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

GRADE 4Target 4. REASONING &EVIDENCE: Use supportingevidence to justify/explaintheir own inferences(characterdevelopment/actions/traits,first- or third-person point ofview; theme; author’smessage).Level 1 students should be able to, withsignificant support, use supportingevidence to justify/explain their owninferences.Level 2 students should be able to, with minimalsupport, use supporting evidence to justify/explaintheir own inferences.Level 3 students should be able to usesufficient supporting evidence tojustify/explain their own inferences.Level 4 students should be able to useextensive supporting evidence tojustify/explain in depth their own inferences.Target 5. ANALYSIS WITHINOR ACROSS TEXTS:Interpret, specify, orcompare how information ispresented across texts(first- or third-person pointof view, visual/oral formats,topics, themes, patterns ofevents).Target 6. TEXTSTRUCTURES & FEATURES:Relate knowledge of textstructures, genre-specificfeatures, or formats(visual/graphic/auditoryeffects) to obtain, interpret,explain, or connectinformation within text.Target 7. LANGUAGE USE:Determine or interpretfigurative language, literarydevices, or connotativemeanings of words andphrases used in contextand the impact of thoseword choices on meaningand tone.Level 1 students should be able tointerpret, specify, or compare howinformation is presented across textswith significant support.Level 1 students should be able torelate minimal knowledge of textstructures, genre-specific features, orformats in order to obtain, interpret,explain, or connect information withintext.Level 1 students should be able todetermine figurative language, literarydevices, or connotative meanings ofwords and phrases used in context.Level 2 students should be able to interpret, specify,or compare how information is presented acrosstexts with minimal support.Level 2 students should be able to relate partialknowledge of text structures, genre-specificfeatures, or formats to obtain, interpret, explain, orconnect information within text.DRAFTLevel 2 students should be able to determine orinterpret figurative language, literary devices, orconnotative meanings of words and phrases used incontext and partially explain the impact of thoseword choices on meaning and tone.Level 3 students should be able tosufficiently interpret, specify, or comparehow information is presented across texts.Level 3 students should be able sufficientlyrelate knowledge of text structures, genrespecificfeatures, or formats to obtain,interpret, explain, or connect informationwithin text.Level 3 students should be able to determineor interpret figurative language, literarydevices, or connotative meanings of wordsand phrases used in context and the impactof those word choices on meaning and tone.Level 4 students should be able to useextensive detail to interpret, specify, orcompare how information is presentedacross above-grade-level texts.Level 4 students should be able tothoroughly relate knowledge of textstructures, genre-specific features, orformats to obtain, interpret, explain, orconnect information within text.Level 4 students should be able todetermine and interpret figurative language,literary devices, or connotative meanings ofwords and phrases used in context in abovegrade-leveltexts and explain the impact ofthose word choices on meaning and tone.Expectations for Studentsat the Cut ScoresThe student who just enters Level 2 should beable to:• Identify details and information from thetext to minimally support answers andinferences.• Identify or summarize central ideas/keyevents with support.• Determine the intended meanings of words,including words with multiple meanings,The student who just enters Level 3should be able to:• Identify details and information fromthe text to support answers andinferences.• Identify or summarize centralideas/key events with minimalsupport.• Begin to determine the intendedThe student who just enters Level 4 shouldbe able to:• Identify explicit details and implicitinformation from the text to supportanswers.• Begin to consistently identify andsummarize central ideas/keyevents.• Begin to determine the intended14