, consults reference materials to find the pronunciation and
roots as clues to the meaning thesauruses), both print and (e.g., dictionaries, glossaries, determine or clarify the precise,
of a word (e.g., photograph, digital, to find the pronunciation thesauruses), both print and nuanced meaning of key words and
photosynthesis); attempts to and determine or clarify the digital, to find the pronunciation phrases.
consult reference materials meaning of key words and and determine or clarify the
(e.g., dictionaries, glossaries, phrases. precise meaning of key words
thesauruses), both print and and phrases.
digital, to find the
pronunciation and determine
the meaning of words and
phrases.
attempts to demonstrate a demonstrates a basic demonstrates understanding of demonstrates understanding of
basic understanding of understanding of figurative figurative language, word figurative language, word
familiar figurative language, language, word relationships, and relationships, and nuances in relationships, and nuances in word
word relationships, and nuances in word meanings: word meanings: interprets meanings: consistently interprets
nuances in word meanings: interprets basic, familiar figurative figurative language, including figurative language, including
attempts to interpret basic, language, including similes and similes and metaphors, in similes and metaphors, in context;
familiar figurative language, metaphors, in context; recognizes context; recognizes and explains recognizes and thoroughly explains
including similes and common idioms, adages, and the meaning of common idioms, the meaning of unfamiliar idioms,
metaphors, in context; proverbs; and uses the adages, and proverbs; uses the adages, and proverbs; uses the
attempts to recognize and relationship between particular relationship between particular relationship between particular
explain the meaning of words (e.g., synonyms, antonyms, words (e.g., synonyms, words (e.g., synonyms, antonyms,
common idioms, adages, and homographs) to better antonyms, homographs) to homographs) to better understand
proverbs; attempts to use the understand each of the words. better understand each of the each of the words.
basic relationship between words.
particular words (e.g.,
synonyms, antonyms,
homographs) to better
understand each of the words.
L.5.6 A student at this level acquires A student at this level acquires A student at this level acquires A student at this level acquires and
and attempts to use some and accurately uses some grade- and accurately uses grade- accurately uses unfamiliar grade-
grade-appropriate general appropriate general academic and appropriate general academic appropriate general academic and
academic and domain-specific domain-specific words and and domain-specific words and domain-specific words and phrases,
words and phrases, including phrases, including those that phrases, including those that including those that signal contrast,
those that signal contrast, signal contrast, addition, and signal contrast, addition, and addition, and other logical
addition, and other logical other logical relationships (e.g., other logical relationships (e.g., relationships (e.g., however,
relationships (e.g., however, however, although, nevertheless, however, although, although, nevertheless, similarly,
although, nevertheless, similarly, moreover, in addition). nevertheless, similarly, moreover, in addition).
similarly, moreover, in moreover, in addition).
addition).

Achievement Level Descriptors (Alds) English Language Arts Grades 3-5

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Achievement Level Descriptors (Alds) English Language Arts Grades 3-5

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Achievement Level Descriptors (ALDs)

English Language Arts

approaches to basic themes

write about the subject about the subject

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