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Assessment_Guide_For_Educators_Rla (Page 37)
37 Assessment Guide for Educators: RLA Chapter 4: Performance Level Descriptors RLA - Below Passing Level Test-takers who score at this level are typically able to comprehend and analyze simple passages similar to those found in L.M. Montgomery’s Anne of Green Gables, Joy Hakim’s A History of US, and Colin A. Ronan’s “Telescopes, ” and generally demonstrate limited but developing proficiency with the following skills: • Analyzing and Creating T ext Features and T echnique – Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts at a limited and/or inconsistent level – Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning, at a limited and/or inconsistent level – Analyze the roles that details play in texts at a limited and/or inconsistent level – Analyze how meaning or tone is affected when one word is replaced with another at a limited and/or inconsistent level – Analyze the structural relationship between adjacent sections of text at a limited and/or inconsistent level – Analyze transitional language and determine how it functions in a text at a limited and/or inconsistent level • Using Evidence to Understand, Analyze, and Create Arguments – Comprehend explicit details and main ideas in a text at a limited and/or inconsistent level – Summarize details and ideas in a text at a limited and/or inconsistent level – Make sentence-level inferences about details that support main ideas at a limited and/or inconsistent level – Determine which details support a main idea at a limited and/or inconsistent level