California Alternate Assessments Performance Level .

California Alternate Assessments Performance Level DescriptorsGRADE FOUR—ENGLISH LANGUAGE ARTSCategoryWritingCore ContentConnectors4.WI.p1 Includeformatting (e.g.,headings, bulletedinformation),illustrations, andmultimedia whenuseful to promoteunderstanding.4.WI.q1 Provide aconcluding statementor section to supportthe informationpresented.4.WL.o1 Produce aclear coherentpermanent productthat is appropriate tothe specific task,purpose (e.g., toentertain), oraudience.Essential UnderstandingsLevel 1—LimitedUnderstandingLevel 2—FoundationalUnderstandingLevel 3—UnderstandingIdentify the purpose of usingdifferent formats, illustrations,or multimedia (e.g., bullets areused for listing items).Identify the purpose oftext features (e.g.,bullets used for listingitems, etc.).Choose an appropriatetext feature for giveninformation (e.g. bullets,chart, timeline).Include appropriate textfeatures to organizeinformation (e.g.,choose either a bullet, achart, or a timeline toorganize dates from aperson's life).Identify a concluding sentencethat signals a close of aparagraph (e.g., Inconclusion , As a result.,Finally ).Identify words and/orphrases that signalconclusions in writing.Choose a sentence thatprovides the bestconclusion.Provide a concludingstatement or section tosupport the informationpresented.Identify descriptivesentences or select aconcluding statement.Select text appropriateto the purpose, identifydescriptive sentences,or select a concludingstatement.Produce a clear,coherent, andpermanent product thatis appropriate to thespecific task, purpose,or audience.Given a specific purpose,produce a permanent product(e.g., select text appropriate tothe purpose, identifydescriptive sentences, andselect a concludingstatement).Page 8 of 21

California Alternate Assessments Performance Level DescriptorsGRADE FIVE—ENGLISH LANGUAGE ARTSCategoryReading:LiteraryCore ContentConnectors5.RL.b1 Refer todetails andexamples in a textwhen explainingwhat the text saysexplicitly.5.RL.c2Summarize a textfrom beginning toend in a fewsentences.5.RL.d1 Comparecharacters,settings, andevents within astory; provide oridentify specificdetails in the text tosupport thecomparison.EssentialUnderstandingsRecall details in a text.Level 1—LimitedUnderstandingRecall details in a literarytext.Level 2— FoundationalUnderstandingLevel 3—UnderstandingLow Text ComplexityModerate Text ComplexityIdentify details from aliterary text to explain textreferences.Low Text ComplexityIdentify what happens inthe beginning of a story.Identify an event from thebeginning of a literary text.Order given events from aliterary passage (e.g.,beginning, middle, end).Low Text ComplexityIdentify characters,setting, and events in astory.Identify characters, setting,and events in a literary text.Page 9 of 21Identify details from aninformational text thatsupport the given topic ormain idea.Identify examples in aliterary text to supportdetails.Moderate Text ComplexityDetermine an appropriatesummary for a literary textfrom beginning to end.Moderate Text ComplexityCompare character,settings, and events in aliterary text; identify detailsin the text that support thecomparison.

California Alternate Assessments Performance Level DescriptorsGRADE FIVE—ENGLISH LANGUAGE ARTSCategoryCore ContentConnectors5.RI.c4 Determinethe main idea andidentify key detailsto support the RI.d5 Compareand contrast theoverall structure(e.g., n) ofevents, ideas,concepts, orinformation in twoor more texts.5.RI.e2 Explainhow an author usesreasons andevidence to supportparticular points ina text.5.RWL.a2 Usecontext todetermine themeaning ofunknown ormultiple meaningwords or phrases.EssentialUnderstandingsIdentify the topic of text.1: Identify a similaritybetween two pieces ofinformation from a text.2: Identify a differencebetween two pieces ofinformation from a text.Identify main/keyideas/points in a text.Identify multiple meaningwords (e.g., EDL grade 3or 4).Level 1—LimitedUnderstandingIdentify the topic of aninformational text.Identify similarities anddifferences between twopieces of information.Identify main idea or keypoints.Identify multiple meaningwords.Page 10 of 21Level 2— FoundationalUnderstandingLow Text ComplexityIdentify details from aninformational text thatsupport the given topic ormain idea.Moderate TextComplexityModerate Text ComplexityDetermine the main ideaand identify details thatsupport the main idea in aninformational text.Compare and contrast howevents, ideas, concepts, orinformation are presentedin two texts.Compare and contrast howevents, ideas, concepts, orinformation are presented intwo or more texts.Moderate TextComplexityHigh Text ComplexityUse details from the text tosupport an author's point.Identify evidence to supportthe author's reasoning in aninformational text.Low Text ComplexityModerate Text ComplexityUse context as a clue todetermine the meaning ofunknown words or multiplemeaning words.Use context as a clue todetermine the meaning ofunknown or multiplemeaning words or phrases.Level 3—UnderstandingHigh Text Complexity

California Alternate Assessments Performance Level DescriptorsGRADE FIVE—ENGLISH LANGUAGE ARTSCategoryWritingCore ContentConnectors5.WI.b3 Organizeideas, concepts,and information(using definition,classification,comparison/contrast, andcause/effect).5.WL.h1 Produce aclear coherentpermanent productthat is appropriateto the specific task,purpose (e.g., toentertain), oraudience.EssentialUnderstandingsLevel 1—LimitedUnderstandingLevel 2— FoundationalUnderstandingIdentify relationship of setof items in variouscategories (definition,classification,compare/contrast, cause/effect).Identify the relationshipbetween given items invarious categories.Choose the correctorganizer for given ideas,concepts, or information.Organize ideas, concepts,and information usingdefinition, classification,comparison/contrast, orcause/effect.Given a specific purpose,produce a permanentproduct (e.g., select textappropriate to thepurpose, identifydescriptive sentences,and select a concludingstatement).Identify descriptivesentences and select aconcluding statement.Select text appropriate tothe purpose, identifydescriptive sentences, andselect a concludingstatement.Produce a clear, coherent,and permanent product thatis appropriate to the specifictask, purpose, or audience.Page 11 of 21Level 3—Understanding

California Alternate Assessments Performance Level DescriptorsGRADE SIX—ENGLISH LANGUAGE ARTSCategoryCore Content Connectors6.RL.b2 Refer to details andexamples in a text whenexplaining what the text ingsLevel 1—LimitedUnderstandingLevel 2—FoundationalUnderstandingLow Text ComplexityRecall details in a text.Identify details in atext.Identify details from atext to explain textreferences.Moderate TextComplexity6.RL.b3 Use specific detailsfrom the text (words,interactions, thoughts,motivations) to supportinferences or conclusionsabout characters, includinghow they change during thecourse of the story.Identify characters in astory.Identify characters ina story.6.RL.c3 Summarize a textfrom beginning to end in a fewsentences without includingpersonal opinions.Identify what happens inthe beginning andending of a story.Identify an event fromthe beginning andending of a story.Use text-based detailsto describe charactersor support inferences.Low Text ComplexityPage 12 of 21Summarize thebeginning and ending ofa story.Level 3—UnderstandingModerate TextComplexityIdentify and use detailsand examples in a textto explain textreferences.High Text ComplexityUse text-based detailsfrom a story to supportinferences orconclusions aboutcharacters, includinghow they change duringthe course of the story.Moderate TextComplexitySummarize a text frombeginning to endwithout includingpersonal opinions.

California Alternate Assessments Performance Level DescriptorsGRADE SIX—ENGLISH LANGUAGE ARTSCategoryCore Content Connectors6.RI.b4 Summarizeinformation gained from avariety of sources, includingmedia or texts.EssentialUnderstandingsIdentify a description ofan event or individual ina text.Level 1—LimitedUnderstandingIdentify a topic from asingle source.Level 2—FoundationalUnderstandingLevel 3—UnderstandingLow Text ComplexityModerate TextComplexityIdentify the topic ofinformation from twosources presented indifferent formats (e.g.,media, texts).Low Text Complexity6.RI.c2 Provide a summary ofthe text distinct from personalopinions or judgments.Identify the main idea ofa text.Identify the main ideaof an informationaltext.Reading:InformationalSummarize aninformational text.Moderate TextComplexity6.RI.g4 Determine how keyindividuals, events, or ideasare elaborated or expandedon in a text.6.RI.g6 Evaluate the claim orargument; determine if it issupported by evidence.Identify a description ofan event or individual ina text.Identify a descriptionof an event orindividual in aninformational text.Identify a fact from thetext.Identify the main ideaof an informationaltext.Page 13 of 21Identify details thatsupport descriptions ofevents or individuals inan informational text.Low Text ComplexityIdentify a claim orargument in aninformational text.Summarize informationgained from a variety ofsources, includingmedia or texts.Moderate TextComplexitySummarizeinformational textwithout includingpersonal opinions orjudgments.High Text ComplexityIdentify and use detailsfrom the text toelaborate or expand ona key individual, event,or idea in aninformational text.Moderate TextComplexityDetermine if a claim orargument is supportedby text-based evidence.

California Alternate Assessments Performance Level DescriptorsGRADE SIX—ENGLISH LANGUAGE ARTSCategoryCore Content Connectors6.RWL.a1 Use context todetermine the meaning ofunknown or multiple meaningwords or phrases.EssentialUnderstandingsLevel 1—LimitedUnderstandingLow Text ComplexityIdentify multiple meaningwords (e.g., EDL grade 4or 5).Identify multiplemeaning words.Reading:VocabularyUse context as a clue todetermine the meaningof unknown words ormultiple meaning words.Low Text Complexity6.RWL.c1 Use generalacademic and domain-specificwords and phrasesaccurately.WritingLevel 2—FoundationalUnderstandingIdentify generalacademic words (e.g.,EDL grade 4 or 5).Identify generalacademic words.Level 3—UnderstandingModerate TextComplexityUse general academicand domain-specificwords and phrasesaccurately.Moderate TextComplexityUse general academicand domain-specificwords accurately.Use general academicand domain-specificwords and phrasesaccurately.6.WL.c3 Use a variety oftransition words, phrases, andclauses to convey sequenceand signal shifts from onetime frame or setting toanother.Match transition words,phrases, and clauseswithin a text.Identify transitionwords within a text.Identify transition words,phrases, and clauseswithin a text.Use appropriatetransition words,phrases, and clauses tosignal shifts from onetime frame or setting toanother.6.WI.h2 Produce a clearcoherent permanent productthat is appropriate to thespecific task (e.g., topic),purpose (e.g., to inform), andaudience (e.g., reader).Given a specificpurpose, produce apermanent product (e.g.,select text appropriate tothe purpose, identifydescriptive sentences,and select a concludingstatement).Identify descriptivesentences and selecta concludingstatement.Select text appropriateto the purpose, identifydescriptive sentences,and select a concludingstatement.Produce a clear,coherent, andpermanent product thatis appropriate to thespecific task, purpose,or audience.Page 14 of 21

California Alternate Assessments Performance Level DescriptorsGRADE SEVEN—ENGLISH LANGUAGE ARTSCategoryCore Content ConnectorsEssentialUnderstandingsLevel 1—LimitedUnderstandingLevel 2—FoundationalUnderstandingLow Text Complexity7.RL.i2 Use two or more piecesof textual evidence to supportinferences, conclusions, orsummaries of text.Make an inference froma literary text.Select an inferencefrom a literary text.Identify the theme orcentral idea of the text.Select the theme orcentral idea of a literarytext.Reading:Literary7.RL.j1 Analyze thedevelopment of the theme orcentral idea over the course ofthe text.Identify a detail tosupport an inference,summary, orconclusion of a literarytext.Moderate TextComplexityIdentify evidence withina literary text thatsupports the theme orcentral idea.Low Text Complexity7.RI.j1 Use two or more piecesof evidence to supportinferences, conclusions, orsummaries of text.Reading:Informational7.RI.j5 Analyze the interactionsbetween individuals, events, andideas in a text (e.g., how ideasinfluence individuals or events,or how individuals influenceideas or events).Identify a conclusionfrom an informationaltext.Identify the relationshipbetween people, events,or ideas in a text.Select a conclusion inan informational text.Select the relationshipbetween people,events, or ideas in aninformational text.Page 15 of 21Identify a detail tosupport inferences,conclusions, orsummaries in aninformational text.Moderate TextComplexityIdentify the interactionsbetween individuals,events, or ideas in aninformational text.Level 3—UnderstandingModerate TextComplexityUse evidence tosupport inferences,conclusions, orsummaries of literarytext.High Text ComplexityAnalyze thedevelopment of atheme or central idea ina literary text.Moderate TextComplexityUse evidence tosupport inferences,conclusions, orsummaries ofinformational text.High Text ComplexityUse details to explainthe interactionsbetween individuals,events, or ideas in aninformational text.

California Alternate Assessments Performance Level DescriptorsGRADE SEVEN—ENGLISH LANGUAGE ARTSCategoryCore Content ConnectorsEssentialUnderstandingsLevel 1—LimitedUnderstandingLevel 2—FoundationalUnderstandingLow Text Complexity7.RI.k4 Evaluate the claim orargument to determine if it issupported by evidence.Identify a claim from thetext.Select a claim from aninformational text.7.RI.l1 Compare/contrast howtwo or more authors write aboutthe same topic.EU 1: Identify two textson the same topic.EU 2: Compare/contrasttwo statements relatedto a single detail within atopic.Select twoinformational texts withthe same topic.7.RWL.g1 Use context as a clueto determine the meaning of agrade-appropriate word orphrase.Use context as a clue todetermine the meaningof a word (e.g., EDLgrade 5 or 6).Use context as a clueto select the meaningof a word.7.WL.l1 Use precise words andphrases, relevant descriptivedetails, and sensory language tocapture the action and conveyexperiences and events.Identify a visual imageto match provided text.Select a visual imagethat matches providedtext.Identify precise wordsor phrases to describethe action, conveyexperiences or events.7.WI.jo1 Produce a clearcoherent permanent product(e.g., select/generate responsesto form paragraph/essay) that isappropriate to the specific task(e.g., topic), purpose (e.g., toinform), or audience (e.g.,reader).Given a specificpurpose, produce apermanent product(e.g., select textappropriate to thepurpose, identifydescriptive sentences,and select a concludingstatement).Select descriptivesentences or select aconcluding statement.Identify textappropriate to thepurpose, identifydescriptive sentences,or select a concludingstatement.Reading:InformationalIdentify a claim orargument in aninformational text.Low Text ComplexityIdentify a similarity anda difference betweentwo informational textswith the same topic.Low Text ComplexityReading:VocabularyWritingPage 16 of 21Use context as a clueto identify the meaningof words or multiplemeaning words.Level 3—UnderstandingModerate TextComplexityAnalyze if a claim orargument in aninformational text issupported by evidence.Moderate TextComplexityCompare and contrasthow two authors writeabout the same topic ininformational text.Moderate TextComplexityUse context as a clue todetermine the meaningof unknown or multiplemeaning words orphrases.Select/generate precisewords or phrases todescribe the action,convey experiences orevents.Select/generate anappropriate, permanentproduct that is specificto the task, purpose, oraudience.

California Alternate Assessments Performance Level DescriptorsGRADE EIGHT—ENGLISH LANGUAGE ARTSCategoryCore Content Connectors8.RL.i2 Use two or more piecesof evidence to supportinferences, conclusions, orsummaries of text.Reading:Literary8.RL.j2 Analyze thedevelopment of the theme orcentral idea over the course ofthe text, including itsrelationship to the characters,setting, and plot.8.RI.j1 Use two or more piecesof evidence to supportinferences, conclusions, orsummaries of text.EssentialUnderstandingsLevel 2—FoundationalUnderstandingLow Text ComplexityMake an inference froma literary text.Select an inferencefrom a literary text.Identify the theme orcentral idea of the text.Select a theme orcentral idea from aliterary text.Make an inference froman informational text.Select an inferencefrom an informationaltextIdentify supporting keydetails/key informationwithin a paragraph.Select key details orinformation within aninformational passageto support thedevelopment of ideas.Identify a detail tosupport an inference,summary, or conclusionof a literary text.Moderate TextComplexityIdentify the relationshipbetween the theme orcentral idea tocharacters, setting, orplot.Low Text ComplexityReading:Informational8.RI.k2 Determine how theinformation in each sectioncontributes to the whole or tothe development of ideas.Level 1—LimitedUnderstandingPage 17 of 21Identify an inference,conclusion, or summaryof an informational text.Moderate TextComplexityIdentify how theinformation in eachsection contributes tothe whole or to thedevelopment of ideas.Level 3—UnderstandingModerate TextComplexityUse evidence to supportinferences, conclusions,or summaries of literarytext.High Text ComplexityAnalyze thedevelopment of thetheme or central idea,including its relationshipto the characters,setting, or plot.Moderate TextComplexityUse evidence to supportinferences, conclusions,or summaries ofinformational text.High Text ComplexityIdentify how theinformation in eachsection contributes tothe whole or to thedevelopment of ideas.

California Alternate Assessments Performance Level DescriptorsGRADE EIGHT—ENGLISH LANGUAGE ARTSCategoryCore Content ConnectorsEssentialUnderstandingsLevel 1—LimitedUnderstandingLevel 2—FoundationalUnderstandingLow Text Complexity8.RI.k4 Identify an argument orclaim that the author makes.Reading:InformationalIdentify a fact from thetext.Select a fact from thetext.Identify an argument orclaim presented in aninformational text.WritingModerate TextComplexityIdentify an argument orclaim that the authormakes in aninformational text.Moderate TextComplexityIdentify where twoinformational textsdisagree on matters offact or interpretation.Moderate TextComplexityUse context as a clue todetermine the meaningof unknown or multiplemeaning words orphrases.8.RI.l1 Analyze a case in whichtwo or more texts provideconflicting information on thesame topic and identify wherethe texts disagree on matters offact or interpretation.Identify a similar topic intwo texts.8.RWL.g1 Use context as aclue to the meaning of a gradeappropriate word or phrase.Use context as a clue todetermine the meaningof a word (e.g., EDLgrades 6 or 7).Use context as a clueto select the meaningof a word.8.WI.o1 Produce a clearcoherent permanent product(e.g. select/generate responsesto form paragraph/essay) that

meaning of a new word, phrase, or multiple meaning word. Recall the meaning of frequently used nouns. Identify the meanings of frequently used words. Use context to identify the meaning of a word. Use context to identify the appropriate meaning of words or phrases. Reading: Foundation 3.RWL.h2 I