ELA Learning Progressions

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ELA Learning Progressions Susan Richmond 1

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ELA Learning Progressions. Susan Richmond. The Common Core Standards Guide the Summative Assessments. III. Integration of Knowledge and Ideas . Craft and Structure . Key Ideas and Details . - PowerPoint PPT Presentation

Transcript of ELA Learning Progressions

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ELA Learning Progressions

Susan Richmond

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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

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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

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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

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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.

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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.

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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.4.6RL.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.

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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

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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

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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.4.6RL.4.7

RL.4.7

RL.4.9

REVIEW

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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

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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).

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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

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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

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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.

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Using the Learning Progressions Chart to Develop a Learning Progressions Checklist

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Learning Progressions Example Checklist for Standard RL.3.1

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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

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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 _____.

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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

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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

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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