Achievement Level Descriptors
Grade 10 End of Course Examination for ELA-I (Reading)
High Range
Level 1
When reading literary and informational text,
students at this achievement level demonstrate
the following:

Identify which text structures and features are
essential to understanding a text. (RI.9-10.5)

Use explicit details to summarize the central
ideas/key events in a text. (RL.9-10.2)
Reporting
Low Range
Medium Range

Identify the evidence that supports conclusions in a
text. (RI 9-10.8)
Level 2
Level 3
When reading literary and informational text, students at
this achievement level demonstrate the following:
When reading literary and informational text, students at
this achievement level demonstrate the following:

Identify the argument and claims in a text, including the
reasoning and/or evidence. (RI.9-10.8)


Explain the relationships between point of view and/or
purpose and content within a text. (RL.9-10.6 & RI.9-10.6)

Analyze how point of view and/or purpose shape the content
and/or style within a text. (RL.9-10.6 & RI.9-10.6)

Explain the relationship(s) among structures/features and
meaning(s) within a text. (RL.9-10.5)

Analyze how an author’s choice of text structures/features
impacts development of claims and/or ideas. (RI.9-10.5)

Explain how the structure of a text, order of events, and/or
use of time creates effects. (RL.9-10.5 & RI.9-10.5)


Identify a theme/central idea of a text. (RL.9-10.2 & RI.910.2)

Determine meanings of words and phrases, including
connotation/denotation, figurative language, and/or words
with multiple meanings. (RL.9-10.4 & RI.9-10.4)
Identify false statements and fallacious reasoning in
arguments. (RI.9-10.8)
Analyze how cultural experiences or rhetoric shape
the content and/or style within a text. (RL.9-10.6 &
RI.9-10.6)

Analyze how a theme/central idea emerges and/or
is shaped over the course of a text using specific
details. (RL.9-10.2 & RI.9-10.2)
Analyze how characters develop over the course of a text.
(RL.9-10.3)

Evaluate the reasoning and relevance of arguments
and claims in a text. (RI.9-10.8)

Analyze an author’s choices regarding structure of a text,
order of events within it, or manipulation of time to create
effects. (RL.9-10.5)

Analyze how complex characters advance the plot
and/or develop a theme. (RL.9-10.3)

Determine a theme/central idea of a text using specific
details. (RL.9-10.2 & RI.9-10.2)

Analyze the cumulative impact of specific word
choice on meaning and/or tone. (RL.9-10.4 & RI.910.4)
Identify the point of view and/or purpose within a
text. (RL.9-10.6 & RI.9-10.6)

Cite textual evidence to support an explanation of what a
text says explicitly. (RL.9-10.1 & RI.9-10.1)

Cite textual evidence to support analysis of inferences drawn
from a text. (RL.9-10.1 & RI.9-10.1)

Identify the intended meaning of some academic
and domain-specific words. (RL.9-10.4 & RI.9-10.4)

Analyze how characters interact with other characters over
the course of a text. (RL.9-10.3)

Analyze how the meanings of words and phrases impact
meaning and tone. (RL.9-10.4 & RI.9-10.4)

Identify the development of ideas or events over the course
of a text. (RI 9-10.3)

Analyze an author’s choices regarding the development of
ideas or events and the connections among them. (RL.9-10.5)
Working Copy July 24, 2014
When reading literary and informational text, students at this
achievement level can: explain the relationships between point of
view and/or purpose and content within a text; identify a
theme/central idea of a text; and cite textual evidence to support
an explanation of what a text says explicitly.
When reading literary and informational text,
students at this achievement level demonstrate
the following:


When reading literary and informational text, students
at this achievement level can: use explicit details to
summarize the central ideas/key events in a text;
identify evidence that supports conclusions in a text;
and identify the point of view and/or purpose within a
text.
Level 4
When reading literary and informational text, students at this
achievement level can: analyze how point of view and/or purpose
shape the content and/or style within a text; determine a
theme/central idea of a text using specific details; and cite textual
evidence to support analysis of inferences drawn from a text.
When reading literary and informational text, students
at this achievement level can: analyze how a
theme/central idea emerges and/or is shaped over the
course of a text; evaluate the reasoning and relevance
of arguments and claims in a text; and analyze the
cumulative impact of word choice on meaning and/or
tone.
Achievement Level Descriptors
Grade 10 End of Course Examination for ELA-II (Writing)
Reporting
Low Range
Medium Range
High Range
Level 1
Level 2
Level 3
Level 4
When writing students at this achievement level
demonstrate the following:
When writing students at this achievement level
demonstrate the following:
When writing students at this achievement level
demonstrate the following:
When writing students at this achievement level
demonstrate the following:

Write/Revise narratives with minimal
development, minimal details, and predictable
event sequences. (W.9-10.3)

Write/Revise narratives using some narrative strategies, few
details, and minimally-structured event sequences. (W.910.3)

Write/Revise narratives using a variety of narrative
strategies, sufficient details, and reasonable event
sequences. (W.9-10.3)

Write/Revise narratives using effective narrative
strategies, well-chosen details, and well-structured
event sequences. (W.9-10.3)

Draw broad conclusions from and use source
materials. (W.9-10.8)

Select from and use a variety of sources. (W.9-10.8)

Analyze and use a variety of sources. (W.9-10.8)




Provide a limited analysis of texts. (W.9-10.9)
Apply some textual evidence to support a partial analysis of a
text. (W.9-10.9)
Provide sufficient textual evidence to support analysis of
texts. (W.9-10.9)
Evaluate the uses and limitations of source
materials. (W.9-10.8)

Write/Revise arguments that state a claim and
provide limited evidence. (W.9-10.1)

Write/Revise arguments to identify a claim and counterclaim,
using minimal evidence. (W.9-10.1)

Write/Revise arguments to develop a valid claim, using
relevant evidence. (W.9-10.1)


Develop and organize writing with minimal
awareness of task, purpose, and/or audience.
(W.9-10.4)

Develop and organize writing with some awareness to task,
purpose, and audience. (W.9-10.4)

Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience. (W.9-10.4)
Write/Revise arguments to develop a compelling
claim and valid counterclaim, using relevant
evidence. (W.9-10.1)

Produce clear and coherent writing in which the
style is appropriate to task, purpose, and audience.
(W.9-10.4)

Demonstrate an advanced understanding of
grammar, usage, and mechanics. (W.9-10.5)

Apply reasoning to support an analysis of text.
(W.9-10.9)

Develop writing by planning, revising, and editing. (W.910.5)

Strengthen writing by planning, revising, and editing,
focusing on what is most significant for a specific purpose
and audience. (W.9-10.5)

Write/Revise informational/explanatory texts to examine and
convey ideas, concepts, and information clearly and
accurately. (W.9-10.2)

Summarize or paraphrase when writing
informational/explanatory text. (W.9-10.2)

Write/Revise informational/explanatory texts using
minimally-supporting details and evidence. (W.9-10.2)

Provide minimal evidence of revising and/or editing
to strengthen writing. (W.9-10.5)

Use words, phrases, and predictable transitions to link major
sections of the text and/or sequence of events. (W.9-10.1c,
W.9-10.2c, W.9-10.3c)

Edit for some conventions and inconsistently apply gradeappropriate standard English (i.e. grammar, usage, and
mechanics). (W.9-10.5)
Use clauses and varied transitions to link the major sections
of the text, sequence events, and create cohesion. (W.910.1c, W.9-10.2c, W.9-10.3c)

Edit for conventions and apply grade-appropriate standard
English (i.e. grammar, usage, and mechanics). (W.9-10.5)

Write/Revise arguments that state a claim,
informational/explanatory texts that summarize
information, and narratives with minimal development;
develop and organize writing with minimal awareness of
task, purpose, and audience; and provide minimal
evidence of revising and editing.
Working Copy July 24, 2014
Write/Revise arguments using minimal evidence,
informational/explanatory texts using minimally-supporting
evidence, and narratives with minimally-structured events;
develop and organize writing with some attention to task,
purpose, and audience; and inconsistently apply gradeappropriate standard English. useful
Write/Revise arguments to develop a valid claim,
informational/explanatory texts to clearly and accurately convey
information, and narratives with reasonable event sequences;
produce clear and coherent writing in which development and
organization are appropriate to task, purpose, and audience; and
apply grade-appropriate standard English.
Purposefully craft arguments to develop a compelling
claim, informational/explanatory texts that examine and
convey ideas, and narratives that include vivid details;
style is appropriate to task, purpose, and audience; and
demonstrate an advanced understanding of grammar,
usage and mechanics.