SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

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$North Dakota Seventh Grade Math Common Core - ND Curriculum ...$

Table 6. Example of Policy, Range, and Threshold ALD MatrixTitle: ELA/Literacy or Mathematics, Grade LevelOverall Claim(e.g., Grade 11 ELA/literacy)Policy ALD forLevel 1Policy ALD forLevel 2Policy ALD forLevel 3Policy ALD forLevel 4Specific Content Claim 1(e.g., “Reading”)Content ALDLevel 1 based onClaim 1Content ALDLevel 2 based onClaim 1Content ALDLevel 3 based onClaim 1Content ALDLevel 4 based onClaim 1Assessment Target 1(e.g., “Key Details”)Content Category 1 for Specific Content Claim 1(e.g., “Literary Text”)Range ALD for Range ALD for Range ALD forLevel 1 based on Level 2 based on Level 3 based onAssessment Assessment AssessmentTarget 1 and Target 1 and Target 1 andCCSS standards CCSS standards CCSS standardsthat underlie that underlie that underlieTarget 1Target 1Target 1Range ALD forLevel 4 based onAssessmentTarget 1 andCCSS standardsthat underlieTarget 1Assessment Target 2(e.g., “Central Ideas”)Range ALD forLevel 1…Range ALD forLevel 2…Range ALD forLevel 3…Range ALD forLevel 4…....................Threshold ALDs(Expectations for Studentsat the Cut Scores) for theContent CategoryAssessment Target 1Threshold ALD forLevel 2 studentderived fromRange ALDs forContent Category1Threshold ALD forLevel 3 studentderived fromRange ALDs forContent Category1Content Category 2 for Specific Content Claim 1(e.g., “Informational Text”)Range ALD for Range ALD for Range ALD forLevel 1 … Level 2…Level 3…Threshold ALD forLevel 4 studentderived fromRange ALDs forContent Category1Range ALD forLevel 4…Next StepsThe purpose of the ALD-writing workshop was to create drafts of the Policy, Range, and ThresholdALDs and to finalize the draft college content-readiness definition and policy framework that wouldbe reviewed and revised by a broader audience from the Smarter Balanced member states. Thispublic review provides an opportunity for a wide array of constituents to provide feedback to SmarterBalanced, which is due January 15, 2013. Feedback is collected through an online survey tool. Allcomments and suggestions will be considered. A revised draft will be circulated to member states inFebruary 2013 in advance of a Governing State vote in mid-March to approve the initial ALDs.9
GRADE 4Overall Claim: Students candemonstrate progresstoward college and careerreadiness in Englishlanguage arts and literacy.CLAIM 1: Students can readclosely and analytically tocomprehend a range ofincreasingly complexliterary and informationaltexts.Target 1. KEY DETAILS:Identify explicit details andimplicit information fromthe text to support answersor inferences provided bythe item.Target 2. CENTRAL IDEAS:Identify or summarizecentral ideas/key events.Target 3. WORDMEANINGS: Determineintended meanings ofwords, including words withmultiple meanings(academic/tier 2 words),based on context, wordrelationships (e.g.,synonyms), word structure(e.g., common Greek orLatin roots, affixes), or useof resources (e.g.,dictionary, thesaurus).Demonstrates minimal command of theknowledge and skills associated withcollege and career readiness.Level 1 students should be able to readto comprehend a limited range ofliterary and informational text at thelower range of complexity and to useminimal textual evidence todemonstrate thinking.Level 1 students should be able toidentify details and information from thetext to minimally support answers orinferences provided by the item.Level 1 students should be able to, withsufficient support, identify or summarizecentral ideas/key events.Level 1 students should be able to, withsufficient support, determine theintended meanings of words, includingwords with multiple meanings, wordsbased on context, word relationships, orrely heavily on use of resources.Demonstrates partial command of the knowledgeand skills associated with college and careerreadiness.Level 2 students should be able to read closely andanalytically to comprehend a range of literary andinformational texts of moderate complexity and touse textual evidence that demonstrates limitedcritical thinking.Literary TextsLevel 2 students should be able to identify detailsand information from the text to partially supportanswers or inferences provided by the item.Level 2 students should be able to, with minimalsupport, identify or summarize central ideas/keyevents.DRAFTLevel 2 students should be able to, with minimalsupport, determine intended meanings of words,including words with multiple meanings, wordsbased on context, word relationships, wordstructure, or use of resources.Demonstrates sufficient command of theknowledge and skills associated with collegeand career readiness.Level 3 students should be able to readclosely and analytically to comprehend arange of increasingly complex literary andinformational texts and use textual evidenceto demonstrate critical thinking.Level 3 students should be able to identifyexplicit details and implicit information fromthe text to support answers or inferencesprovided by the item.Level 3 students should be able to identify orsummarize central ideas/key events.Level 3 students should be able to determineintended meanings of words, including wordswith multiple meanings, words based oncontext, word relationships, word structure,or use of resources.Demonstrates deep command of theknowledge and skills associated with collegeand career readiness.Level 4 students should be able to readclosely and analytically to comprehend arange of highly complex literary andinformational texts and use textual evidenceeffectively to demonstrate complex criticalthinking.Level 4 students should be able to identifyand explain explicit details and implicitinformation from the text to support answersand inferences provided by the item.Level 4 students should be able toconsistently identify and summarize centralideas/key events.Level 4 students should be able todetermine intended meanings of abovegrade-levelwords, including words withmultiple meanings, words based on context,word relationships, word structure, or use ofresources.13
Page 3 and 4: This document provides an overview
Page 5 and 6: Policy ALDsFor both ELA/literacy an
Page 7 and 8: in the core areas of ELA/literacy a
Page 9: Figure 2. Relationship among Conten
Page 13 and 14: GRADE 4Target 8. KEY DETAILS:Use ex
Page 16 and 17: GRADE 4Target 1. WRITE/REVISEBRIEF
Page 18 and 19: GRADE 4to prompt) andelaboration, a
Page 20 and 21: GRADE 4• Strategically use langua
Page 22 and 23: GRADE 4Overall Claim: Studentscan d

SBAC Achievement Level Descriptors, Grade 4 - ND Curriculum ...

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