STATE BOARD OF EDUCATION – TOPIC SUMMARY
Topic: Reading Achievement Level Descriptors
Date: December 9, 2010
Staff/Office: Doug Kosty, Tony Alpert / Office of Assessment and Information Services
Action Requested:
Informational Only
Adoption Later
Adoption
Adoption/Consent Agenda
ISSUE BEFORE THE BOARD: In preparation for this winter’s reading Achievement Standards Verification,
the State Board needs to adopt Reading Achievement Level Descriptors for grades 3-8 and high school.
In order to ensure that Oregon’s state educational standards stay current and in line with
national and international benchmarks, ODE staff and stakeholders will review the Achievement Standards (or
cut scores) used to determine whether or not a student meets standards. In January 2011, ODE staff will
convene stakeholders to verify new Oregon Reading Achievement Standards. Achievement Standards were
last set in 2006. Prior to the standards verification, the Board needs to adopt Reading Achievement Level
Descriptors which are designed to provide a framework for this winter’s standards setting.
BACKGROUND:
Reading Standards Setting Timeline:
Date
March 2010
Topic
General Policy Achievement Level Definitions
December 2010
Grades 3-8 and High School Reading
Achievement Level Descriptors
Grades 3-8 and High School Reading
Achievement Standards will be verified and
Achievement Level Descriptors refined
New Reading Cuts Scores and refined Reading
Achievement Level Descriptors
Testing using new cut scores
January 2011
March 2011
2011-12 school year
Status
Adopted by State Board of
Education
Adoption needed by State
Board
Agency Work dependent on
previous State Board action
Adoption needed by State Board
Dependent on previous State
Board action
Grade Specific Achievement Level Descriptors
The Achievement Level Descriptors (ALDs) at each grade will influence the upcoming achievement standards
verification for reading, scheduled for January 2011. In order for Oregon’s standards to be accepted for federal
accountability purposes, we must submit documentation to the U.S. Department of Education (U.S. DOE), and
the ALDs are part of this required documentation. Achievement Level Descriptors are also used for school
accountability purposes. Oregon’s new ALDs have been drafted by ODE staff based on (1) projected cut
scores that are well articulated across the grades, (2) analysis of test items calibrated to these projected cut
scores, and (3) alignment with the General Policy Definitions adopted by the State Board in March 2010. The
new ALDs are being reviewed by the English Language Arts Content Panel and education stakeholders with
reading expertise. Below are the Reading Achievement Level Descriptors.
1
Proposed Oregon Reading/Literature Achievement Level Descriptors – Grade 3
Proposed
Levels
Policy Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Exceeds
Students do not
demonstrate
mastery of gradelevel knowledge and
skills required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge and
skills required for
proficiency.
Reading
Achievement
Level Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of text.
Students demonstrate
a partial mastery of
Reading/Literature
knowledge and skills
by comprehending the
literal meaning of
grade level text. They
are able to make
obvious
interpretations but 
sometimes lack
analysis skills.
Students
demonstrate
mastery of the
grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students
demonstrate
mastery of gradelevel knowledge and
skills exceeding the
requirement for
proficiency.
Students demonstrate
a strong mastery of
Reading/Literature
knowledge and skills
by thoroughly
comprehending
complex and
challenging text. They
are able to make
thoughtful
interpretations and
evaluations.
Reading
Achievement
Level Descriptors
 May not have
mastered the ability
to read (decode,
phonemic
awareness, fluency).
 Have, at best, a
limited
comprehension of
grade-level text.
 Unable to accurately
determine the
meaning of
unfamiliar words
since they have a
weak understanding
of grade-level
vocabulary.
 May have a limited
mastery of
decoding skills and
may struggle with
fluency.
 Use obvious
context clues to
determine the
meaning of
unfamiliar
vocabulary but
their ability is
limited when the
context involves
some subtlety or
complexity.
 Demonstrate
comprehension of
grade-level text.
 Use context clues
within sentences to
determine the
meanings of
unknown or
unfamiliar
vocabulary,
applying their
knowledge of more
common
synonyms or
antonyms to help
make meaning.
 Struggle to use
information in
practical text
(headings, bold
print, numbering) to
decipher text as
they read to
perform a task.
 Find information
directly-stated in
practical text, but
have less success
using several parts
of a diagram, chart,
or table to find
information or form
a conclusion.
 Struggle to follow
multi-step
 Use headings and
captions in practical
text to locate
information, can
interpret diagrams,
charts, and graphs
to reach logical
conclusions.
 Follow a multi-step
list of instructions to
perform a task.
 Demonstrate a
comprehension of
text at or above
their grade of
enrollment.
 Use context clues,
sometimes drawn
from across an
entire selection, to
determine the
meanings of
unfamiliar
vocabulary.
 Use context clues
to determine the
meaning of
figurative
expressions.
 Consistently apply
their knowledge of
more common
synonyms or
antonyms to help
make meaning.
 Use information
found in multiple
locations in
practical text to
interpret diagrams,
charts, and graphs
to reach logical
conclusions.
 Follow a list of
multi-step
instructions to
Vocabulary
Reading
Achievement
Level Descriptors
Read to
Perform a Task
2

Reading
Achievement
Level Descriptors
Demonstrate
General
Understanding

Reading
Achievement
Level Descriptors
Develop an
Interpretation
Unable to identify
the main ideas of
informational text
and often confuse
the main idea with
supporting details
as they attempt to
demonstrate
general
understanding.
Lack of
comprehension
prevents them
from following the
sequence of
informational and
literary text.
 Rarely make
accurate
predictions about
upcoming text or
events.
 Fail to recognize
implicit
relationships such
as cause and effect
and struggle to
differentiate
between facts and
opinions.
 Have difficulty
interpreting
characterization.
directions as they
read to perform a
task.
 Identify the main
ideas in
informational text
but may be unable
to differentiate
main ideas from
developmental
details as they
demonstrate
general
understanding.
 Identify plot events
in literary text but
may be unable to
place them all in
sequence.
 Make obvious
predictions about
text, but struggle to
make accurate
predictions of
grade-level
materials involving
subtlety or
complexity.
 May recognize
directly-stated
cause and effect
relationships but
struggle to identify
implicit ones and
also struggle to
differentiate
between facts and
opinions.
 Identify facts about
characters, but are
sometimes less
perform a task.


Demonstrate
general
understanding of
grade-level text by
identifying main
ideas and
important details
in informational
text, and
identifying
problems and
solutions in literary
text.
Recognize events
important in the
development of
plot in literary text
and can place
these events in
their proper
sequence.
 When developing
an interpretation
of informative and
literary text,
differentiate
between facts and
opinions, identify
cause and effect
relationships, and
make simple
predictions about
forthcoming
information or
events based on
what has been
presented so far.
 Draw simple
conclusions about
literary characters
and causes for their
actions and can
reach conclusions
about obvious



Demonstrate
general
understanding of
text by identifying
main ideas and
specific, key
details in
informational text,
sometimes making
connections
between
information found
at several points in
a selection.
Accurately identify
problems and
solutions in literary
text from the
perspectives of
the characters.
Recognize events
important in the
development of
plot in literary text
and can place
these events in
proper sequence
even when not
presented in
chronological
order within the
text.
 Develop an
interpretation by
making predictions
about forthcoming
information or
events based on
the reading
selection.
 Identify cause and
effect relationships
implicit in both
literary and
informational text.
 Recognize when an
author moves from
stating facts to
expressing an
opinion.
 Draw conclusions
about literary
characters’
motivations and
3
proficient when
analyzing their
actions and
motivations.
 Struggle to identify
a story’s theme or
implied message.
themes and
messages.
can reach
conclusions about
an author’s
intended theme or
message.
4
Proposed Oregon Reading/Literature Achievement Level Descriptors – Grade 4
Proposed
Levels
Policy
Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Students do not
demonstrate mastery
of grade-level
knowledge and skills
required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge
and skills required
for proficiency.
Students
demonstrate mastery
of the grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of grade-level
knowledge and skills
exceeding the
requirement for
proficiency.
Reading
Achievement
Level
Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of text.
Students

demonstrate a partial
mastery of
Reading/Literature
knowledge and skills
by comprehending
the literal meaning of
grade level text.
They are able to
make obvious

interpretations but
often lack analysis
skills.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students demonstrate a
strong mastery of
Reading/Literature
knowledge and skills by
thoroughly
comprehending complex
and challenging text.
They are able to make
thoughtful interpretations
and evaluations.
Reading
Achievement
Level
Descriptors
 May not have
mastered the ability
to read (decode,
phonemic
awareness, fluency)
 Have at best a
limited
comprehension of
grade-level text.
 Inability to
determine the
meaning of targeted
unfamiliar words
due to a weak
understanding of
grade-level
vocabulary.
 Demonstrate an
incomplete
understanding of
grade-level text.
 Show a limited
ability to use
context clues to
determine the
meaning of
unfamiliar
vocabulary.
 Inconsistent
determination of
word meaning
when the context
involves some
subtlety or when
words have more
than one possible
meaning.
 Can identify
synonyms and
antonyms, but a
tendency to
interpret idioms or
expressions
literally rather than
figuratively.
 Accurate
comprehension of
grade-level text.
 Use context clues
within sentences to
determine the
meanings of
unfamiliar
vocabulary.
 Distinguish the
usage of words
having multiple
meanings. Students
recognize words
used as synonyms
and antonyms for
grade level or
slightly higher
vocabulary and can
use context to
determine the
meaning of
common idioms or
expressions.
 Strong comprehension
of text at or above the
grade of enrollment.
 Use structural and
context clues,
sometimes drawn from
across an entire
selection, to determine
the meanings of
unfamiliar vocabulary.
 Apply knowledge of
synonyms, antonyms,
and homographs to
help make meaning.
 Use context clues to
determine the meaning
of idioms and
figurative language.
 Struggle to find
information directlystated in practical
text. Minimal
success using parts
 Locate information
directly stated in
practical text, but
have less success
using several parts
 Use format clues in
practical text and
instructional
materials to read to
perform a task.
 Use information found
in multiple locations in
practical text to
interpret diagrams,
charts, and graphs
Vocabulary
Reading
Achievement
Level
Descriptors
Exceeds
5
Read to
Perform a
Task
Reading
Achievement
Level
Descriptors
Demonstrate
General
Understanding
Reading
Achievement
Level
Descriptors
Develop an
Interpretation
of a diagram, chart,
or table to find
information or form
a conclusion.
 Lack strategies to
use clues in
formatting
(headings, bullets,
numbering, or bold
print) to assist
comprehension
while reading to
perform a task.
of a diagram,
chart, or table to
find information or
form a conclusion.
 Lack strategies to
use clues in
formatting
(headings, bullets,
numbering, bold
print) to assist
comprehension
while reading to
perform a task.
 Interpret diagrams,
charts, and graphs
to gain information
and reach logical
conclusions.
while reading to
perform a task.
 Effective use of
structural features of
informational text to
support overall
comprehension.
 Locate information in
specialized materials
such as an atlas,
magazine or catalog.
 Inability to identify
the main ideas of
informational text.
 Frequently confuse
the main idea with
supporting details
while
demonstrating
general
understanding.
 Lack of
comprehension
prevents following
the sequence or
drawing
conclusions about
informational and
literary text.
 Sometimes unable
to differentiate
main ideas from
developmental
details while
demonstrating
general
understanding.
 Identify plot events
in literary text, but
often unable to
place them in a
sequence.
 Struggle to recall
important
supporting details
or to differentiate
between details
and the main idea
of a selection.
 Demonstrate
general
understanding of
grade-level text by
recognizing topic
sentences explicitly
stated in
informational text.
 Recall important
details.
 Identify problems
and how they are
resolved in literary
text.
 Identify the correct
sequence of events
in a story’s plot.
 Demonstrate general
understanding of text
by identifying main
ideas and specific, key
details in informational
text.
 Make connections
between information
found at several points
in a selection.
 Accurately differentiate
between the main
conflict and details
used for plot
development in literary
text.
 Place events in their
proper sequence even
when they are not
presented in
chronological order
within the text.
 Rarely make
accurate
predictions about
upcoming text or
events while
developing an
interpretation.
 Inability to
comprehend literal
statements
prevents the ability
to grasp inferred
ideas in
informational and
literary text.
 Few insights into
aspects of
characterization or
a story’s theme.
 Sometimes make
obvious
predictions about
text while
developing an
interpretation.
 Sometimes
struggle to make
accurate
predictions when
more subtle clues
are provided.
 Struggle to grasp
implicit ideas,
focusing more on
literal statements
in informational
text.
 Identify facts about
literary characters,
but sometimes
 Accurately develop
an interpretation
by making
predictions about
forthcoming
information or
events based on
clues in the
selection.
 Infer the author’s
unstated meaning
based on
information
explicitly stated in
the text, including
an article’s main
idea.
 Use clues to
determine
characters’
motivations and to
 Strongly develop an
interpretation by
making predictions
about forthcoming
information or events
based on the reading
selection.
 Accurately identify
cause and effect
relationships implicit in
both literary and
informational text.
 Recognize when an
author moves from
stating facts to
expressing an opinion.
 Draw conclusions
about literary
characters’ motivations
and can make
inferences and
6
Reading
Achievement
Level
Descriptors
Examine
Content and
Structure /
Informational
Text
 Attempt to examine
the content and
structure of
informational text
show mixed results.
 Inability to identify
a main purpose and
obvious
cause/effect
relationships.
 Rarely recognize
instances of
persuasion.
less proficient
analyzing
character actions
and motivations.
 Identify directlystated themes or
messages, but
struggle to identify
a story’s implicit
ones.
reach conclusions
about the most
prominent themes
or messages in
literary text
conclusions about an
author’s intended
theme or message.
 Attempt to
examine the
content and
structure of
informational text
show mixed
results.
 Ability to identify a
main purpose and
obvious
cause/effect
relationships, but
only occasional
recognition of
instances of
persuasion.
 Accurate
examination of the
content and
structure of
informational text
to identify the
author’s purpose, to
recognize cause
and effect
relationships, and
to distinguish
between facts and
opinions.
 Accurately
determine when
text is informative
and when there are
attempts at
persuasion.
 Strong examination
of the content and
structure of
informational text to
determine the author’s
purpose, recognize
cause and effect
relationships, and to
distinguish between
facts and
 Accurately determine
when text is
informative and when
there are subtle
attempts at
persuasion.
7
Proposed Oregon Reading/Literature Achievement Level Descriptors – Grade 5
Proposed
Levels
Policy
Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Students do not
demonstrate mastery
of grade-level
knowledge and skills
required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge
and skills required
for proficiency.
Students
demonstrate mastery
of the grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of grade-level
knowledge and skills
exceeding the
requirement for
proficiency.
Reading
Achievement
Level
Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of the text.
Students

demonstrate a partial
mastery of
Reading/Literature
knowledge and skills
by comprehending
the literal meaning of
grade level text. They
are able to make
obvious

interpretations but
often lack analysis
skills.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students demonstrate a
strong mastery of
Reading/Literature
knowledge and skills by
thoroughly
comprehending complex
and challenging text.
They are able to make
thoughtful interpretations
and evaluations.
Reading
Achievement
Level
Descriptors
 Limited
comprehension of
grade-level text/
 Rarely determine
the meaning of
unfamiliar words
due to a lack of
effective strategies
and a weak
understanding of
grade level
vocabulary.
 Incomplete
understanding of
grade-level text.
 Inconsistently use
context clues to
determine the
meaning of
unfamiliar
vocabulary words
and phrases
sometimes
struggling when
the context
involves subtlety.
 Tendency to make
only a literal
interpretation of
figurative
language.
 Locate information
directly-stated in
practical text, but
unable to use
parts of a diagram,
chart, or table to
form a conclusion.
 Lack familiarity
with the formats of
specialized
materials as they
read to perform a
task.
 Demonstrate
comprehension of
grade-level text.
 Use context clues
within sentences to
determine the
meanings of
unfamiliar
vocabulary.
 Recognize words
used as synonyms,
antonyms, and
homographs.
 Examine context to
determine the
meaning of
figurative language.
 Use structural clues,
including prefixes,
suffixes, and root
words, and context
clues drawn from
across an entire
selection to determine
vocabulary meaning.
 Accurately apply
knowledge of
synonyms, antonyms,
and homographs.
 Use context clues to
interpret unfamiliar
figurative expressions.
 Accurately find
information in
specialized
materials to
perform a task.
 Use text features to
interpret diagrams,
charts, and graphs
to find information
and support
understanding.
 Inability to
 Demonstrate
 Effectively use details
and data found in
multiple locations in
informational text to
analyze complex
diagrams, charts, and
graphs as they read to
perform a task.
 Efficiently find
information in
specialized materials
including a thesaurus,
almanac or
newspaper.
 Demonstrate general
Vocabulary
Reading
Achievement
Level
Descriptors
Read to
Perform a
Task
 Misuse or ignore
aspects of practical
text (headings, bold
print, numbering) to
decipher text as
they read to
perform a task.
 Inability to identify
Exceeds
8
Reading
Achievement
Level
Descriptors
Demonstrate
General
Understanding
Reading
Achievement
Level
Descriptors
Develop an
Interpretation
Reading
Achievement
Level
Descriptors
Examine
Content and
the main ideas of
text.
 Often confuse the
main idea with
supporting details
while
demonstrating
general
understanding.
 Lack of
comprehension
prevents following
the sequence of
informational and
literary text.
differentiate main
ideas from
developmental
details while
demonstrating
general
understanding.
 Identify plot
elements in literary
text, but may be
unable to
sequence events
accurately.
 Sometimes
overlook important
details that are
critical to
comprehending
the text.
general
understanding of
grade-level text by
recognizing the
main idea both
explicitly and
implicitly stated in
informational and
literary text and the
details or evidence
supporting that
statement.
 Identify the correct
sequence of events
in a story’s plot,
recognizing the
influence of specific
events that directly
affect future
actions.
understanding of text
by identifying main
ideas and specific, key
details in informational
and literary text.
 Make connections
between information
found at several points
in a selection and find
subtle connections
between specific
events in the plot and
future actions.
 Rarely make
accurate
predictions when
asked to develop
an interpretation
about upcoming
text or events.
 Generally do not
comprehend literal
statements,
preventing
comprehension of
inferred ideas in
informational and
literary text.
 Few insights into
aspects of
characterization or
a story’s theme.
 Make obvious
predictions about
text when asked to
develop an
interpretation, but
at times struggle to
make accurate
predictions when
more subtle clues
are provided.
 Sometimes
struggle to grasp
implicit ideas,
focusing more on
literal statements
in informational
text.
 Identify facts about
literary characters,
but are less
proficient
analyzing a
character’s traits.
 Struggle to identify
a story’s implicit
theme or
message.
 Make accurate
predictions when
asked to develop
an interpretation
about future
outcomes based on
clues throughout
the selection.
 Infer the author’s
unstated meaning
based on
information
explicitly stated in
the text, including
an article’s main
idea.
 Use clues to
determine primary
character traits and
how they motivate
actions.
 Draw conclusions
about important
themes or
messages.
 Make insightful
predictions when
asked to develop an
interpretation about
forthcoming
information or events
based on what has
been presented in a
selection.
 Effectively use
evidence implicit in the
text to reach logical
conclusions, extract
concepts, and make
generalizations about
the main idea.
 Accurately draw
conclusions about
character traits and
how they influence
events.
 Reach supported
conclusions about
complex or subtle
themes or messages.
 Attempts to
examine the
content and
structure of
informational text
and literary text
are generally
unsuccessful.
 May be able to
 Attempts to
examine the
content and
structure of
informational and
literary text show
mixed results.
 Identify an author’s
main purpose
 Examine the
content and
structure of
informational text
to identify the
author’s unstated
purpose.
 Distinguish
between facts and
 Effectively examine
the content and
structure of
informational text to
determine the author’s
underlying purpose.
 Effectively distinguish
between facts and
opinions and analyze
9
Structure /
Informational
Text
Examine
Content and
Structure /
Literary Text
identify an author’s
broad purpose, but
there is little or no
recognition of the
use of opinions or
presence of
persuasion.
 A lack of familiarity
with literary devices
and figurative
language prevents
any analysis of their
use.
when it is explicitly
stated, and can
recognize obvious
facts and opinions.
 Inconsistently
recognize
instances of
persuasion.
 May be able to
identify the use of
literary devices
and figurative
language, but lack
the skills to
analyze their
impact.
opinions, and
recognize
characteristics of
persuasion in text.
 Examine the
content and
structure of
literary text to
determine the
purpose of literary
devices and
figurative language.
 Can differentiate
among the different
types of fiction.
elements of text that
indicate the presence
of persuasion.
 Effectively examine
the content and
structure of literary
text to analyze the
function and impact of
literary devices and
figurative language.
 Differentiate among
genres through an
analysis of the text.
10
Proposed Oregon Reading Achievement Level Descriptors – Grade 6
Proposed
Levels
Policy
Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Students do not
demonstrate mastery
of grade-level
knowledge and skills
required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge
and skills required
for proficiency.
Students
demonstrate mastery
of the grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of grade-level
knowledge and skills
exceeding the
requirement for
proficiency.
Reading
Achievement
Level
Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of the text.
Students

demonstrate a partial
mastery of
Reading/Literature
knowledge and skills
by comprehending
the literal meaning of
grade level text. They
are able to make
obvious

interpretations but
often lack analysis
skills.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students demonstrate a
strong mastery of
Reading/Literature
knowledge and skills by
thoroughly
comprehending complex
and challenging text.
They are able to make
thoughtful interpretations
and evaluations.
Reading
Achievement
Level
Descriptors
 Rarely determine
the meaning of
unfamiliar words
due to a lack of
effective strategies
and a weak
understanding of
grade level
vocabulary.
 Use only
immediate context
to determine the
meaning of
unfamiliar
vocabulary and
phrases,
sometimes
struggling when
the context
involves subtlety.
 Tend to make a
literal
interpretation of
figurative
language.
 Use word, sentence
and paragraph
clues to determine
the meanings of
unfamiliar
vocabulary.
 Examine context to
interpret the
meaning of
figurative language
including similes,
metaphors, and
words with multiple
meanings.
 Effectively use word,
sentence, and
paragraph clues to
determine vocabulary
meaning.
 Examine context clues
to interpret the
meaning of
sophisticated figurative
expressions.
 Misuse or ignore
aspects of practical
text (headings, bold
print, numbering) to
decipher text while
attempting to read
to perform a task.
 Find information
directly-stated in
practical text, but
are unable to
synthesize parts of
a diagram, chart,
or table to form a
conclusion.
 Lack familiarity
with structural
features of media
that would allow
reading to
perform a task.
 Accurately locate
information in titles,
tables of contents,
chapter headings,
illustrations,
captions,
glossaries, indexes,
graphs, charts,
diagrams, and
tables to aid
understanding of
grade level text.
 Identify the
structural features
of newspapers,
magazines and
online information,
 Effectively analyze
structural features of
different types of
media to perform a
task.
 Synthesize information
from multiple locations
to interpret diagrams,
charts, and graphs to
gain information and
reach logical
conclusions.
Vocabulary
Reading
Achievement
Level
Descriptors
Read to
Perform a Task
Exceeds
11
and use the
features to obtain
information while
reading to perform
a task.
Reading
Achievement
Level
Descriptors
Demonstrate
General
Understanding
Reading
Achievement
Level
Descriptors
Develop an
Interpretation
 Inability to identify
the main ideas of
text.
 Often confuse the
main idea with
supporting details
while
demonstrating
general
understanding.
 Lack of
comprehension
prevents following
the sequence of
informational and
literary text.
 Sometimes unable
to differentiate
main ideas from
developmental
details while
demonstrating
general
understanding.
 Identify plot events
in literary text, but
may be unable to
sequence events
accurately, and
may be unaware
of a story’s
narrative point of
view.
 May overlook
important details
that are critical to
comprehending
the text.
 Demonstrate
general
understanding of
grade-level
informational and
literary text by
identifying and/or
summarizing the
sequence of
events, main ideas,
supporting details,
opinions, and point
of view.
 Demonstrate strong
general
understanding of text
by identifying main
ideas and specific, key
details in informational
text.
 Make accurate
connections between
information found at
several points in a
selection.
 Recognize subtle
shifts in point of view.
 Rarely make
accurate
predictions or reach
conclusions about
upcoming text or
events while
developing an
interpretation.
 Generally unable to
comprehend literal
statements,
preventing
comprehension of
inferred ideas in
informational and
literary text.
 Few insights into
aspects of
characterization, a
story’s theme, or
setting.
 May be able to
make obvious
predictions and
conclusions about
text when
developing an
interpretation, but
at times struggle to
make accurate
predictions and
conclusions when
more subtle clues
are provided.
 Sometimes
struggle to grasp
implicit ideas,
focusing more on
literal statements
in informational
text.
 Identify facts about
literary characters
and the setting,
but are less
proficient
analyzing them.
 Struggle to identify
a story’s implicit
theme or
 Make supported
predictions about
future outcomes
based on clues
throughout the
selection when
developing an
interpretation.
 Make reasonable
and logical
inferences about
the author’s
unstated meaning
based on
information in the
text, including the
main idea,
supported with
evidence from text.
 Accurately
determine character
traits and the
influence of setting
on conflict and its
resolution.
 Identify primary
themes through
narration and
dialogue.
 Make supported
predictions about
forthcoming
information or events
based on what has
been presented in a
selection when
developing an
interpretation.
 Use evidence implicit
in the text to reach
logical conclusions,
extract concepts, and
make generalizations
about the main idea.
 Draw conclusions
through inferences
about character traits
as revealed through
dialogue and narration.
 Trace the development
of complex or subtle
themes or messages.
12
message.
Reading
Achievement
Level
Descriptors
Examine
Content and
Structure /
Informational
Text
Examine
Content and
Structure /
Literary Text
 Attempts to
examine the
content and
structure of
informational text
and literary text
are generally
unsuccessful.
 May be able to
identify an author’s
broad purpose, but
little or no
recognition of the
use of opinions or
reasons behind
actions or beliefs.
 Lack of familiarity
with literary devices
and figurative
language prevents
any analysis of their
use.
 Unable to derive
meaning from
poetry even at the
literal level.
 Attempts to
examine the
content and
structure of
informational and
literary text show
mixed results.
 Sometimes identify
an author’s main
purpose and
obvious opinions
but struggle to
analyze text to
respond to
subtleties and
reach conclusions
about actions or
beliefs.
 At times able to
recognize the use
of literary devices
and figurative
language and
analyze their
impact on the
reader’s attitudes
and feelings.
 Struggle to
interpret/analyze
poetry.
 Examine the
content and
structure of
informational text
to accurately
identify the author’s
overall purpose.
 Distinguish among
facts, inferences,
and opinions and
draw conclusions
about reasons for
actions or beliefs
based on analysis
of the text.
 Thoroughly examines
the content and
structure of
informational text to
determine the author’s
underlying purpose.
 Distinguish between
facts, inferences, and
opinions and analyze
text to determine
causes for beliefs or
actions.
 Effectively examine
the content and
structure of literary
text to analyze the
author’s use of literary
elements and devices
to influence the
reader’s
attitudes/feelings.
 Analyze/evaluate how
effectively tone and
meaning is conveyed
through poetry.
13
Proposed Oregon Reading Achievement Level Descriptors – Grade 7
Proposed
Levels
Policy
Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Students do not
demonstrate mastery
of grade-level
knowledge and skills
required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge
and skills required
for proficiency.
Students
demonstrate mastery
of the grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of grade-level
knowledge and skills
exceeding the
requirement for
proficiency.
Reading
Achievement
Level
Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of the text.
Students

demonstrate a partial
mastery of
Reading/Literature
knowledge and skills
by comprehending
the literal meaning of
grade level text. They
are able to make
obvious

interpretations but
often lack analysis
skills.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students demonstrate a
strong mastery of
Reading/Literature
knowledge and skills by
thoroughly
comprehending complex
and challenging text.
They are able to make
thoughtful interpretations
and evaluations.
Reading
Achievement
Level
Descriptors
 Inability to
determine the
meaning of
unfamiliar words or
idioms due to a
weak
understanding of
grade-level
vocabulary.
 Use immediate
context to
determine the
meaning of
unfamiliar
vocabulary, but
struggle when the
context involves
subtlety.
 Tend to make
literal or inaccurate
interpretations of
idioms and
figurative
language.
 Accurately use
contextual and
structural clues to
determine the
meanings of
unfamiliar
vocabulary and to
demonstrate
understanding of
idioms and
comparisons.
 Able to use a
variety of strategies
to clarify word
meanings.
 Effectively use
contextual and
structural clues to
determine vocabulary
meaning.
 Accurately interpret
idioms, analogies and
figurative expressions
and use a variety of
strategies to clarify
word meaning.
 Misuse or ignore
aspects of practical
text (headings, bold
print, numbering) to
decipher text as
they read to
perform a task.
 Find information
directly-stated in
informational text,
but are unable to
synthesize
information in
diagrams, charts,
and tables.
 Sometimes
inaccurate when
using features of
practical text and
consumer
documents as they
read to perform a
task.
 Accurately use
structural features
of different types of
practical text to
perform a task.
 Synthesize
information in
diagrams, charts,
and graphs to reach
conclusions and
use consumer
product information
to draw accurate
conclusions.
 Effectively analyze
structural elements of
practical text to
perform a task,
locating and
synthesizing
information in
diagrams, charts, and
graphs to reach
conclusions.
 Interpret consumer
product information to
draw accurate
conclusions.
 Cannot identify the
 Identify the main
 Demonstrate
 Demonstrate strong
Vocabulary
Reading
Achievement
Level
Descriptors
Read to
Perform a
Task
Exceeds
14
Reading
Achievement
Level
Descriptors
Demonstrate
General
Understanding
Reading
Achievement
Level
Descriptors
Develop an
Interpretation
Reading
Achievement
Level
Descriptors
Examine
Content and
Structure /
Informational
Text
main ideas of
informational text
and often confuse
the main idea with
supporting details
when
demonstrating
general
understanding.
 A lack of
comprehension
prevents following
the sequence of
informational and
literary text.

idea of less
complex grade
level texts, but at
times overlook
supporting details
when
demonstrating
general
understanding.
Emerging
comprehension
skills allows
following basic
sequencing in
literary and
informational texts.
Make obvious
predictions about
text, but at times
struggle to make
accurate
predictions when
more subtle clues
are provided when
developing an
interpretation.
Sometimes
struggle to grasp
implicit ideas,
focusing more on
literal statements
in informational
text.
Identify facts about
literary characters,
but are less
proficient
analyzing a
character’s traits
and motivations as
revealed through
various devices, or
how a character is
used to introduce
a theme.
 Make frequent
inaccurate
predictions about
upcoming text or
events when
developing an
interpretation.
 An inability to
comprehend literal
statements
prevents
comprehension of
inferred ideas in
informational and
literary text.
 Few insights into
aspects of
characterization,
character
motivation, or a
story’s theme.

 Attempts to
examine the
content and
structure of
informational text
and literary text
are generally
unsuccessful.
 May be able to
identify an author’s
broad purpose, but
there is little or no
 Attempts to
examine the
content and
structure of
informational and
literary text show
mixed results.
 Sometimes identify
a main purpose
and obvious
opinions, but
struggle to identify


general
understanding of
grade-level text by
recognizing main
ideas explicitly
stated in
informational text
and the details
supporting that
statement.
Identify the correct
sequence of events
in a story’s plot and
recall important
supporting details in
literary selections.
Make supported
predictions about
forthcoming
information or
events based on
clues in the
selection when
developing an
interpretation.
Accurately infer the
author’s unstated
meaning based on
facts, events, and
images in the text,
including an
article’s main idea.
Make supported
inferences about
character traits,
motivations and
identify implicit
themes and
messages.
understanding of
grade-level text by
recognizing topic
sentences explicitly
stated in informational
text and the details
supporting that
statement.
 Identify the correct
sequence of events in
a story’s plot, recalling
important supporting
details in literary
selections.
 Examine the
content and
structure of
informational text
to accurately
identify the author’s
unstated purpose.
 Distinguish
between facts and
opinions and can
recognize an
article’s
 Examine the content
and structure of
informational text to
accurately determine
the author’s underlying
purpose.
 Effectively distinguish
between facts and
opinions and analyze
text to determine its
organizational pattern.
 Examine the content




 Make supported
predictions about
forthcoming
information or events
based on what has
been presented in a
selection when
developing an
interpretation.
 Make subtle
inferences to reach
logical conclusions.
 Recognize
foreshadowing
 Trace the author’s
stance or perspective.
 Draw conclusions
about character traits
and motivations as
revealed through a
combination of
devices.
 Trace the development
of complex or subtle
themes or messages.
15
Examine
Content and
Structure /
Literary Text
recognition of the
use of opinions or
organizational
features.
 Lack of familiarity
with literary devices
and figurative
language prevents
any analysis of their
use.
 Generally unable to
recognize themes,
even the most
common ones
a text’s
organizational
structure.
 Sometimes
recognize the use
of literary devices
and figurative
language and
analyze their
impact on the
selection’s
effectiveness.
 Struggle to identify
themes common
to more than one
selection.
organizational
pattern.
 Accurately
examine the
content and
structure of
literary text to
recognize the
author’s use of
literary elements
and devices and
their impact on a
selection’s
effectiveness.
 Identify general
themes contained
in more than one
work.
and structure of
literary text to
thoroughly analyze
and evaluate the effect
of literary elements
and devices.
 Analyze general
themes that appear in
more than one work.
16
Proposed Oregon Reading Achievement Level Descriptors – Grade 8
Proposed
Levels
Policy
Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Students do not
demonstrate mastery
of grade-level
knowledge and skills
required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge
and skills required
for proficiency.
Students
demonstrate mastery
of the grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of grade-level
knowledge and skills
exceeding the
requirement for
proficiency.
Reading
Achievement
Level
Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of the text.
Students

demonstrate a partial
mastery of
Reading/Literature
knowledge and skills
by comprehending
the literal meaning of
grade level text. They
are able to make
obvious

interpretations but
often lack analysis
skills.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students demonstrate a
strong mastery of
Reading/Literature
knowledge and skills by
thoroughly
comprehending complex
and challenging text.
They are able to make
thoughtful interpretations
and evaluations.
Reading
Achievement
Level
Descriptors
 Inability to
determine the
meaning of
unfamiliar words or
expressions due to
a weak
understanding of
grade-level
vocabulary.
 Lack strategies to
verify word
meaning and
therefore use only
immediate context
to determine the
meaning of
unfamiliar
vocabulary.
 Sometimes
struggle when the
context involves
subtlety.
 Tend to make only
a literal
interpretation of
idioms and
figurative
language.
 Accurately use
contextual and
structural clues to
determine the
meaning of
unfamiliar
vocabulary.
 Accurately interpret
the intended
meaning of idioms,
comparisons and
figurative language.
 Use a variety of
strategies to verify
word meanings.
 Effectively use
contextual and
structural clues to
determine vocabulary
meaning
 Analyze the implicit
meaning of idioms,
analogies and
figurative expressions.
 Verify word meaning
using a variety of
strategies.
 Misuse or ignore
aspects of practical
text (headings, bold
print, numbering) to
decipher text when
reading to perform
a task.
 Find information
isolated in one
area in practical
text, but are often
unable to
synthesize
information across
diagrams, charts,
and tables to
reach logical
conclusions when
reading to
perform a task.
 Synthesize
information found in
a variety of formats
to reach
conclusions
supported by
textual evidence
when reading to
perform a task.
 Synthesize information
found in a variety of
formats including to
reach supported
conclusions when
reading to perform a
task, including making
connections between
text and corresponding
graphics.
Vocabulary
Reading
Achievement
Level
Descriptors
Read to
Perform a
Task
Exceeds
17
Reading
Achievement
Level
Descriptors
Demonstrate
General
Understanding
Reading
Achievement
Level
Descriptors
Develop an
Interpretation
Reading
Achievement
Level
Descriptors
 Inability to identify
the main ideas of
informational text
and frequent
confusion of the
main idea with
supporting details
when
demonstrating
general
understanding.
 Lack of
comprehension
prevents following
the sequence of
informational and
literary text.
 Identify the main
idea from less
complex grade
level texts, but
sometimes
overlook the
supporting details
when
demonstrating
general
understanding.
 Emerging
comprehension
skills allow the
following of basic
sequencing in
literary and
informational texts.
 Demonstrate
general
understanding of
grade-level text by
determining main
ideas explicitly
stated in
informational text
and the details
supporting that
statement.
 Identify the correct
sequence of events
in a story’s plot.
 Recall important
supporting details in
literary selections.
 Demonstrate strong
understanding of
grade-level text by
recognizing topic
sentences explicitly
stated in informational
text and the details
supporting that
statement.
 Accurately identify the
correct sequence of
events in a story’s plot.
 Effective recall of
important supporting
details in literary
selections.
 Rarely make
accurate
predictions about
upcoming
outcomes or events
when developing
an interpretation.
 An inability to
comprehend literal
statements
prevents
comprehension of
inferred ideas in
informational and
literary text.
 Few insights into
aspects of
characterization,
character
motivation, or a
story’s theme.
 Make obvious
predictions about
future outcomes or
events when
developing an
interpretation, but
at times struggle to
make accurate
predictions when
more subtle clues
are provided.
 Sometimes
struggle to grasp
implicit ideas,
focusing more on
literal statements
in informational
text.
 Can identify facts
about literary
characters, but
may be less
proficient
analyzing a
character’s actions
and motivations, or
how a character is
used to introduce
a theme.
 Make predictions
about future
outcomes or events
based on clues in
the selection when
developing an
interpretation.
 Infer the main or
most important
ideas in literary text
and the author’s
explicit and implicit
assumptions/beliefs
about a subject in
informational text.
 Identify actions and
motives of
characters that
affect the plot
and/or theme in
literary works and
use evidence in text
to determine
themes.
 Make predictions
about future outcomes
or events based on
clues in a selection
when developing an
interpretation.
 Analyze evidence of
the author’s explicit
and implicit
assumptions/beliefs
about the subject and
draw conclusions
about character
motivations and their
impact on a story’s plot
and/or theme.
 Reach insightful
conclusions about the
development of
complex or subtle
themes or messages.
 Attempts to
examine the
content and
structure of
informational text
and literary text
 Attempts to
examine the
content and
structure of
informational and
literary text show
 Examine the
content and
structure of
informational text
to accurately
identify the author’s
 Thoroughly examine
the content and
structure of
informational text to
determine the author’s
underlying purpose.
18
Examine
Content and
Structure /
Informational
Text
Examine
Content and
Structure /
Literary Text
are generally
unsuccessful.
 May be able to
identify an author’s
broad purpose, but
there is little or no
recognition of the
use of opinions or
organizational
features.
 A lack of familiarity
with literary devices
and figurative
language prevents
any analysis of their
use.
mixed results.
 Identify the
author’s broad
purpose, but
sometimes
struggle to
recognize the
details used to
support the point
of view.
 Struggle to make
connections when
examining texts
that compare and
contrast ideas.
 Sometimes
recognize the use
of literary devices
and figurative
language, but may
lack the skills to
analyze their
impact on the
selection’s
effectiveness,
particularly in the
areas of point of
view and the use
of dialogue.
purpose.
 Identify the
evidence used to
support
arguments/assertio
ns.
 Contrast two pieces
of text with a
common subject.
 Accurately
examine the
content and
structure of
literary text to
recognize the
author’s use of
literary elements
and devices,
including point of
view and dialogue,
and analyze their
impact on a
selection’s
effectiveness and
tone or mood.
 Evaluate evidence
used for support and
can analyze works on
the same subject.
 Effectively examine
the content and
structure of literary
text to analyze the
effect of literary
elements and devices,
including point of view,
setting, and the use of
dialogue.
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Proposed Oregon Reading Achievement Level Descriptors – High School
Proposed
Levels
Policy
Definitions
(Apply to all
grades and all
subjects)
Does Not Meet
Nearly Meets
Meets
Students do not
demonstrate mastery
of grade-level
knowledge and skills
required for
proficiency.
Students
demonstrate partial
mastery of gradelevel knowledge
and skills required
for proficiency.
Students
demonstrate mastery
of the grade-level
knowledge and skills
required for
proficiency.
Students demonstrate
mastery of grade-level
knowledge and skills
exceeding the
requirement for
proficiency.
Reading
Achievement
Level
Definitions
(Apply to all
grades)
Students do not
demonstrate mastery
of grade level
Reading/Literature
knowledge and skills.
They have a limited
comprehension of
grade level text and
cannot make
meaningful
interpretations or an
analysis of the text.
Students

demonstrate a partial
mastery of
Reading/Literature
knowledge and skills
by comprehending
the literal meaning of
grade level text. They
are able to make
obvious

interpretations but
often lack analysis
skills.
Students demonstrate
mastery of
Reading/Literature
knowledge and skills
by accurately
comprehending grade
level text. They have
the skills to interpret
and analyze text.
Students demonstrate a
strong mastery of
Reading/Literature
knowledge and skills by
thoroughly
comprehending complex
and challenging text.
They are able to make
thoughtful interpretations
and evaluations.
Reading
Achievement
Level
Descriptors
 Inability to
determine the
meaning of
unfamiliar
vocabulary or
phrases due to a
weak
understanding of
contextual and
structural clues.
 Primarily use
immediate
preceding context
to determine the
meaning of
unfamiliar
vocabulary,
struggling when
the context
involves distant
clues.
 Make only a literal
interpretation of
figurative
expressions.
 May recognize
denotative
meanings of
words, but not
connotative.
 Accurately use
contextual and
structural clues to
determine the
meanings of
unfamiliar
vocabulary, but
may not
consistently
interpret the
figurative meanings
of words and
phrases.
 Demonstrate the
ability to distinguish
between the
denotative and
connotative
meanings of words.
 Effectively use subtle,
abstract contextual
and structural clues to
determine vocabulary
meaning, analyze the
literal and figurative
meanings of words
and phrases, and
interpret the
connotative power of
words.
 Misuse or ignore
aspects of practical
text (headings, bold
print, numbering) to
decipher text when
reading to perform
a task.
 Find information
isolated in one
area in practical
text, and are
sometimes able to
synthesize
information across
diagrams, charts,
and tables to
reach logical
conclusions when
reading to
 Find information in
practical text and
often synthesize
information across
diagrams, charts,
and tables to reach
logical conclusions
when reading to
perform a task.
 Recognize how the
structure and
format of job and
 Given complex
technical or practical
text, synthesize
information found in a
variety of formats to
reach supported
conclusions when
reading to perform a
task.
 Analyze how the
structure and format of
job and consumer-
Vocabulary
Reading
Achievement
Level
Descriptors
Read to
Perform a
Task
Exceeds
20
Reading
Achievement
Level
Descriptors
Demonstrate
General
Understanding
Reading
Achievement
Level
Descriptors
Develop an
Interpretation
perform a task.
 May overlook how
features of
practical text,
including graphics
and headers,
support their
intended purpose.
consumer-related
materials support
their purpose.
 Inability to identify
the main ideas of
informational text.
 Frequently confuse
the main idea with
supporting details
when
demonstrating
general
understanding.
 A lack of
comprehension
prevents following
the sequence of
informational or
literary text.
 Struggle to
differentiate main
ideas from
developmental
details in
informational text
when
demonstrating
general
understanding.
 May identify plot
events in literary
text, but often
struggle to
determine the
sequence of ideas
and details in more
complex pieces.
 Accurately
demonstrate
general
understanding of
grade-level text by
determining main
ideas explicitly
stated in
informational text
and the details
supporting these
ideas.
 Correctly identifies
the correct
sequence of events
in a story’s plot.
 Recall important
supporting details in
literary selections
but may be
inaccurate in more
complex texts.
 Demonstrate general
understanding of
complex texts by
recognizing and
comparing main ideas
that are explicitly
stated or implied in
informational text and
interpret details and
references supporting
these ideas.
 Understand sequence
and structure in a
variety of textual
forms.
 Interpret important
supporting details in
literary selections.
 Rarely make
accurate
predictions about
upcoming events
when developing
an interpretation.
 Lack the ability to
comprehend literal
statements,
preventing
comprehension of
inferred ideas in
informational and
literary text.
 Few insights into
aspects of
characterization,
character
motivation, or a
story’s theme.
 May make obvious
predictions about
future events, but
at times struggle to
make accurate
predictions based
on subtle clues
when developing
an interpretation.
 Sometimes
struggle to grasp
implied meaning,
focusing more on
literal statements
in informational
text.
 Identify facts about
literary characters,
but may be less
proficient when
analyzing
character
interactions and
reasons for
character actions
and beliefs.
 Develop an
interpretation by
making predictions
about future
outcomes based on
clues in the
passage.
 Identify facts about
literary characters.
 Becoming proficient
when analyzing
character
interactions and
reasons for actions
and beliefs.
 Use evidence in
text to determine
themes.
 Develop an
interpretation by
making predictions
about future outcomes
based on clues in a
passage.
 Analyze implicit
relationships.
 Interpret facts, events,
and images to draw
conclusions about the
author’s unstated
meaning.
 Analyze interactions
between characters to
determine motivations
and reasons for
actions and beliefs.
 Reach conclusions
about the development
of complex or subtle
themes or messages.
 Identify textual
references that
support interpretations.
related materials
support their purpose.
21
 Struggle to
interpret more
complex themes,
intentions, and
character
motivation.
Reading
Achievement
Level
Descriptors
Examine
Content and
Structure /
Informational
Text
Examine
Content and
Structure /
Literary Text
 Attempts to
examine the
content and
structure of
informational text
and literary text
are generally
unsuccessful.
 May be able to
identify an author’s
broad purpose, but
there is little or no
analysis of support
or structure.
 A lack of familiarity
with literary
devices, figurative
language, or
conventions of
drama prevent
analysis of their
purpose or use.
 Attempts to
examine the
content and
structure of
informational and
literary text show
mixed results.
 May sometimes
identify a main
purpose, but
struggle to
recognize textual
support or to make
connections
between articles
on similar
subjects.
 May sometimes
recognize literary
devices and
figurative language
and begin to
analyze their
impact on a
selection’s
effectiveness.
 Limited familiarity
with the
conventions of
dramatic literature.
 Accurately
examine the
content and
structure of
informational and
literary text, and
can recognize the
primary
characteristics of
each.
 Consistently
identification of
main purpose and
recognition of
textual support.
 Make connections
between articles on
similar subjects.
 Recognize the use
of literary devices
and figurative
language, and
make accurate
observations about
their impact on a
selection’s
effectiveness.
 Demonstrate a
familiarity with the
conventions of
dramatic literature.
 Thoroughly examine
the content and
structure of
informational text to
determine the author’s
underlying purpose,
evaluate the amount
and kind of evidence
given for support,
analyze passages on
the same topic, and
evaluate the logic and
unity of text.
 Evaluate the use of
literary devices and
figurative language,
and make insightful
observations about
their impact on a
selection’s
effectiveness.
 Demonstrate a
thorough awareness of
the conventions of
dramatic literature
STAFF RECOMMENDATION:
ODE staff recommends adoption of the Reading Achievement Level Descriptors for grades 3-8 and High
School this month.
Please note: the Board is asked to adopt the current versions of the Achievement Level Descriptors which will
be used in this January’s Standards Verification. During the verification process and ongoing stakeholder
engagement, revisions to these ALDs may be recommended. Any updates to these statements will be
provided to the Board in March for review.
Appendix A: Standard Setting Process
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Appendix A: Additional Information and Background on the Standards Setting Process and
Achievement Level Descriptors.
The following information was adapted from that presented to the State Board at their January 2010 meeting
and is provided here as additional context.
What is Oregon’s Standards Setting Process?
Large scale assessments such as the Oregon Assessment of Knowledge and Skills (OAKS) are designed to
provide information to students, parents, educators, policymakers, and other stakeholders about what students
know and can do in a particular content area. Scores are reported using two conventions: Achievement Levels
and Scale Scores. Achievement Levels assist in describing to what degree students have met the expectations
that Oregon policy makers establish for student achievement in regard to state content standards. Scale
Scores describe student achievement in a systematic manner that can be used to describe student
achievement and student growth in achievement.
Over the coming months, Oregon will re-establish the achievement expectations we have for students on
statewide assessments. Following best practices, ODE staff will engage Oregon educators and stakeholders
to participate in a standards setting with attention focused on a reasonable cut score given external data about
national and international benchmarks. During the standards setting, the participants will review the coherency
of the cut-scores from Grade 3 through high school, and the cut-scores that are best aligned with collegereadiness, national and international benchmarks, and then give input as to whether or not these proposed
scores are valid. Participants meet for two to three days and engage in structured conversations that include
consideration of the following: Oregon content standards, the purpose of the achievement standards and their
role in new graduation requirements, the General and Reading Policy Definitions, the difficulty of the content as
represented by the test items, and knowledge of Oregon students.
Prior to this standards setting, revised Achievement Level Descriptors are adopted by the State Board to help
guide the discussion.
How Does This Work Relate to the Adoption of Common Core State Standards?
ODE is working with other states around the country to ensure that the Common Core State Standards
eventually adopted will be in the best interest of kids. The Common Core State Standards will be implemented
over a several year period. Additional work will be needed in the future to align these with Oregon’s standards
and adjust cut scores as needed, but this work will be done over the next several years.
Review of Achievement Levels
Oregon has the following Achievement Levels: Does Not Yet Meet, Nearly Meets, Meets, and Exceeds. As we
approach the adoption of new cut scores, we will determine the appropriate level of rigor at each of these
levels.
Why Raise the Rigor?
Comparisons to NAEP (National Assessment of Education Progress) indicate that at least at Elementary and
Middle School, Oregon’s “Meets” is well below NAEP’s “Proficient.” The inclusion of NAEP (national) and
PISA (international) test items in last spring’s OAKS field test provide additional information as to how Oregon
students do compared to their peers around the country and the world. This additional information could
inform the standards setting in January and the resulting cut scores.
What are Achievement Level Descriptors (ALDs)?
The Oregon Achievement Level Descriptors (ALDs) explain the knowledge and skills that students typically
demonstrate at specific levels of the Oregon Assessment of Knowledge and Skills (OAKS) in each grade and
in each subject. The ALDs define, for example, what a student is expected to know at the “Meets” level in 5th
grade Reading. Marianne Perie of the National Center for the Improvement of Educational Assessment calls
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ALDs “the foundation of standard-setting activities as they provided the explanation for how student
achievement differs from one level to the next.” [Perie, 2008]
Revision of Reading Achievement Level Descriptors
Achievement Level Descriptors are based on excerpts of the larger set of content standards and generally
represent the knowledge and skills assessed at each level. Students who score at or within a particular level of
achievement possess the bulk of the abilities described at that level and generally have mastered the skills
described in the preceding achievement levels. Educators can use the descriptors to explain the knowledge
and skills a student is expected to possess to achieve the various achievement levels for each test. Descriptors
are both grade and subject specific.
The Achievement Level Descriptors will influence the upcoming achievement standards verification for reading,
scheduled for January 2011. In order for Oregon’s standards to be accepted for federal accountability
purposes, we must submit documentation to the U.S. Department of Education (U.S. DOE), and the
Achievement Level Descriptors are part of this required documentation. Achievement Level Descriptors are
also used for school accountability purposes.
In preparation for drafting the Reading Achievement Level Descriptors ODE staff have reviewed:
 Articles on national best practices
 NAEP and PISA trends
 General Policy Achievement Level Definitions adopted by the State Board of Education in March 2010
 The Oregon Reading Achievement Level Descriptors adopted in 2006
 Test items scaled to the projected cut scores
.
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