ILearn Grades 3-5 ELA/Math PLD Sorting Activity

Front

What PLD Level does this item align with for standard 3.RC.5?

Back

Below Proficiency

Answer explanation

{Below: Explain how one or more key details supports a given main idea.}

The example item asks students to select the evidence from the text that best supports a given main idea. Although the work of analyzing the text for the main idea has been done for students, they still have to identify the textual evidence to support it. Student's bring their knowledge of explicit textual evidence to the table.

Front

What PLD Level does this item align with for standard 3.RC.5?

Back

At Proficiency

Answer explanation

{At: Identify the main idea of a text, where the main idea is easily discernible, and recount more than one key supporting detail.}

The example item asks students to identify the main idea from explicit information {little to no discernment/inferencing} and support with textual evidence. Students must analyze the entire text for the main idea and prove it using the text. "At Proficiency" is distinguished from "Approaching" as both skills must be demonstrated in one task and the main idea is for the entire text, not just a text section.

Tags

3.RC.2

Front

What PLD Level does this item align with for 3.NS.6?

Back

Above Proficiency

Answer explanation

{Above: Identify the greatest and least whole numbers that round to a specific multiple of 10 or 100. Justify the rounding of a number using place value concepts or number lines.}

The example item asks students to examine and think about place value and rounding rules to identify the least whole number that would round to 700. They are not given a number to round but having to really consider place value concepts.

For the portion of the Above PLD that states "Justify the rounding of a number..."

Currently for questions similar to this on the CAT test, justification using place value concepts is not available for students to type out. It is in consideration for future development on how this can be assessed.

Tags

3.NS.6

Front

What PLD Level does this item align with for 4.RC.1?

Back

Approaching Proficiency

Answer explanation

{Approaching: Choose one or more supporting details or examples from the text to support a given inference.}

The example item asks students to identify the supporting details that support a given inference. The work of analyzing the implicit evidence to infer has been done for students. Students only need to think critically about what evidence would best prove the provided inference. "Approaching Proficiency" has two separate skills that can be leveraged or focused on, which distinguishes this PLD from "At Proficiency" where both skills must be demonstrated independently in one task.

Front

What PLD Level does this item align with for 5.RC.1?

Back

At Proficiency

Tags

3.NS.6

Front

What PLD Level does this item align with for 5.RC.1?

Back

Approaching Proficiency

Tags

3.NS.6

Front

What PLD Level does this item align with for 5.M.5?

Back

Below Proficiency

Tags

3.NS.6

Front

What will Curious George most likely do next? A) Grab all of the balloons B) Give the man in the yellow hat a hug C) Run away

Back

At

Answer explanation

Students make predictions about a character’s actions based on what has already happened in the text.

Front

Select two of the words that have the same ending sound as "cart": Bark, Dog, Sit, Eat.

Back

Bark

Answer explanation

This is above proficiency because it's asking students to select two words with the same ending sound. The Content Limits/Constraints state that students are given only three options (therefore not asked to select two).

Front

Order the "boxes" below according to what happened in the beginning, middle, and end of the story: Box 1 - Curious George Returned home. Box 2 - Curious George visited the zoo. Box 3 - Curious George woke up and ate breakfast. Box 4 - Curious George took a taxi to the zoo.

Back

At

Answer explanation

This question is "at" proficiency because students understand that the beginning is where the story is introduced, the middle of the text describes the major events and action that takes place, and the end of the story tells how the action concludes.