grade 3 achievement level descriptors · antonyms to help make meaning. use context clues to...

Grade 3 Achievement Level Descriptors

Levels Does Not Yet Meet Nearly Meets Meets Exceeds

Policy Definitions (Apply to all grades and all subjects)

Students do not demonstrate mastery of grade-level knowledge and skills required for proficiency.

Students demonstrate partial mastery of grade-level knowledge and skills required for proficiency.

Students demonstrate mastery of the grade-level knowledge and skills required for proficiency.

Students demonstrate mastery of grade-level knowledge and skills exceeding the requirement for proficiency.

Reading Achievement Level Definitions (Apply to all grades)

Students do not demonstrate mastery of grade level Reading/Literature knowledge and skills. They have a limited comprehension of grade level text and cannot make meaningful interpretations or an analysis of text.

Students demonstrate a partial mastery of Reading/Literature knowledge and skills by comprehending the literal meaning of grade level text. They are able to make obvious interpretations but sometimes lack analysis skills.

Students demonstrate mastery of Reading/ Literature knowledge and skills by accurately comprehending grade level text. They have the skills to interpret and analyze text.

Students demonstrate a strong mastery of Reading/Literature knowledge and skills by thoroughly comprehending complex and challenging text. They are able to make thoughtful interpretations and evaluations.

VOCABULARY

Unable to accurately determine the meaning of unfamiliar words since they have a weak understanding of grade-level vocabulary.

Use obvious context clues to determine the meaning of unfamiliar vocabulary but their ability is limited when the context involves some subtlety or complexity.

Use context clues within sentences to determine the meanings of unknown or unfamiliar vocabulary

Apply knowledge of more common synonyms or antonyms to help make meaning.

Use context clues, sometimes drawn from across an entire selection, to determine the meanings of unfamiliar vocabulary.

Consistently apply their knowledge of more common synonyms or antonyms to help make meaning

Use context clues to determine the meaning of figurative expressions.

READ TO PERFORM A TASK

Struggle to use information in practical text (headings, bold print, numbering) to decipher text as they read to perform a task.

Are unable to follow multi-step directions.

Find information directly-stated in practical text, but have less success using several parts of a diagram, chart, or table to find information or form a conclusion.

Struggle to follow multi-step directions as they read to perform a task.

Use headings and captions in practical text to locate information and can interpret diagrams, charts, and graphs to reach logical conclusions.

Follow a multi-step list of instructions to perform a task.

Use information found in multiple locations in practical text to interpret diagrams, charts, and graphs to reach logical conclusions.

Follow a list of multi-step instructions to perform a task.


Proposed Levels Does Not Yet Meet Nearly Meets Meets Exceeds

DEMONSTRATE GENERAL UNDERSTANDING

Have, at best, a limited comprehension of grade-level text.

Are unable to identify the main ideas of informational text and often confuse the main idea with supporting details as they attempt to demonstrate general understanding.

Lack of comprehension prevents them from following the sequence of informational and literary text.

Show an Inconsistent comprehension of grade level text.

Identify the main ideas in informational text but may be unable to differentiate main ideas from developmental details as they demonstrate general understanding.

Identify plot events in literary text but may be unable to place them all in sequence.

Demonstrate comprehension of grade-level text.

Demonstrate general understanding of grade-level text by identifying main ideas and specific details in informational text.

Recognize events important in the development of plot in literary text and can place these events in their proper sequence.

Identify problems and solutions in literary text.

Demonstrate strong comprehension of text at or above grade level.

Demonstrate general understanding of text by identifying main ideas and specific, key details in informational text, sometimes making connections between information found at several points in a selection.

Recognize events important in the development of plot in literary text and can place these events in proper sequence even when not presented in chronological order within the text.

Accurately identify problems and solutions in literary text from the perspectives of the characters.


Proposed Levels Does Not Yet Meet Nearly Meets Meets Exceeds

DEVELOP AN INTERPRETATION

Rarely make accurate predictions about upcoming text or events.

Fail to recognize implicit relationships such as cause and effect

Struggle to differentiate between facts and opinions.

Have difficulty interpreting characterization.

Are unable to identify the presence of a story’s theme or message.

Make obvious predictions about text, but struggle to make accurate predictions of grade-level materials involving subtlety or complexity.

May recognize directly-stated cause and effect relationships

Struggle to identify implicit ones and also struggle to differentiate between facts and opinions.

Identify facts about characters, but are sometimes less proficient when analyzing their actions and motivations.

Struggle to identify a story’s theme or message.

Make simple predictions about forthcoming information or events based on what has been presented so far.

Identify cause and effect relationships.

When developing an interpretation of informative and literary text, can differentiate between facts and opinions.

Draw simple conclusions about literary characters and causes for their actions

Reach conclusions about obvious themes and messages.

Develop an interpretation by making predictions about forthcoming information or events based on the reading selection.

Identify cause and effect relationships implicit in both literary and informational text.

Recognize when an author moves from stating facts to expressing an opinion.

Draw conclusions about literary characters’ motivations

Reach conclusions about an author’s theme or message implied.













Reading Achievement Level Descriptors VOCABULARY

May not have mastered the ability to read (decode, phonemic awareness, fluency)

Have at best a limited comprehension of grade-level text.

Show an inability to determine the meaning of targeted unfamiliar words due to a weak understanding of grade-level vocabulary.

Show an incomplete comprehension of grade-level text.

Show a limited ability to use context clues to determine the meaning of unfamiliar vocabulary.

Show an inconsistent determination of word meaning when the context involves some subtlety or when words have more than one possible meaning.

Can identify simple synonyms and antonyms

Generally interpret idioms or expressions literally rather than figuratively.

Accurately comprehend grade-level text.

Use context clues within sentences to determine the meanings of unfamiliar vocabulary.

Distinguish the usage of words having multiple meanings.

Recognize words used as synonyms and antonyms for grade level or slightly higher vocabulary

Use context to determine the meaning of common idioms or expressions.

Strongly comprehend text at or above the grade of enrollment.

Use structural and context clues, sometimes drawn from across an entire selection, to determine the meanings of unfamiliar vocabulary.

Apply knowledge of synonyms, antonyms, and homographs to help make meaning.

Use context clues to determine the meaning of idioms and figurative language.




Lack strategies to use clues in formatting (headings, bullets, numbering, or bold print) to assist comprehension while reading to perform a task.

Struggle to find information directly-stated in practical text. Minimal success using parts of a diagram, chart, or table to find information or form a conclusion.

Lack strategies to use clues in formatting (headings, bullets, numbering, bold print) to assist comprehension while reading to perform a task.

Locate information directly stated in practical text, but have less success using several parts of a diagram, chart, or table to find information or form a conclusion.

Use format clues in practical text and instructional materials while reading to perform a task.

Interpret diagrams, charts, and graphs to gain information and reach logical conclusions.

Use information found in multiple locations in practical text to interpret diagrams, charts, and graphs while reading to perform a task.

Effectively use multiple structural features of informational text to support overall comprehension.

Locate information in a wide variety of specialized materials such as an atlas, magazine, catalog or web-based resources.


Are unable to identify the main ideas of informational text.

Frequently confuse the main idea with supporting details impeding ability to demonstrate general understanding.

Lack of comprehension prevents following the sequence or drawing conclusions about informational and literary text.

Inconsistently differentiate main ideas from developmental details while demonstrating general understanding.

Identify events in text, but often unable to place them in sequence.

Struggle to recall important supporting details or to differentiate between details and the main idea of a selection.

Demonstrate general understanding of grade-level text by recognizing topic sentences explicitly stated in informational text.

Recall important details.

Identify problems and how they are resolved in literary text.

Identify the correct sequence of events when presented in chronological order in text.

Demonstrate general understanding of text by identifying main ideas and specific, key details in informational text.

Make connections between information found at several points in a selection.

Accurately differentiate between the main conflict and details used for plot development in literary text.

Place events in their proper sequence even when they are not presented in chronological order within the text.




Rarely make accurate predictions about text or events while developing an interpretation.

Are unable to comprehend literal statements prevents grasping inferred ideas in informational and literary text.

Have few insights into aspects of characterization or a story’s theme.

Inconsistently make obvious predictions about text while developing an interpretation.

Inconsistently make accurate predictions when more subtle clues are provided.

Struggle to grasp implicit ideas, focusing more on literal statements in informational text.

Identify facts about literary characters, but sometimes less proficient analyzing character actions and motivations.

Identify directly-stated themes or messages, but struggle to identify a story’s implicit ones.

Develop an interpretation by making predictions about information or events based on clues in grade-level text.

Infer the author’s implied meaning based on information explicitly stated in the text, including the main idea in informational text.

Use clues to determine characters’ motivation.

Reach conclusions about the most prominent themes or messages in literary text.

Accurately develop an interpretation by making predictions about information or events in grade-level text or above.

Accurately identify cause and effect relationships implicit in both literary and informational text.

Recognize when an author moves from stating facts to expressing an opinion.

Draw conclusions about literary characters’ motivations and can make inferences and conclusions about an author’s intended theme or message.

EXAMINE CONTENT AND STRUCTURE/ INFORMATIONAL TEXT

Make limited attempts to examine the content and structure of informational text.

Are unable to identify a main purpose and obvious cause/effect relationships.

Rarely recognize instances of obvious persuasion.

Attempt to examine the content and structure of informational text with mixed results.

Are able to identify a main purpose and obvious cause/effect relationships.

Show an occasional recognition of obvious instances of persuasion.

Accurately examine the content and structure of informational text.

Identify the author’s purpose and recognize cause and effect relationships.

Distinguish between facts and opinions.

Accurately determine when text is informative and when there are obvious attempts at persuasion.

Accurately examine the content and structure of informational text in grade-level text or above.

Determine the author’s purpose, recognize cause and effect relationships.

Distinguish between facts and opinions.

Accurately determine when text is informative and when there are subtle attempts at persuasion.














Rarely determine the meaning of unfamiliar words due to a lack of effective strategies and a weak understanding of grade level vocabulary.

Misuse figurative language.

Inconsistently use context clues to determine the meaning of unfamiliar vocabulary words and phrases sometimes struggling when the context involves subtlety.

Tend to make only a literal interpretation of figurative language.

Use context clues within sentences to determine the meanings of unfamiliar vocabulary.

Examine context to determine the meaning of figurative language.

Recognize words used as synonyms, antonyms, and homographs.

Use structural clues, including prefixes, suffixes, and root words, and context clues drawn from across an entire selection to determine vocabulary meaning.

Use context clues to interpret unfamiliar figurative expressions.

Accurately apply knowledge of synonyms, antonyms, and homographs.




Misuse or ignore aspects of practical text (headings, bold print, numbering) to decipher text as they read to perform a task.

Lack familiarity with the formats of specialized materials as they read to perform a task.

Locate information directly-stated in practical text, but are unable to use parts of a diagram, chart, or table to form a conclusion.

Accurately find information in specialized materials to perform a task.

Use text features to interpret diagrams, charts, and graphs to find information and support understanding.

Effectively use details and data found in multiple locations in informational text to analyze complex diagrams, charts, and graphs as they read to perform a task.

Efficiently find information in specialized materials including a thesaurus, almanac or newspaper.


Show limited comprehension of grade-level text.

Are unable to identify the main ideas of text, often confusing the main idea with supporting details while demonstrating general understanding.

Lack of comprehension prevents following the sequence of informational and literary text.

Have an incomplete understanding of grade-level text.

Are unable to differentiate main ideas from developmental details while demonstrating general understanding.

Can identify plot elements in literary text, but may be unable to sequence events accurately, sometimes overlooking important details.

Demonstrate comprehension of grade-level text.

Demonstrate general understanding of grade-level text by recognizing the main idea both explicitly and implicitly stated in informational and literary text and the details or evidence supporting that statement.

Identify the correct sequence of events in a story’s plot, recognizing the influence of specific events that directly affect future actions.

Strongly demonstrate comprehension of text at or above grade level.

Demonstrate strong understanding of text by identifying main ideas and by recognizing explicit and implicit key details in informational and literary text.

Make connections between information found at several points in a selection and find subtle connections between specific events in the plot and future actions.




Rarely make accurate predictions when asked to develop an interpretation about upcoming text or events.

Generally do not comprehend literal statements, preventing comprehension of inferred ideas in informational and literary text.

Have few insights into aspects of character traits

Are unable to identify a story’s theme or message.

Make obvious predictions about text when asked to develop an interpretation.

Sometimes struggle to grasp implicit ideas, focusing more on literal statements in informational text.

Identify facts about literary characters, but are less proficient analyzing a character’s traits.

Struggle to identify a story’s theme or message.

Make accurate predictions when asked to develop an interpretation about future outcomes based on clues throughout the selection.

Can infer the author’s unstated meaning based on information explicitly stated in the text, including an article’s main idea.

Use clues to determine primary character traits and how they motivate the character to act.

Draw conclusions about themes or messages.

Make insightful predictions when asked to develop an interpretation about forthcoming information or events based on subtle clues that are provided in a selection.

Effectively use evidence implicit in the text to reach logical conclusions, extract concepts, and make generalizations about the main idea.

Accurately draw conclusions about character traits and how they influence events.

Reach supported conclusions about complex or subtle themes or messages.



EXAMINE CONTENT AND STRUCTURE / INFORMATIONAL TEXT EXAMINE CONTENT AND STRUCTURE / LITERARY TEXT

Attempt to examine the content and structure of informational text and literary text but are generally unsuccessful when identifying an author’s broad purpose.

Show little or no recognition of the use of facts or opinions.

Rarely recognize the presence of persuasion.

A lack of familiarity with literary devices and figurative language prevents any analysis of their use.

Are unable to identify the different types of fiction.

Attempt to examine the content and structure of informational and literary text and show mixed results in identifying an author’s main purpose when it is explicitly stated.

Can recognize obvious facts and opinions.

Inconsistently recognize instances of persuasion.

May be able to identify the use of literary devices and figurative language, but lack the skills to analyze their impact.

Inconsistently identify the different types of fiction.

Examine the content and structure of informational text to identify the author’s unstated purpose.

Distinguish between facts and opinion.

Recognize characteristics of persuasion in text.

Examine the content and structure of literary text to determine the purpose of literary devices and figurative language.

Can differentiate among the different types of fiction.

Effectively examine the content and structure of informational text to determine the author’s underlying purpose.

Effectively distinguish between facts and opinions.

Analyze elements of text that indicate the presence of persuasion.

Effectively examine the content and structure of literary text to analyze the function and impact of literary devices and figurative language.

Differentiate among genres through an analysis of the text.














Rarely determine the meaning of unfamiliar words due to a lack of effective strategies and a weak understanding of grade level vocabulary.

Use only immediate context to determine the meaning of unfamiliar vocabulary and phrases, sometimes struggling when the context involves subtlety.

Use word, sentence and paragraph clues to determine the meanings of unfamiliar vocabulary and phrases.

Examine context to interpret the meaning of figurative language including similes, metaphors, and words with multiple meanings.

Effectively use clues from within the text to determine meanings of unfamiliar vocabulary and phrases.

Examine context clues to interpret the meaning of sophisticated figurative expressions.




Misuse or ignore aspects of practical text (headings, bold print, numbering) to decipher text while attempting to read to perform a task.

Find information directly-stated in practical text, but are unable to synthesize parts of a diagram, chart, or table to form a conclusion.

Lack familiarity with structural features of media that would allow reading to perform a task.

Accurately locate and use information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade level text.

Identify the structural features of newspapers, magazines and online information, and use the features to obtain information while reading to perform a task.

Synthesize information from multiple locations to interpret diagrams, charts, and graphs to gain information and reach logical conclusions.

Effectively analyze structural features of different types of media to perform a task.


Are unable to identify the main ideas of text.

Often confuse the main idea with supporting details while demonstrating general understanding.


Are sometimes unable to differentiate main ideas from developmental details while demonstrating general understanding.

Identify plot events in literary text, but may be unable to sequence events accurately, and may be unaware of a story’s narrative point of view.

May overlook important details that are critical to comprehending the text.

Demonstrate general understanding of grade-level informational and literary text by identifying and/or summarizing the sequence of events, main ideas, supporting details, opinions, and point of view.

Demonstrate strong general understanding of text by identifying main ideas and specific, key details in informational text.

Make accurate connections between information found at several points in a selection.

Recognize subtle shifts in point of view.




Rarely make accurate predictions or reach conclusions about upcoming text or events while developing an interpretation.

Generally are unable to comprehend literal statements, preventing comprehension of inferred ideas in informational and literary text.

Show few insights into aspects of characterization, a story’s theme, or setting.

May be able to make obvious predictions and conclusions about text when developing an interpretation, but at times struggle to make accurate predictions and conclusions when more subtle clues are provided.

Sometimes struggle to grasp implicit ideas, focusing more on literal statements in informational text.

Identify facts about literary characters and the setting, but are less proficient analyzing them.

Struggle to identify a story’s implicit theme or message.

Make supported predictions about future outcomes based on clues throughout the selection when developing an interpretation.

Make reasonable and logical inferences about the author’s unstated meaning based on information in the text, including the main idea, supported with evidence from text.

Accurately determine character traits and the influence of setting on conflict and its resolution.

Identify primary themes through narration and dialogue.

Make supported predictions about forthcoming information or events based on subtle clues in a selection when developing an interpretation.

Use evidence implicit in the text to reach logical conclusions, extract concepts, and make generalizations about the main idea.

Draw conclusions through inferences about character traits as revealed through dialogue and narration.

Trace the development of complex or subtle themes or messages.




Attempt to examine the content and structure of informational text and literary text but are generally unsuccessful.

May be able to identify an author’s broad purpose, but little or no recognition of the use of opinions or reasons behind actions or beliefs.

Lack of familiarity with literary devices and figurative language prevents any analysis of their use.

Are unable to derive meaning from poetry even at the literal level.

Attempt to examine the content and structure of informational and literary text but show mixed results.

Sometimes identify an author’s main purpose and obvious opinions but struggle to analyze text to respond to subtleties and reach conclusions about actions or beliefs.

At times are able to recognize the use of literary devices and figurative language and analyze their impact on the reader’s attitudes and feelings.

Struggle to interpret/analyze poetry.

Examine the content and structure of informational text to accurately identify the author’s overall purpose.

Distinguish among facts, inferences, and opinions and draw conclusions about reasons for actions or beliefs based on analysis of the text.

Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction.

Thoroughly examine the content and structure of informational text to determine the author’s underlying purpose.

Distinguish between facts, inferences, and opinions and analyze text to determine causes for beliefs or actions.

Effectively examine the content and structure of literary text to analyze the author’s use of literary elements and devices to influence the reader’s attitudes/feelings.

Analyze/evaluate how effectively tone and meaning is conveyed through poetry.














Are unable to determine the meaning of unfamiliar words or idioms due to a limited under-standing of grade-level vocabulary.

Use immediate context to determine the meaning of unfamiliar vocabulary, but struggle when the context involves subtlety.

Make literal or inaccurate interpretations of idioms and figurative language.

Accurately use contextual and structural clues to determine the meanings of unfamiliar vocabulary and to demonstrate understanding of idioms and comparisons.

Are able to use a variety of strategies to clarify word meanings.

Accurately use contextual and structural clues to determine vocabulary meaning, and to interpret idioms, analogies and figurative expressions.

Apply a variety of strategies to clarify word meaning.


Are unable to use aspects of practical text (headings, bold print, numbering) to decipher text as they read to perform a task.

Find information directly-stated in informational text.

Are unable to synthesize information in diagrams, charts, and tables.

Inconsistently use features of practical text and consumer documents as they read to perform a task.

Accurately use structural features of different types of practical text to perform a task.

Synthesize information in diagrams, charts, and graphs to reach conclusions and use consumer product information to draw accurate conclusions.

Effectively analyze structural elements of practical text to perform a task, locating and synthesizing information in diagrams, charts, and graphs to reach conclusions.

Interpret consumer product information to draw accurate conclusions.




Are unable to identify the main ideas of informational text and often confuse the main idea with supporting details when demonstrating general understanding.

A lack of comprehension prevents following the sequence of informational and literary text.

Identify the main idea of less complex grade level texts, but at times overlook supporting details when demonstrating general understanding.

Emerging comprehension skills allows following basic sequencing in literary and informational texts.

Demonstrate general understanding of grade-level text by recognizing main ideas explicitly stated in informational text and the details supporting that statement.

Identify the correct sequence of events in a story’s plot and recall important supporting details in literary selections.

Demonstrate strong understanding of grade-level text by recognizing topic sentences explicitly stated in informational text and the details supporting that statement.

Identify the correct sequence of events in a story’s plot, recalling important supporting details in literary selections.


Make frequent inaccurate predictions about upcoming text or events when developing an interpretation.

Are unable to comprehend literal statements prevents comprehension of inferred ideas in informational and literary text.

Demonstrate few insights into aspects of characterization, character motivation, or a story’s theme.

Make obvious predictions about text, but at times struggle to make accurate predictions when more subtle clues are provided when developing an interpretation.

Show an emerging ability to infer with simple text.

Identify facts about literary characters, but are less proficient analyzing a character’s traits and motivations as revealed through various devices, or how a character is used to introduce a theme.

Make supported predictions about forthcoming information or events based on clues in the selection when developing an interpretation.

Accurately infer the author’s unstated meaning based on facts, events, and images in the text, including an article’s main idea.

Make supported inferences about character traits, motivations and identify implicit themes and messages.

Make supported predictions about forthcoming information or events based on what has been presented in a selection when developing an interpretation.

Make subtle inferences to reach logical conclusions.

Recognize foreshadowing

Trace the author’s stance or perspective.

Draw conclusions about character traits and motivations as revealed through a combination of devices.

Trace the development of complex or subtle themes or messages.



EXAMINE CONTENT AND STRUCTURE / INFORMATIONAL TEXT Examine Content and Structure / Literary Text


May be able to identify an author’s broad purpose, but there is little or no recognition of the use of opinions or organizational features.

Lack of familiarity with literary devices and figurative language prevents any analysis of their use.

Generally are unable to recognize even the most common themes.


May identify a main purpose and obvious opinions, but struggle to identify a text’s organizational structure.

May recognize the use of literary devices and figurative language and analyze their impact on the selection’s effectiveness.

Struggle to identify themes common to more than one selection.

Examine the content and structure of informational text to accurately identify the author’s unstated purpose.

Distinguish between facts and opinions and can recognize an article’s organizational pattern.

Examine the content and structure of literary text to recognize the author’s use of literary elements and devices and their impact on a selection’s effectiveness.

Identify general themes contained in more than one work.

Examine the content and structure of informational text to accurately determine the author’s underlying purpose.

Effectively distinguish between facts and opinions and analyze text to determine its organizational pattern.

Examine the content and structure of literary text to analyze and evaluate the effect of literary elements and devices.

Analyze general themes that appear in more than one work.














Are unable to determine the meaning of unfamiliar words or expressions due to a limited understanding of grade-level vocabulary.

Verify word meaning and use only immediate context to determine the meaning of unfamiliar vocabulary.

Are challenged when the context involves subtlety.

Make only literal interpretations of idioms and figurative language.

Accurately use contextual and structural clues to determine the meaning of unfamiliar vocabulary.

Accurately interpret the intended meaning of idioms, comparisons and figurative language.

Use a variety of strategies to verify word meanings.

Accurately use subtle contextual and structural clues in more complex text to determine vocabulary meaning and to analyze the implicit meaning of idioms, analogies and figurative expressions.

Consistently verify word meaning by applying a variety of strategies.




Misuse or ignore aspects of practical text (headings, bold print, numbering) to decipher text when reading to perform a task.

Find information isolated in one area in practical text, but are often unable to synthesize information across diagrams, charts, and tables to reach logical conclusions when reading to perform a task.

Analyze information found in a variety of formats to reach conclusions supported by textual evidence when reading to perform a task including making connections between text and graphics in charts, diagrams and tables.

Synthesize information found in a variety of formats including reaching supported conclusions when reading to perform a task. including making connections between multiple texts and graphics.


Are unable to identify the main ideas of informational text and frequently confuse the main idea with supporting details when demonstrating general understanding.


Identify the main idea from less complex grade level texts, but sometimes overlook the supporting details when demonstrating general understanding.

Emerging comprehension skills allow the following of basic sequencing in literary and informational texts.

Demonstrate general understanding of grade-level text by recognizing main ideas explicitly stated in informational text and the details supporting that statement.

Identify the correct sequence of events in a story’s plot.

Recall important supporting details in literary selections.

Demonstrate strong understanding of grade-level text by determining topic sentences explicitly stated in informational text and the details supporting that statement.

Accurately identify the correct sequence of events in a story’s plot.

Effectively recall important supporting details in literary selections.




Rarely make accurate predictions about upcoming outcomes or events when developing an interpretation.

Are unable to comprehend literal statements prevents comprehension of inferred ideas in informational and literary text.

Show few insights into aspects of characterization, character motivation, or a story’s theme.

Make obvious predictions about outcomes or events when developing an interpretation, but at times struggle to make accurate predictions when more subtle clues are provided.

Demonstrate an emerging ability to infer implicit ideas from simple text, focusing more on literal statements in informational text.

Can identify facts about literary characters, but limited ability to understand author’s intent when analyzing a character’s actions and motivations, or how a character is used to introduce a theme.

Make predictions about outcomes or events based on clues in the selection when developing an interpretation.

Infer the main or most important ideas in literary text and the author’s explicit and implicit assumptions/beliefs about a subject in informational text.

Identify actions and motives of characters that affect the plot and/or theme in literary works and use evidence in text to determine themes.

Make predictions about outcomes or events based on clues in a selection when developing an interpretation.

Analyze evidence of the author’s explicit and implicit assumptions/beliefs about the subject and draw conclusions about character motivations and their impact on a story’s plot and/or theme.

Draw insightful conclusions about the development of complex or subtle themes or messages.





May be able to identify an author’s broad purpose, but there is little or no recognition of the use of opinions or organizational features.

A lack of familiarity with literary devices and figurative language prevents any analysis of their use.


Identify author’s broad purpose, however inconsistently recognizes details used to support the point of view.

Struggle to make connections when examining texts that compare and contrast ideas.

Recognize common literary devices and figurative language, but may lack the skills to analyze their impact on the selection’s effectiveness, particularly in the areas of point of view and the use of dialogue.

Examine the content and structure of informational text to accurately identify the author’s purpose.

Identify evidence used to support arguments/ assertions.

Contrast two pieces of text with a common subject.

Accurately examine content and structure of literary text to recognize the author’s use of literary elements and devices, including point of view and dialogue, and analyze their impact on a selection’s effectiveness and tone or mood.

Insightfully examine the content and structure of informational text to determine the author’s underlying purpose.

Evaluate evidence used for support and can analyze works on the same subject.

Effectively examine the content and structure of literary text to analyze the effect of literary elements and devices, including point of view, setting, and the use of dialogue.

High School Achievement Level Descriptors








Students do not demonstrate mastery of grade level Reading/Literature knowledge and skills. They have a limited comprehension of grade level text and cannot make meaningful interpretations or an analysis of the text.

Students demonstrate a partial mastery of Reading/Literature knowledge and skills by comprehending the literal meaning of grade level text. They are able to make obvious interpretations but often lack analysis skills.

Students demonstrate mastery of Reading/Literature knowledge and skills by accurately comprehending grade level text. They have the skills to interpret and analyze text.



Are unable to determine the meaning of unfamiliar vocabulary or phrases due to a weak understanding of contextual and structural clues.

Primarily use immediate preceding context to determine the meaning of unfamiliar vocabulary, struggling when the context involves distant clues.

Make only a literal interpretation of figurative expressions.

May recognize denotative meanings of words, but not connotative.

Accurately use contextual and structural clues to determine the meanings of unfamiliar vocabulary

May not consistently interpret the figurative meanings of words and phrases.

Demonstrate the ability to distinguish between the denotative and connotative meanings of words.

Effectively use subtle, abstract contextual and structural clues to determine vocabulary meaning,

Accurately analyze the literal and figurative meanings of words and phrases,

Effectively interpret the connotative power of words.



Reading Achievement Level Descriptors READ TO PERFORM A TASK

Misuse or ignore aspects of practical text (headings, bold print, numbering) to decipher text when reading to perform a task.

Find information isolated in one area in practical text, and are sometimes able to synthesize information across diagrams, charts, and tables to reach logical conclusions when reading to perform a task.

At times overlook how features of practical text, including graphics and headers, support their intended purpose.

Find information in practical text and often synthesize information across diagrams, charts, and tables to reach logical conclusions when reading to perform a task.

Recognize how the structure and format of job and consumer-related materials support their purpose.

Given complex technical or practical text, synthesize information found in a variety of formats to reach supported conclusions when reading to perform a task.

Analyze how the structure and format of job and consumer-related materials support their purpose.

Reading Achievement Level Descriptors DEMONSTRATE GENERAL UNDERSTANDING

Are unable to identify the main ideas of informational text when asked to demonstrate general understanding.

Frequently confuse the main idea with supporting details in informative and literary texts.

A lack of comprehension prevents following the sequence of informational or literary text.

Struggle to differentiate main ideas from developmental details in informational text when asked to demonstrate general understanding.

May identify plot events in literary text, but often struggle to determine the sequence of ideas and details in more complex pieces.

Accurately demonstrate general understanding of grade-level text by determining main ideas explicitly stated in informational text and the details supporting these ideas.

Recall important supporting details in literary selections but may be inaccurate in more complex texts.

Correctly identify the correct sequence of events in a story’s plot.

Demonstrate general understanding of complex texts by recognizing and comparing main ideas that are explicitly stated or implied in informational text and interpret details and references supporting these ideas.

Interpret important supporting details in literary selections.

Understand sequence and structure in a variety of textual forms.



Reading Achievement Level Descriptors DEVELOP AN INTERPRETATION

Rarely make accurate predictions about upcoming events when asked to develop an interpretation.

Are unable to comprehend information directly stated in a text, preventing comprehension of inferred ideas.

Show few insights into aspects of characterization, character motivation, or a story’s theme.

May make obvious predictions about future events, but at times struggle to make accurate predictions based on subtle clues when asked to develop an interpretation.

Sometimes struggle to grasp implied meaning, focusing more on literal statements in informational text.

Identify facts about literary characters, but may be less proficient when analyzing character interactions and reasons for character actions and beliefs.

Struggle to interpret more complex themes, intentions, and character motivation.

Develop an interpretation by making predictions about future outcomes based on clues in the passage.

Identify facts about literary characters.

Becoming proficient when analyzing character interactions and reasons for actions and beliefs.

Use evidence in text to determine themes.

Develop an interpretation by making predictions about future outcomes based on clues in a passage.

Analyze implicit relationships.

Interpret facts, events, and images to draw conclusions about the author’s unstated meaning.

Analyze interactions between characters to determine motivations and reasons for actions and beliefs.

Reach conclusions about the development of complex or subtle themes or messages.

Identify textual references that support interpretations.



Reading Achievement Level Descriptors EXAMINE CONTENT AND STRUCTURE / INFROMATIONAL TEXT EXAMINE CONTENT AND STRUCTURE / LITERARY TEXT


May be able to identify an author’s broad purpose, but there is little or no analysis of support or structure.

Are unfamiliar with literary devices, figurative language, and conventions of drama, which prevents an analysis of their purpose or use.


May sometimes identify a main purpose, but struggle to recognize textual support or to make connections between articles on similar subjects.

May sometimes recognize literary devices and figurative language and begin to analyze their impact on a selection’s effectiveness.

Limited familiarity with the conventions of dramatic literature.

Accurately examine the content and structure of informational and literary text, and can recognize the primary characteristics of each.

Consistently identify an author’s main purpose and recognize instances of textual support.

Make connections between articles on similar subjects.

Recognize the use of literary devices and figurative language, and make accurate observations about their impact on a selection’s effectiveness.

Demonstrate a familiarity with the conventions of dramatic literature.

Thoroughly examine the content and structure of informational text to determine the author’s underlying purpose, evaluate the amount and kind of evidence given for support,

Analyze passages on the same topic, and evaluate the logic and unity of text.

Evaluate the use of literary devices and figurative language, and make insightful observations about their impact on a selection’s effectiveness.

Demonstrate a thorough awareness of the conventions of dramatic literature

grade 3 achievement level descriptors · antonyms to help make meaning. use context clues to...

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