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New Jersey Alternate Proficiency Assessment
Performance Level Descriptors
Language Arts Literacy

(February 2009)

Grade 11 LAL

Partially Proficient

Students at the partially proficient level generally require prompting to demonstrate emerging knowledge and skills in comprehension and response to text; inquiry and research; mechanics; and writing forms, audiences and purposes with an inconsistent level of performance using modified and supported materials.

Partially proficient students are emerging in:  

  • Identifying literary devices given choices
  • Identifying information in everyday texts and forms
  • Matching electronic resources with a research purpose
  • Identifying skills needed for particular careers
  • Identifying text clues or prior information that could be used to support a given conclusion
  • Ordering sentences using transitions, or revising writing by adding transitions
  • Editing writing for initial capitalization, ending punctuation, and spelling using common reference materials such as dictionaries
  • Ordering information within writing structures
  • Using simple structures such as sequencing in own writing
  • Pre-writing and producing simple writing, such as sentences, for everyday purposes such as filling out forms, and for different audiences

Proficient

Students at the proficient level may require prompting to demonstrate basic knowledge and skills comprehension and response to text; inquiry and research; mechanics; and writing forms, audiences and purposes with a moderate level of performance using modified and supported materials.

Proficient students typically:

  • Identify literary devices used in text and match them with intended emotional responses
  • Identify and explain the use of literary devices such as onomatopoeia, idioms, alliteration, metaphors, similes, and/or personification
  • Identify purposes of everyday texts and forms
  • Read and answer questions about technical manuals or instructions
  • Evaluate the value of electronic resources for a research purpose
  • Identify skills needed for particular careers; or compare personal interests with the skills needed for a particular career
  • Identify text clues or prior information from multiple sources that could be used to support a given conclusion
  • Use transition chains or transitions to change the direction of an argument in writing
  • Use reference books and resources to make simple editing choices in own writing, e.g. thesaurus for synonyms, dictionary for capitalization
  • Write using structures to enhance meaning, e.g., problem/solution, headings and subtitles, order of importance and/or cause and effect
  • Complete forms and write within given templates for specific purposes, such as job applications, resumes, and cover letters

Advanced Proficient

Students at the advanced proficient level generally demonstrate knowledge and skills in comprehension and response to text; inquiry and research; mechanics; and writing forms, audiences and purposes independently with a high level of performance using modified and supported materials.

Advanced proficient students typically:

  • Identify literary devices used in text and identify an appropriate personal emotional response related to the device
  • Identify and explain the use of literary devices such as onomatopoeia, idioms, alliteration, metaphors, similes, and/or personification
  • Answer questions about everyday texts and completed forms
  • Evaluate the appropriateness of instructions for particular tasks
  • Follow instructions to complete a task or use an instructional manual
  • Critique the value of electronic resources for particular research purposes
  • Evaluate own work, school and life experiences for its applicability to career portfolios for particular careers
  • Draw conclusions using information from multiple sources or points of view
  • Use complex transitions in writing, e.g., transition chains, transitions to change the direction of an argument; cause and effect transitions, and/or compare and contrast transitions
  • Edit writing, including own writing, for spelling, capitalization, punctuation; use proofreading marks and/or reference books and materials when appropriate
  • Write within specific templates for specific purposes, e.g., reports with titles, subtitles, and headings; sequencing and/or setting within a problem/solution essay, diagrams within a text
  • Write for everyday purposes such as completing forms, applications, and business letters