ILearn Grades 3-5 ELA/Math PLD Sorting Activity

Let's look at standard

3.RC.5

Determine the main idea of a text; recount the key details and explain how they support the main idea. (E)

On your device, pull up the Item Specification for this standard. Click "Yes" when you are ready.

• Yes

• Yes

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

{Feel free to discuss your thinking with your table}

• Above Proficiency

• At Proficiency

• Approaching Proficiency

• 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.

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

{Feel free to discuss your thinking with your table}

• Above Proficiency

• At Proficiency

• Approaching Proficiency

• Below 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 two pieces of textual evidence.

Students must analyze the entire text for the main idea and prove it using more than one key detail. "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

Let's look at standard

3.NS.6

Use place value understanding to round two- and three-digit whole numbers to the nearest 10 or 100.

On your device, pull up the Item Specification for this standard. Click "Yes" when you are ready.

• Yes

• Yes

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

{Feel free to discuss with your table}

• Above Proficiency

• At Proficiency

• Approaching Proficiency

• Below Proficiency

Answer explanation

{At: Round two- and three-digit numbers to the nearest ten and hundred;}

This two-part example item asks students to round a three-digit number to the nearest hundred in Part A and to the nearest ten in Part B.

For Approaching, students are asked to round a two-digit number to the tens place or a three-digit number to the hundreds place.

Tags

3.NS.6

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

{Feel free to discuss with your table}

• Above Proficiency

• At Proficiency

• Approaching Proficiency

• Below 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

Let's look at standard

4.RC.1

Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text. (E)

On your device, pull up the Item Specification for this standard. Click "Yes" when you are ready.

• Yes

• Yes

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

{Feel free to discuss with your table}

• Above Proficiency

• At Proficiency

• Approaching Proficiency

• Below 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.

Let's look at standard

4.NS.7

Use place value understanding to round multi-digit whole numbers to any given place value.

On your device, pull up the Item Specification for this standard. Click "Yes" when you are ready.

• Yes

• Yes

What PLD Level does this item align with for 4.NS.7?

{Feel free to discuss with your table}

• Above Proficiency

• At Proficiency

• Approaching Proficiency

• Below Proficiency

Answer explanation

{Approaching: Round given numbers to the nearest ten, hundred, or thousands place.}

The example item asks students to round a four-digit number to the hundreds place.

As a 4th grade standard where students use numbers up to one million, if the student was given a number to round to the ten-thousands place or hundred thousands place that would fit more with At Proficiency. Another example of At Proficiency might give a student a 5 or 6-digit number to round to the tens place or hundreds place.

Tags

3.NS.6