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New York State Testing Program

Common Core
English Language Arts Test
Performance Level Descriptions
Grade 3
August 2014

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK /
ALBANY, NY 12234

New York State Testing Program


Common Core English Language Arts Test
Performance Level Descriptions
GRADE 3
Policy-Level Performance Level Definitions
For each grade, there are students performing along a proficiency continuum with regard to the skills
and knowledge necessary to meet the demands of grade-specific Common Core Standards for English
Language Arts/Literacy. There are students who are above proficiency, students who are proficient,
students who are not quite proficient, and students who are well below proficient at each grade level.
New York State assessments are designed to classify students into one of four proficiency categories;
these proficiency categories are defined as:
NYS Level 4
Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills,
and practices embodied by the New York State P-12 Common Core Learning Standards for English
Language Arts/Literacy that are considered more than sufficient for the expectations at this grade.
NYS Level 3
Students performing at this level are proficient in standards for their grade. They demonstrate
knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards
for English Language Arts/Literacy that are considered sufficient for the expectations at this grade.
NYS Level 2
Students performing at this level are partially proficient in standards for their grade. They demonstrate
knowledge, skills, and practices embodied by the New York State P 12 Common Core Learning
Standards for English Language Arts/Literacy that are considered partial but insufficient for the
expectations at this grade. Students performing at Level 2 are considered on track to meet current New
York high school graduation requirements but are not yet proficient on Common Core Learning
Standards at this grade.
NYS Level 1
Students performing at this level are well below proficient in standards for their grade. They
demonstrate limited knowledge, skills, and practices embodied by the New York State P-12 Common
Core Learning Standards for English Language Arts/Literacy that are considered insufficient for the
expectations at this grade.
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Performance Level Descriptions


Performance Level Descriptions (PLDs) describe the range of knowledge and skills students should
demonstrate at a given performance level.
How were the PLDs developed?
The New York State Education Department (NYSED) convened the state's English Language Arts (ELA)
and Math Content Advisory Panels (CAPs) to develop the initial draft PLDs for grades 3 - 8. The CAPs are
classroom teachers from elementary, middle and high school, school and district administrators, English
Language Learner (ELL) and students with disabilities (SWD) specialists, and higher education faculty
members from across the state. The draft PLDs from the CAPs then went through additional rounds of
review and edit from a number of content experts and assessment experts under NYSED supervision.
In developing PLDs, the CAPs considered policy-level definitions of the performance levels (see above)
and the expectations for each grade level in the Common Core State Standards. Drafting PLDs began
with Level 3, the proficiency level, to determine the content knowledge and skill necessary at a given
grade level and content standard to be considered proficient according to the rigor and demand of the
Common Core. CAP members then drafted PLDs at Levels 4 (excel) and 2 (partially proficient). Finally,
Level 1 PLDs describe a wide range of students, including both those who are just below meeting the
requirements for Level 2 and those who attempted but did not answer any questions correctly.
How are the PLDs used in Assessment?
PLDs are essential in setting standards for the New York State Grades 3-8 assessments. Standard setting
panelists use PLDs to determine the threshold expectations for students to demonstrate the knowledge
and skills necessary to attain just barely a Level 2, Level 3, or Level 4 on the assessment. These
discussions then influence the panelists in establishing the cut scores on the assessment. PLDs are also
used to inform item development, as each test needs questions that distinguish performance all along
the continuum.
How can the PLDs be used in Instruction?
PLDs help communicate to students, families, educators and the public the specific knowledge and skills
expected of students to demonstrate proficiency and can serve a number of purposes in classroom
instruction. They are the foundation of rich discussion around what students need to do to perform at
higher levels and to explain the progression of learning within a subject and grade level. We encourage
the use of the PLDs for a variety of purposes, such as differentiating instruction to maximize individual
student outcomes, creating classroom assessments and rubrics to help in identifying target performance
levels for individual or groups of students, and tracking student growth along the proficiency continuum
as described by the PLDs.

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Grade 3 English Language Arts Performance Level Descriptions


Anchor Standard
Students read closely to
determine what the text says
explicitly and to make logical
inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions
drawn from the text. (CCR R1)

Performance Level 4
Demonstrate an in-depth
understanding of a literary text
by asking insightful questions
and by answering questions,
referring explicitly to the text as
the basis for the answers.

Performance Level 3
Demonstrate a thorough
understanding of a literary text
by asking and answering
questions, referring to the text
as the basis for the answers.

Performance Level 2
Demonstrate a basic
understanding of a literary text
by asking factual questions and
by answering questions, making
inconsistent attempts to refer to
the text as the basis for the
answers.

Performance Level 1
Demonstrate a limited or
inaccurate understanding of a
literary text by asking and
answering questions without
referring to the text as a basis
for answers.

Students determine central


ideas or themes of a text and
analyze their development;
summarize the key supporting
details and ideas. (CCR R2)

Provide a detailed, nuanced, and


accurate recounting of stories,
including fables, folktales, and
myths from diverse cultures;
determine the central message,
lesson, or moral and provide a
detailed, nuanced, and accurate
explanation of how it is
conveyed through key details in
the text.

Provide a thorough recounting


of stories, including fables,
folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and provide a thorough
explanation of how it is
conveyed through key details in
the text.

Provide a basic recounting of


storiespossibly inaccurate in
some of the detailsincluding
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and demonstrate a limited
or basic understanding of how it
is conveyed through key details
in the text.

Provide a limited or inaccurate


recounting of stories, including
fables, folktales, and myths from
diverse cultures; may identify an
explicit central message, lesson,
or moral without explaining how
it is conveyed through key
details in the text.

Demonstrate an in-depth
analysis of an informational text
by accurately determining the
main idea, fully recounting the
key details, and providing a
thorough explanation of how the
details support the main idea.

Demonstrate a thorough
understanding of an
informational text by accurately
determining the main idea,
recounting most of the key
details, and providing an
explanation of how the details
support the main idea.

Demonstrate a basic
understanding of an
informational text by
determining the main idea,
recounting some of the key
details, but providing little or no
explanation of how the details
support the main idea.

Demonstrate a limited or
inaccurate understanding of an
informational text; may identify
an explicit main idea, recounting
some of the minor details, but
without explaining how the
details support the main idea.

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from
the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2.
4

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Grade 3 English Language Arts Performance Level Descriptions


Students analyze how and why
individuals, events, and ideas
develop and interact over the
course of a text. (CCR R3)

Students interpret words and


phrases as they are used in a
text, including determining
technical, connotative, and
figurative meanings, and analyze
how specific word choices shape
meaning or tone. (CCR R4)

Provide a detailed and nuanced


description of characters in a
story and a detailed and
nuanced explanation of how
their actions contribute to the
sequence of events,
demonstrating a clear
understanding of the subtlety
and complexity of the characters
and their shaping influence on
story events.

Provide a thorough description


of characters in a story and a
thorough explanation of how
their actions contribute to the
sequence of events.

Provide a basic description,


using few details, of characters
in a story and little or no
explanation of how their actions
contribute to the sequence of
events.

Provide a limited or inaccurate


description of characters in a
story using few, incorrect, or no
details; use little or no
explanation of how their actions
contribute to the sequence of
events.

Provide a detailed and nuanced


description of the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in an informational
text, using precise language that
pertains to time, sequence, and
cause/effect and demonstrating
an understanding of the
subtleties of the connections
presented in the text.
Determine with precision and
detail the meaning of words and
phrases as they are used in a
literary text, making precise
distinctions between literal and
non-literal language.

Provide a thorough description


of the relationship between a
series of historical events,
scientific ideas or concepts, or
steps in technical procedures in
an informational text, using
language that pertains to time,
sequence, and cause/effect.

Provide a basic description of


the relationship between a
series of historical events,
scientific ideas or concepts, or
steps in technical procedures in
an informational text,
demonstrating an insufficient or
ineffective use of language that
pertains to time, sequence, and
cause/effect.

Provide a limited or inaccurate


description of the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in technical
procedures in an informational
text, demonstrating an
inaccurate use of language that
pertains to time, sequence, and
cause/effect.

Determine the meaning of


words and phrases as they are
used in a literary text,
distinguishing literal from nonliteral language.

Determine inconsistently and/or


inadequately the meaning of
words and phrases as used in a
literary text, often failing to
distinguish literal from nonliteral language.

Determine, at best, the meaning


of only simple words and
phrases as used in a literary text;
fail to distinguish literal from
non-literal language.

Determine with precision and


detail the meaning of general
academic and domain-specific
words and phrases in an
informational text relevant to a
grade 3 topic or subject area.

Determine the meaning of


general academic and domainspecific words and phrases in an
informational text relevant to a
grade 3 topic or subject area.

Determine inconsistently and/or


inadequately the meaning of
general academic and domainspecific words and phrases in an
informational text relevant to a
grade 3 topic or subject area.

Determine, at best, the meaning


of only simple words and
phrases in an informational text
relevant to grade 3 topic or
subject area.

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from
the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2.
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Grade 3 English Language Arts Performance Level Descriptions


Students analyze the structure
of texts, including how specific
sentences, paragraphs, and
larger portions of the text (e.g., a
section, chapter, scene, or
stanza) relate to each other and
the whole. (CCR R5)

Students assess how point of


view or purpose shapes the
content and style of a text.
(CCR R6)

Demonstrate an in-depth
understanding of literary
structure by precisely referring
to parts of stories, dramas, and
poems when writing about a
text, using terms such as
chapter, scene, and stanza.

Demonstrate a thorough
understanding of literary
structure by referring to parts of
stories, dramas, and poems
when writing about a text, using
terms such as chapter, scene,
and stanza.

Demonstrate a limited
understanding of literary
structure by referring
inconsistently to parts of stories,
dramas, and poems when
writing about a text, using terms
such as chapter, scene, and
stanza.

Demonstrate an inability to
identify literary structure by
referring inaccurately to parts of
stories, dramas, and poems
when writing about a text,
without using terms such as
chapter, scene, and stanza.

Provide a detailed and nuanced


description of how each
successive part of a literary text
builds on earlier sections.

Provide a thorough description


of how each successive part of a
literary text builds on earlier
sections.

Provide an insufficient and/or


partially inaccurate description
of how each successive part of a
literary text builds on earlier
sections.

Provide an inaccurate or no
description of how each
successive part of a literary text
builds on earlier sections.

Exhibit a skillful use of text


features and search tools (e.g.,
key words, sidebars, hyperlinks)
to locate information relevant to
a given topic efficiently in an
informational text.
Make clear and precise
distinctions between their own
point of view and that of the
narrator or those of the
characters in a literary text.

Exhibit a competent use of text


features and search tools (e.g.,
key words, sidebars, hyperlinks)
to locate information relevant to
a given topic efficiently in an
informational text.
Make distinctions between their
own point of view and that of
the narrator or those of the
characters in a literary text.

Exhibit a limited use of text


features and search tools (e.g.,
key words, sidebars, hyperlinks)
to locate information relevant to
a given topic efficiently in an
informational text.
Make unclear or imprecise
distinctions between their own
point of view and that of the
narrator or those of the
characters in a literary text.

Exhibit a lack of use of text


features and search tools (e.g.,
key words, sidebars, hyperlinks)
to locate information relevant to
a given topic in an informational
text.
Make inaccurate distinctions or
no distinctions between their
own point of view and that of
the narrator or those of the
characters in a literary text.

Make clear and precise


distinctions between their own
point of view and that of the
author of an informational text.

Make distinctions between their


own point of view and that of
the author of an informational
text.

Make unclear or imprecise


distinctions between their own
point of view and that of the
author of an informational text.

Make inaccurate distinctions or


do not distinguish between their
own point of view and that of
the author of an informational
text.

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from
the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2.
6

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Grade 3 English Language Arts Performance Level Descriptions


Students integrate and evaluate
content presented in diverse
formats and media, including
visually and quantitatively, as
well as in words. (CCR R7)

Students delineate and evaluate


the argument and specific claims
in a text, including the validity of
the reasoning as well as the
relevance and sufficiency of the
evidence. (CCR R8)

Provide a detailed, accurate, and


nuanced explanation of how
specific aspects of a texts
illustrations contribute to what
is conveyed by the words in a
story (e.g., create mood,
emphasize aspects of a
character or setting).

Provide a thorough explanation


of how specific aspects of a
texts illustrations contribute to
what is conveyed by the words
in a story (e.g., create mood,
emphasize aspects of a
character or setting).

Provide an insufficient and at


times inaccurate explanation of
how specific aspects of a texts
illustrations contribute to what
is conveyed by the words in a
story (e.g., create mood,
emphasize aspects of a
character or setting).

Provide an inaccurate or no
explanation of how specific
aspects of a texts illustrations
contribute to what is conveyed
by the words in a story (e.g.,
create mood, emphasize aspects
of a character or setting).

Exhibit a skillful use of


information gained from
illustrations (e.g., maps,
photographs) and the words in
an informational text to
demonstrate understanding of
the text (e.g., where, when, why,
and how key events occur).

Exhibit a competent use of


information gained from
illustrations (e.g., maps,
photographs) and the words in
an informational text to
demonstrate understanding of
the text (e.g., where, when, why,
and how key events occur).

Exhibit a limited, inconsistent, or


inaccurate use of information
gained from illustrations (e.g.,
maps, photographs) and the
words in an informational text to
demonstrate limited
understanding of the text (e.g.,
where, when, why, and how key
events occur).

Exhibit an inaccurate use of


information gained from
illustrations (e.g., maps,
photographs) and the words in
an informational text to
demonstrate limited or no
understanding of the text (e.g.,
where, when, why, and how key
events occur).

[Not applicable to literary texts]

[Not applicable to literary texts]

[Not applicable to literary texts]

[Not applicable to literary texts]

Provide a detailed, accurate, and


nuanced description of the
logical connection between
particular sentences and
paragraphs in an informational
text (e.g., comparison,
cause/effect, first/second/third
in a sequence).

Provide a thorough description


of the logical connection
between particular sentences
and paragraphs in an
informational text (e.g.,
comparison, cause/effect,
first/second/third in a
sequence).

Provide an insufficient and/or


inaccurate description of the
logical connection between
particular sentences and
paragraphs in an informational
text (e.g., comparison,
cause/effect, first/second/third
in a sequence).

Provide an inaccurate or no
description of the logical
connection between particular
sentences and paragraphs in an
informational text (e.g.,
comparison, cause/effect,
first/second/third in a
sequence).

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from
the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2.
7

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Grade 3 English Language Arts Performance Level Descriptions


Students analyze how two or
more texts address similar
themes or topics in order to
build knowledge or to compare
the approaches the authors
take. (CCR R9)

Demonstrate command of the


conventions of standard English
grammar and usage when
writing or speaking. (CCR L1)

Demonstrate an in-depth textual


analysis by aptly and insightfully
comparing and contrasting the
themes, settings, and plots of
stories written by the same
author about the same or similar
characters (e.g., in books from a
series).

Demonstrate a thorough textual


analysis by comparing and
contrasting the themes, settings,
and plots of stories written by
the same author about the same
or similar characters (e.g., in
books from a series).

Demonstrate a limited or basic


textual analysis by insufficiently
or inaccurately comparing and
contrasting the themes, settings,
and plots of stories written by
the same author about the same
or similar characters (e.g., in
books from a series).

Demonstrate an inability to
compare and contrast the
themes, settings, and plots of
stories written by the same
author about the same or similar
characters (e.g., in books from a
series).

Demonstrate an in-depth textual


analysis by aptly and insightfully
comparing and contrasting the
most important points and key
details presented in two
informational texts on the same
topic.
Demonstrate a confident
command of the conventions of
standard English grammar and
usage by producing writing with
few errors.

Demonstrate a thorough textual


analysis by comparing and
contrasting the most important
points and key details presented
in two informational texts on the
same topic.

Demonstrate a limited or basic


textual analysis by insufficiently
or inaccurately comparing and
contrasting the most important
points and key details presented
in two informational texts on the
same topic.
Demonstrate an emerging
command of the conventions of
standard English grammar and
usage by producing writing with
some errors that may hinder
comprehension.

Demonstrate an inability to
compare and contrast the most
important points and key details
presented in two informational
texts on the same topic.

Demonstrate an emerging
command of the conventions of
standard English capitalization,
punctuation, and spelling by
producing writing with some
errors that may hinder
comprehension.
Exhibit an inconsistent,
occasionally limited, or
imprecise use of language and
its conventions when reading
and writing.

Demonstrate a limited command


of the conventions of standard
English capitalization,
punctuation, and spelling by
producing writing with errors
that hinder comprehension.

Demonstrate command of the


conventions of standard English
capitalization, punctuation, and
spelling when writing. (CCR L2)

Demonstrate a confident
command of the conventions of
standard English capitalization,
punctuation, and spelling by
producing writing with few
errors.

Apply knowledge of language to


understand how language
functions in different contexts,
to make effective choices for
meaning or style, and to
comprehend more fully when
reading or listening. (CCR L3)

Exhibit a skillful and precise use


of language and its conventions
when reading and writing.

Demonstrate a command of the


conventions of standard English
grammar and usage by
producing writing with
occasional errors that do not
significantly hinder
comprehension.
Demonstrate a command of the
conventions of standard English
capitalization, punctuation, and
spelling by producing writing
with occasional errors that do
not significantly hinder
comprehension.
Exhibit a competent use of
language and its conventions
when reading and writing.

Demonstrate a limited command


of the conventions of standard
English grammar and usage by
producing writing with errors
that hinder comprehension.

Exhibit an imprecise and


inaccurate use of language and
its conventions when reading
and writing.

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from
the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2.
8

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Grade 3 English Language Arts Performance Level Descriptions


Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases by using context clues,
analyzing meaningful word
parts, and consulting general
and specialized reference
materials, as appropriate.
(CCR L4)
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings. (CCR L5)

Acquire and use accurately a


range of general academic and
domain-specific words and
phrases sufficient for reading,
writing, speaking, and listening
at the College and Career
Readiness level; demonstrate
independence in gathering
vocabulary knowledge when
encountering an unknown term
important to comprehension or
expression. (CCR L6)
Write informative/explanatory
texts to examine and convey
complex ideas and information
clearly and accurately through
the effective selection,
organization, and analysis of
content. (CCR W2)
Draw evidence from literary or
informational texts to support
analysis, reflection, and
research. (CCR W9)

Determine or clarify with


precision and detail the meaning
of unknown and multiplemeaning words and phrases
based on grade 3 reading and
content, choosing flexibly from a
range of strategies.

Determine or clarify the


meaning of unknown and
multiple-meaning words and
phrases based on grade 3
reading and content, choosing
from a range of strategies.

Determine or clarify
inadequately and/or
inconsistently the meaning of
unknown and multiple-meaning
words and phrases based on
grade 3 reading and content,
demonstrating limited
internalization of strategies.

Demonstrate an inability to
determine the meaning of
unknown and multiple-meaning
words and phrases based on
grade 3 reading and content.

Demonstrate an in-depth
understanding of word
relationships and nuances in
word meanings by choosing
words precisely and
purposefully.
Use, in a precise and nuanced
way, grade 3-appropriate
conversational, general
academic, and domain-specific
words and phrases, including
those that signal spatial and
temporal relationships in a
precise and nuanced way.

Demonstrate an understanding
of word relationships and
nuances in word meanings by
choosing words that suit the
purpose.

Demonstrate a limited
understanding of word
relationships and nuances in
word meanings by choosing
words that show little or no
connection to purpose.
Use, in an inconsistent way,
grade 3-appropriate
conversational, general
academic, and domain-specific
words and phrases, including
those that signal spatial and
temporal relationships

Demonstrate an inability to
understand word relationships
and nuances in word meanings
by choosing words that show no
connection to purpose.

Produce precise and insightful


informative/explanatory texts
that fully examine a topic and
convey ideas clearly, coherently,
and in an engaging way.

Produce competent
informative/explanatory texts
that adequately examine a topic
and convey ideas clearly.

Produce
informative/explanatory texts
that address a topic with
insufficient clarity and
coherence.

Produce
informative/explanatory texts
that address a topic inaccurately
or with no clarity and coherence.

[NA at grade 3]

[NA at grade 3]

[NA at grade 3]

[NA at grade 3]

Use, in a careful and accurate


way, grade 3-appropriate
conversational, general
academic, and domain-specific
words and phrases, including
those that signal spatial and
temporal relationships

Use, in an inaccurate way, grade


3-appropriate conversational,
general academic, and domainspecific words and phrases,
including those that signal
spatial and temporal
relationships

* Level 1 PLDs describe students who did not demonstrate sufficient evidence to be classified into Level 2; Level 1 contains the widest range of performance on the test: from
the lowest-scoring students, including those students who attempted but got no answers correct, to those students who are on the cusp but just below Level 2.
9

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