Grade 11 Ela

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors
Grade 11
Level
Level of Text Complexity1
Range of Accuracy2
Quality of Evidence3
Very Complex
Moderately Complex
Readily Accessible
Very Complex
Moderately Complex
Readily Accessible
Very Complex
Moderately Complex
Readily Accessible
Very Complex
Moderately Complex
Readily Accessible
Accurate
Accurate
Accurate
Mostly accurate
Accurate
Accurate
Generally accurate
Mostly accurate
Accurate
Inaccurate
Minimally accurate
Mostly accurate
Explicit and inferential

Explicit
t Complexity
omplexity framework reflects the importance of text complexity as it relates to the CCSS, which indicates that 50 percent of an items complexity is linked to the complexity of the
hat item. Consequently, to determine a students performance level, it is critical to identify the pattern of responses when students respond to items with distinct text complexitie
eveloped a clear and consistent model to define text complexity, and has determined to use three text complexity levels (where stimuli texts are labeled as readily accessible, mod
lex).
wo components for determining text complexity for all passages:
ntitative text complexity measures (Reading Maturity Metric, Source Rater and Lexiles) will be used to analyze all reading passages to determine an initial recommendation for pla
band and subsequently a grade level.
y Analysis Worksheets (see attached), one for informational text and one for literary text, are then used as qualitative measures. Trained evaluators use these worksheets to deter
tion for qualitative text complexity within the grade level, with each text defined as readily accessible, moderately complex or very complex.
ia texts, qualitative judgments from one or both of the optional categories in the Complexity Analysis Worksheet will be combined with judgments in the other categories to ma
n of the complexity of the material.
ge of Accuracy
eveloped a reading rubric to measure comprehension of key ideas and details for prose constructed-response (PCR) items. There is one generic scoring rubric for grade 3, one for g
rades 6-11 (see attached). There are three PCR items on the PARCC summative assessments for ELA/literacy for each grade level. Scores on these items contribute to an evaluatio
ent can accurately comprehend a text. For machine-scorable items Evidence-Based Selected Response (EBSR) and Technology-Enhanced Constructed Response (TECR) the desi
the items help contribute to an understanding of how accurately students comprehend text. The PARCC assessments will have four levels of accuracy at grades 3-5 and five levels
hat are measured using the reading data collected through the PCR, EBSR and TECR items.
he student is able to accurately state both the general ideas expressed in the text(s) and the key and supporting details. The response is complete and the student demonstrates fu
ate The student is able to accurately state most of the general ideas expressed in the text(s) and the key and supporting details, but the response is incomplete or contains mino
demonstrates extensive understanding.
curate The student is able to accurately state the gist of the text(s) but fails to accurately state the key and supporting details in the text or to connect such details to the overarc
he student demonstrates basic understanding. This level of accuracy is used only in grades 6-11.
curate The student is unable to accurately state the gist of the text(s) but is able to minimally state some of the key or supporting details with accuracy. The student does not co
text to the overarching meaning(s) of the text. The student demonstrates minimal understanding.
The student is unable to accurately state either the gist of the text or the key and supporting details evident in the text.
ality of Evidence
ing rubrics to measure comprehension for PCR items include statements about the quality of evidence students use to support their statements of comprehension of texts, so sco
determine student performance levels with relation to this factor. There are two types of evidence expected at all but third grade (where the standards call only for explicit evide
able items (EBSR and TECR), items are written to require students to elicit both types of evidence from the texts. When students are unable to earn full credit for items because th
answers using evidence from the text, these items help to make distinctions in performance using this factor. The two types of evidence required are:
nce Students show how the explicit words and phrases (details) from the text support statements made about the meaning of the text.
vidence Students show how inferences drawn from the text support statements made about the meaning of the text
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PERFORMANCE LEVEL DESCRIPTORS FOR ENGLISH LANGUAGE ARTS/LITERACY: GRADE 11
In reading, the pattern exhibited by student responses indicates students are able to work independently with grade-level text:
With very complex text, students demonstrate the ability to accurately analyze the text, showing full understanding of the text,
referring to explicit details and examples in the text and to support sound inferences drawn from the text.
With a moderately complex text, students demonstrate the ability to accurately analyze the text, showing full understanding of the
text, referring to explicit details and examples in the text and to support sound inferences drawn from the text.
With a readily accessible text, students demonstrate the ability to accurately analyze the text, showing full understanding of the
Reading Literature
Students demonstrate comprehension
and draw evidence from readings of
grade-level complex literary text.
Provides strong and thorough textual

evidence to support analysis of what
the text says explicitly.
evidence to support analysis of
inferences drawn from the text.
Provides a determination of where the
text leaves matters uncertain.
Provides a statement of two or more
themes or central ideas of a text.
Provides an analysis of how two or
more themes or central ideas interact
and build on one another to produce a
complex account over the course of
the text.
Provides an objective summary of a
text.
Provides an analysis of the impact of
an authors choices regarding how to
develop and relate elements of a story
or drama.
Provides an analysis of how an
authors choices concerning how to
structure specific parts of a text
contribute to its overall structure and
meaning.
Provides an analysis of a case in which
Reading Information
Students demonstrate comprehension and draw
evidence from readings of grade-level complex
informational text.
Provides strong and thorough textual evidence
to support analysis of what the text says
explicitly.
to support analysis of inferences drawn from
the text.
with a determination of where the text leaves
matters uncertain.
For RST 1, provides textual evidence to support
an analysis of science and/or technical texts,
attending to important distinctions the author
makes.
attending to any gaps or inconsistencies in the
account.
For RH 1, provides textual evidence to support
an analysis of primary and/or secondary sources
connecting insights gained from specific details
to an understanding of the text as a whole.
Provides a statement of two or more central
ideas of a text.
Provides an analysis of the development over
the course of the text of how two or more
central ideas interact and build on one another
to produce a complex account.
Vocabulary Interpretation and Use

Students will use context to determine
the meaning of words and phrases.
Demonstrates the ability to

determine the meaning of words
and phrases as they are used in a
text (e.g., figurative, connotative,
technical) and/or provides an
analysis of the impact of specific
word choice on meaning and/or
tone including words with multiple
meanings or language that is
particularly fresh, engaging or
beautiful.
For RH 4 and RST 4, provides an
analysis of how an author uses or
refines a key term or terms over
the course of a text.
For RST 4, demonstrates the ability
to determine the meaning of
symbols, key terms in a specific
scientific or technical context
relevant to grade 11 texts and
topics.
Demonstrates the ability to use
context as a clue to the meaning of
a word or phrase.
Demonstrates ability to interpret
figures of speech in context.
Provides a statement
In writing, students address the prompts and consistently pro

and comprehensive development of ideas, including when dra
from multiple sources, while demonstrating effective coheren
and/or cohesion. They demonstrate full command of the conv
Standard English consistent with edited writing. There may be
errors in grammar and usage, but meaning is clear throughou
Writing
Written Expression
Students produce clear and
coherent writing in which the
development, organization and
style are appropriate to the task,
purpose and audience.
Provides effective and
comprehensive development of
the claim, topic and/or
narrative elements, using clear
convincing reasoning details,
text-based evidence and/or
description.
Develops claim, topic and/or
narrative elements consistently
appropriate to the task,
Demonstrates purposeful
coherence, clarity and cohesion
and includes a strong
introduction, conclusion and a
logical, well-executed
progression of ideas.
Establishes and maintains an
effective style, while attending
to the norms and conventions
of the discipline.
Effectively draws evidence from
literary or informational texts to
support analysis, reflection and
research.
Includes precise language
consistently, including
Writing
Knowledge of Lan
Conventio
Students demonstrate
conventions and oth
elements of lan
Demonstrates com
conventions of Sta
consistent with eff
writing. Though th
few minor errors i
and usage, meanin
throughout the re

grasping a point of view requires
distinguishing what is stated in a text
from what is really meant.
Demonstrates knowledge of how two
eighteenth-century foundational
works of American literature, two
nineteenth-century foundational
works of American literature or two
early-twentieth-century foundational
works of American literature treat
similar themes or topics.
Provides an objective summary of a text.

Determines the central ideas or conclusions of a
text; summarize complex concepts, processes or
information presented in a text by paraphrasing
them in simpler but still accurate terms.
For RST 2, provides a statement of the central
ideas or conclusions of a text; summarize
complex concepts, processes or information
presented in a text by paraphrasing them in
simpler but still accurate terms.
Provides an analysis of a complex set of ideas.
Provides an analysis of a sequence of events.
Provides an explanation of how specific
individuals interact and develop over the course
of the text.
Provides an explanation of how specific ideas
interact and develop over the course of the
text.
Provides an explanation of how specific events
text.
For RST 3, demonstrates ability to follow a
multistep procedure when carrying out
experiments, taking measurements or
performing technical tasks, based on
explanations in the text.
For RST 3, provides an analysis of the specific
results of carrying out experiments, taking
measurements or performing technical tasks,
based on explanations in the text.
For RH 3, provides an evaluation of various
explanations for actions or events designating
which explanation best accords.
explanations for actions or events where the
text leaves the explanation for an action or
event uncertain.
Provides an analysis and evaluation of the
effectiveness of the structure an author uses in
his or her exposition or argument that includes
whether the structure makes points clear,
convincing and engaging.
For RST 5, provides an analysis of how the text
demonstrating accurate meaning

and use of grade-appropriate
general academic words and
phrases.
descriptive words and phrases,

sensory details, linking and
transitional words, words to
indicate tone and/or domainspecific vocabulary.

structures information or ideas into categories,
hierarchies, demonstrating understanding of
the information or ideas.
For RH 5, provides a detailed analysis of how a
complex primary source is structured, including
how key sentences, paragraphs or larger
portions of the text contribute to the whole.
Provides a determination of an authors point of
view or purpose in a text in which the rhetoric is
particularly effective.
Provides an analysis of how style and content
contribute to the power, persuasiveness or
beauty of the text.
For RST 6, provides an analysis of the authors
purpose in providing an explanation, describing
a procedure or discussing an experiment in a
text, identifying important issues that remained
unresolved.
For RH 6, provides an evaluation of the authors
differing points of view on the same historical
event or issue by assessing the authors claims,
reasoning or evidence.
Provides an evaluation of multiple sources of
information presented in different media or
formats as well as in words in order to address a
question or solve a problem.
For RST 7 and RH 7, provides an integration and
evaluation of multiple sources of information
presented in diverse formats and media in order
to address a question or solve a problem.
For RST 7 and RH 7, provides an evaluation of
multiple sources of information presented in
diverse formats and media in order to address a
Provides a delineation of the reasoning in
seminal U.S. texts, including the application of
constitutional principles and use of legal
reasoning, including the premises, purposes and
arguments in works of public advocacy.
Provides an evaluation of the reasoning in

For RST 8, provides an evaluation of the
hypotheses, data, analysis and conclusions in a
science or technical text, including verification
of the data when possible and corroboration or
challenging of conclusions with other sources of
information.
For RH 8, provides an evaluation of an authors
premises, claims and evidence by corroborating
or challenging them with other information.
Provides an analysis of themes in seventeenth-,
eighteenth- and nineteenth-century
foundational U.S. documents of historical and
literary significance.
Provides an analysis of the purposes of
seventeenth-, eighteenth- and nineteenthcentury foundational U.S. documents of
historical and literary significance.
Provides an analysis of rhetorical features in
For RST 9, provides a synthesis of information
from a range of sources into a coherent
understanding of a process, phenomenon or
concept, including the resolution of conflicting
information when possible.
For RH 9, provides an integration of information
from diverse sources, both primary and
secondary, into a coherent understanding of an
idea or event, noting discrepancies among
sources.
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In reading, the pattern exhibited by student responses indicates:
With very complex text, students demonstrate the ability to do mostly accurate analyses of the text, showing extensive
understanding of the text, referring to explicit details and examples in the text and to support sound inferences drawn from the
text.
With a moderately complex text, students demonstrate the ability to accurately analyze the text, showing full understanding of the
Reading Literature

the text.
text.
or drama.
meaning.
Reading Information
informational text.

explicitly.
the text.
matters uncertain.
makes.
account.
ideas of a text.


beautiful.
topics.
a word or phrase.
In writing, students address the prompts and provide effectiv

of ideas, including when drawing evidence from multiple sour
demonstrating effective coherence, clarity and/or cohesion. T
demonstrate command of the conventions of Standard Englis
with edited writing. There may be some distracting errors in g
usage, but overall meaning is clear.
Writing
Written Expression
Provides effective development
of the claim, topic and/or
narrative elements, using clear
reasoning details, text-based
evidence and/or description.
narrative elements in a manner
that is largely appropriate to the
task, purpose and audience.
Demonstrates a great deal of
coherence, clarity and cohesion
and includes an introduction,
conclusion and a logical
progression of ideas.
Establishes and maintains an
effective style, while attending
to the norms and conventions
of the discipline.
Effectively draws evidence from
research.
Includes mostly precise
language including descriptive
words and phrases, sensory
details, linking and transitional
words, words to indicate tone
Writing
Knowledge of Lan
Conventio
conventions and oth
elements of lan
Demonstrates com
conventions of Sta
consistent with ed
There may be a fe
errors in grammar
but meaning is cle


of the text.
text.
text.
event uncertain.

phrases.
and/or domain-specific
vocabulary.

beauty of the text.
unresolved.

information.
sources.
ho
Level 3
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ed in
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idence
students

With very complex text, students demonstrate the ability to do generally accurate analyses of the text, showing basic
understanding of the text when referring to explicit details and examples in the text and to support sound inferences drawn from
the text.
With a moderately complex text, students demonstrate the ability to do mostly accurate analyses of the text, showing extensive
text.
Reading Literature

the text.
text.
or drama.
meaning.
Reading Information
informational text.
explicitly.
the text.
matters uncertain.
makes.
account.
ideas of a text.


beautiful.
topics.
a word or phrase.
In writing, students address the prompts and provide adequa

development of ideas, including when drawing evidence from
sources, while demonstrating coherence, clarity and/or cohes
demonstrate moderate command of the conventions of Stand
consistent with edited writing. There are a few patterns of err
grammar and usage that may occasionally impede understand
Writing
Written Expression
Provides some development of
the claim, topic and/or
narrative elements, using some
reasoning details, text-based
evidence and/or description.
that is somewhat appropriate to
the task, purpose and audience.
Demonstrates some coherence,
clarity and cohesion and
includes an introduction,
conclusion and logically
grouped ideas.
Establishes and maintains a
mostly effective style, while
attending to the norms and
conventions of the discipline.
Draws evidence from literary or
informational texts to support
analysis, reflection and
research.
Includes some precise language,
including descriptive words and
phrases, sensory details, linking
and transitional words, words
to indicate tone and/or domain-
Writing
Knowledge of Lan
Conventio
conventions and oth
elements of lan
Demonstrates inco
command of the c
Standard English. T
few patterns of er
grammar and usag
occasionally imped
understanding.


of the text.
text.
text.
event uncertain.

phrases.
specific vocabulary.

beauty of the text.
unresolved.

information.
sources.
ho
Level 2
es a
mand
-level
pected to
ses that
e skills
ed in
t the
nd with
idence
students

With very complex text, students inaccurately analyze the text, showing limited understanding of the text, referring to explicit
details and examples in the text and to support sound inferences drawn from the text.
With a moderately complex text, students demonstrate the ability to do minimally accurate analyses, showing minimal
text.
With a readily accessible text, students demonstrate the ability to do mostly accurate analyses of the text, showing extensive
text.
Reading Literature

the text.
text.
or drama.
meaning.
Reading Information
informational text.
explicitly.
the text.
matters uncertain.
makes.
account.
ideas of a text.


beautiful.
topics.
a word or phrase.
In writing, students address the prompts and provide partial d

of ideas, including when drawing evidence from multiple sour
minimally demonstrating limited coherence, clarity and/or co
demonstrate limited command of the conventions of Standar
consistent with edited writing. There are multiple patterns of
grammar and usage demonstrating minimal control over lang
impede understanding.
Writing
Written Expression
Provides minimal development
of the claim, topic and/or
narrative elements, using
limited reasoning details, textbased evidence and/or
description.
that is limited in its
appropriateness to the task,
Demonstrates limited
coherence, clarity and/or
cohesion, making the writers
progression of ideas somewhat
unclear.
Has a style that has limited
effectiveness, with limited
awareness of the norms of the
discipline.
Draws minimal evidence from
research.
Includes limited descriptions,
sensory details, linking or
transitional words, words to
Writing
Knowledge of Lan
Conventio
conventions and oth
elements of lan
Demonstrates limi
of the conventions
English. There are
in grammar and us
demonstrating mi
over language. The
multiple distractin
grammar and usag
sometimes imped
understanding.


of the text.
text.
text.
event uncertain.

phrases.
indicate tone or domain-specific

vocabulary.

beauty of the text.
unresolved.

information.
sources.

Grade 11 Ela

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Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Level of Text Complexity1

Explicit and inferential

wo components for determining text complexity for all passages:

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides strong and thorough textual

Vocabulary Interpretation and Use

Demonstrates the ability to

In writing, students address the prompts and consistently pro

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides an objective summary of a text.

demonstrating accurate meaning

descriptive words and phrases,

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides strong and thorough textual

Provides strong and thorough textual evidence

Vocabulary Interpretation and Use

Demonstrates the ability to

In writing, students address the prompts and provide effectiv

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides an objective summary of a text.

demonstrating accurate meaning

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides strong and thorough textual

Vocabulary Interpretation and Use

Demonstrates the ability to

In writing, students address the prompts and provide adequa

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

to produce a complex account.

demonstrating accurate meaning

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides strong and thorough textual

Vocabulary Interpretation and Use

Demonstrates the ability to

In writing, students address the prompts and provide partial d

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Provides an objective summary of a text.

demonstrating accurate meaning

indicate tone or domain-specific

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

Grade 11 PARCC English Language Arts/Literacy Performance Level Descriptors

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