ela learning progressions susan richmond 1. common core state standards the common core standards...
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ELA Learning Progressions
Susan Richmond
Common Core State Standards
The Common Core Standards Guide the Summative Assessments
1. CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
3. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
I. Key Ideas and Details 4. CCSS.ELA-Literacy.RL.4.4 Determine
the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
5. CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
6. CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
II. Craft and Structure
7. CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
8. (RL.4.8 not applicable to literature)
9. CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
III. Integration of Knowledge and Ideas
10. CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range
IV. Range of Reading and Level of Text Complexity
Progression of Standards
CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
CCSS and Content DemandThe content demand (student task) of standards are
progressive in nature. The content demand determines the SBAC assigned Summative Target.
CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Resources for Higher Order Thinking
4
http://www.ode.state.or.us/wma/teachlearn/commoncore/sbac_ela_literacycontentspecifications.pdf
Content Demands…
Common Core State Standards have been grouped by similarities of content demand into Summative Assessment Targets by SBAC.
Observe the fourth grade reading literature standards grouped into Summative Assessment Targets.
SBAC Summative Assessment Targets
5
SBACTarget 1
Key Details
SBACTarget 4
Reasoning & Evaluation
SBACTarget 5Analysis Within &
Across Texts
SBACTarget 6
Text Structures &
Features
SBACTarget 7
Language Use
SBACTarget 2
Central Ideas
SBACTarget 3
Word Meanings
RL.4.10RL.4.9
RL.4.7
RL.4.8
RL.4.6
RL.4.4
RL.4.3
RL.4.2
RL.4.1
RL.4.2
CCSS RL.1 In which SBAC Target do I belong??
CCSS RL.2 In which SBAC Target do I belong??
DOK 1 & 2 DOK 2 DOK 3 & 4DOK 1 & 2 DOK 3 & 4 DOK 2 & 3DOK 3 & 4
CCSS RL.3 In which SBAC Target do I belong??
RL.4.3RL.4.3
RL.4.3
RL.4.1
RL.4.6RL.4.6
RL.4.5
RL.4.8 is not applicable to
literature.
RL.4.10 Range of Reading & Level of Text Complexity
overarched all standards.
Grade 4Common Core
State Standards Reading Literature.
CCSS Assigned Summative Assessment Targets
by content demand.
Cognitive Demands of Learning Progressions follow a more specific DOK Matrix (much like a rubric).
Learning Progressions, Cognitive Demands…
•Follow the DOK Matrix but with more specificity (literature, informational text).
•Scaffold to the Summative Assessment norms determined by DOK.•Follow the expected cognitive developmental steps of DOK.
Follow the pattern as fourth grade reading literature standards are assigned DOK developmental Learning Progressions on the Reading Literature DOK matrix.
RL.4.3
RL.4.5
RL.4.8
Placement of Grade 4 Reading Literature Standards on the DOK Matrix
RL.4.1 RL.4.2
RL.4.1
RL.4.4
RL.4.4
RL.4.5 RL.4.6
RL.4.7
RL.4.2 RL.4.3
RL.4.6
RL.4.7
RL.4.7
RL.4.9
Click only once at the beginning of this slide and then again after the last standard moves to its place.
RI.4.5
Placement of Grade 4 Informational Text Standards on the DOK Matrix
RI.4.3RI.4.1
RI.4.1
RI.4.4
RI.4.6
RI.4.7
RL.4.8
RL.4.9
Click only once at the beginning of this slide and then again after the last standard moves to its place.
RI.4.2
RI.4.3
RI.4.7
RL.4.9
RI.4.5
What is the “bridge” between Summative Assessments and Instruction?
Summative AssessmentsCCS Standards Content Demand
(What will students do?)Cognitive Demand(What kind of thinking?)
Assessment Targets
InstructionDOK Pattern Learning Progressions
(developmental sequence of a standard)Assessment Targets
RL.4.3
RL.4.5RL.4.8 Does Not Apply
Placement of Grade 4 Reading Literature Standards on the DOK Matrix
RL.4.1 RL.4.2
RL.4.1
RL.4.4
RL.4.5 RL.4.6
RL.4.2 RL.4.3
RL.4.6
RL.4.7
RL.4.7
RL.4.9
REVIEW
Learning Progressions are based on the difficulty of a task (Bloom’s) and the complexity of a task (Depth of Knowledge/DOK (Webb).
These progressions are sequenced by both Bloom’s Taxonomy and Webb’s Depth of Knowledge.
Learning Progressions bridge instructional assessment to summative assessment.
DOK Examples
12
Understanding the reading literature DOK patternallows us to align the Learning Progressions of each standard for
developmentally cognitive instruction.
Differentiation with Cognitive Knowledge
• The Cognitive Rigor DOK Matrix (Hess, Jones, Carlock, Walkup 2009) has been decoded into a learning progressions chart (Richmond 2013).
Follow a DOK Algorithm for a reading cognitive continuum or “path” for each of the four Depth of Knowledge Levels.
DOK Path 1Knowledge and Recall
DOK Path 2Basic Concepts and Skills
DOK Path 3Strategic Thinking & Reasoning
DOK Path 4Extended Thinking
DOK Matrix Pattern
Depth of Knowledge (Webb) Task Complexity DOK LEVEL 1
Recall and Reproduction
DOK LEVEL 2Basic Skills and
Concepts
DOK LEVEL 3Strategic Thinking and
Reasoning
DOK LEVEL 4Extended ThinkingBlooms (Task
Difficulty)
Remember (Knowledge)
-Recall, locate basic facts, definitions, details and events
Understand(Comprehend)
-Select appropriate words for use when intended meaning is clearly evident.
-Specify, explain relationships-Summarize-Identify central ideas
-Explain, generalize or connect ideas using supporting evidence (quote, text, evidence, example…).
-Explain how concepts or ideas specifically relate to other content domains/concepts.
Apply -Use language structure(pre/suffix) or word relationships (synonyms/antonym)to determine meaning.
-Use context to identify word meanings-Obtain and interpret information using text features.
-Use concepts to solve non-routine problems.
-Devise an approach among many alternatives to research a novel problem.
Analyze - Identify the kind of information contained in a graphic, table, visual, etc.
-Compare literary elements, facts, terms and events.-Analyze format, organization and text structures.
-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
-Analyze multiple sources or multiple text.-Analyze complex abstract themes.
Evaluate -Cite evidence and develop a logical argument for conjectures based on one text or problem.
-Evaluate relevancy, accuracy and completeness of information across texts or sources
Create(Synthesize)
-Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept.
-Generate conjectures or hypotheses based on observations or prior knowledge and experience.
-Develop a complex model or approach for a given situation.-Develop an alternative solution.
-Synthesize information across multiple sources or texts.-Articulate a new voice, theme, knowledge or perspective.
The DOK Matrix for Reading Follows a Pattern of Learning Progressions
1
2
3
456
78
9
10
12
13
11 14
17
15 16
19
20
2122
23
18
24
25
DOK Ceiling - Level 1
Recall and Reproduction PathK a Recall, locate basic facts, definitions, details, events
b Read words orally in connected text with fluency & accuracy
c Define terms
C d Identify or describe literary elements (characters, setting, sequence, etc.)
e Select appropriate words when intended meaning/definition is clearly evident
f Describe/explain who, what, where, when, or how
DOK Ceiling - Level 2Basic Skills & Concepts Path
AP
C
h Specify, explain, show relationships; explain why, cause-effect
i Summarize
J Make basic inferences or logical predictions from data or text
k Identify main ideas or accurate generalizations of texts
l Locate information to support explicit-implicit central ideas
AP m Use context to identify the meaning of words/phrases
n Obtain and interpret information using text features
DOK Reading Learning Progressions Chart
DOK Ceiling - Level 3Path to Strategic Thinking and Reasoning
o
Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions)
AN
pCategorize/compare literary elements, terms, facts, details, events
q Identify use of literary devices
rAnalyze format, organization, & internal text structure (signal words, transitions, semantic cues) of different texts
s Distinguish: relevant-irrelevant information; fact/opinion
tIdentify characteristic text features; distinguish between texts, genres
C uExplain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)
v Identify/ make inferences about explicit or implicit themes
wDescribe how word choice, point of view, or bias may affect the readers’ interpretation of a text
AP x Apply a concept in a new context
y Analyze information within data sets or texts
AN zAnalyze interrelationships among concepts, issues, problems
AAnalyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text.
BUse reasoning, planning, and evidence to support inferences
EV CCite evidence and develop a logical argument for conjectures based on one text or problem
D Describe, compare, and contrast solution methods
E Verify reasonableness of results
F Critique conclusions drawn
DOK Ceiling - Level 4Path to Extended Thinking
SY
GGenerate conjectures or hypotheses based on observations or prior knowledge and experience
H Synthesize information within one source or text
I Develop a complex model for a given situation
J Develop an alternative solution
C KExplain how concepts or ideas specifically relate to other content domains or concepts.
LDevelop generalizations of the results obtained or strategies used and apply them to new problem situations
AP MIllustrate how multiple themes (historical, geographic, social) may be interrelated
AN
NAnalyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes
O Analyze complex/ abstract themes.
P Gather, analyze, and organize multiple information sources
Q Analyze discourse styles
EV
REvaluate relevancy, accuracy, & completeness of information across texts or sources.
S Draw & justify conclusions
TApply understanding in a novel way, provide argument or justification for the application
SY U Synthesize information across multiple sources or texts.
SY V Articulate a new voice, alternate theme, new knowledge or new perspective.
Using the Learning Progressions Chart to Develop a Learning Progressions Checklist
Learning Progressions Example Checklist for Standard RL.3.1
Learning Progressions
Standard RL.1DOK 1,2
Learning Progressions
Learning Progressions
Standard RL.2DOK 2
Standard RL.3DOK 2,3
Narrative Writing W.3 – DOK 2
Link – Integrative Pacing Guide
LP- link
IFALiterary
Progress Monitoring Learning Progressions
Informal Formative Assessments Measure Learning Progressions
Learning Progressions
Standard RL.1DOK 1,2
LP- link
IFALiterary
Progress Monitoring Learning Progressions
An Example of Creating and IFA from a Learning
Progression
Informal Formative Assessments Measure Learning Progressions
DOK Level 1Recall and Reproduction Path
K a Recall, locate basic facts, definitions, details, events
One learning progression for RL.3.1.
Possible Informal Formative Assessments for RL.1:• List two details about _____.• Share two facts you learned about _____.• Define the word _____.
Learning Progressions
Standard RL.1DOK 1,2
Learning Progressions
Learning Progressions
Standard RL.2DOK 2
Standard RL.3DOK 2,3
Narrative Writing W.3 – DOK 2
Link – Integrative Pacing Guide
LP- link
IFALiterary
Progress Monitoring Learning Progressions
Common Formative Assessments measure the CCS Standards learned in their assigned Assessment Targets.
CFALiterary
Assesses Student Proficiency of Standards Learned
Reading Assessment Targets
1. Key Details (RL.1, RL.3)
2. Central Message (RL.2)
Writing Assessment Target
3. Narrative Writing (W.3) Write or Revise
Link -Proficiency Rubrics
Link - CFA Assessments
Common Formative Assessment Priorities to be Established…
• Selected Response• Constructed Response (short and long)• Performance Task (writing/revision)
SBAC Assessment Target• 1 Rubric per target
Stimulus• Grade Level Text/Exemplary Text• Ask questions to DOK level• Define district CFA
Teacher Created CFAs Include: CFALiterary
Monitors Student Proficiency of Standards Learned
Reading Assessment Targets
1. Key Details (RL.1, RL.3)
2. Central Message (RL.2)
Writing Assessment Target
3. Narrative Writing (W.3) Write or Revise
Link -Proficiency Rubrics
Link - CFA Assessments
Achievement Level DescriptorsGrade 3
Target 1. KEY DETAILS: Use explicit details and information from the text to support answers or basic inferences
ELA - SBAC Task Specs. DOK Chart
Level 1 students should be able to use details and information from the text to minimally support answers or basic inferences
Level 2 students should be able to use explicit details and information from the text to partially support answers or basic inferences.
Level 3 students should be able to sufficiently use explicit details and information from the text to accurately support answers or basic inferences.
Level 4 students should be able to accurately use explicit details and information from the text to thoroughly support answers or basic inferences.
Example of a Summative Assessment Target “Achievement Level Descriptor” from SBAC: Target 1 Key Details, Grade 3