1 / 22

ELA Learning Progressions

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 .

cissy
Download Presentation

ELA Learning Progressions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ELA Learning Progressions Susan Richmond

  2. The Common Core Standards Guide the Summative Assessments III. Integration of Knowledge and Ideas Craft and Structure Key Ideas and Details 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.4.5 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. 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. 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. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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). 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. (RL.4.8 not applicable to literature) 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. Range of Reading and Level of Text Complexity 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 Common Core State Standards

  3. CCSS and Content Demand The content demand (student task) of standards are progressive in nature. The content demand determines the SBAC assigned Summative Target. 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.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.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Progression of Standards Resources for Higher Order Thinking

  4. http://www.ode.state.or.us/wma/teachlearn/commoncore/sbac_ela_literacycontentspecifications.pdfhttp://www.ode.state.or.us/wma/teachlearn/commoncore/sbac_ela_literacycontentspecifications.pdf SBAC Summative Assessment Targets Content Demands… Common Core State Standards have been grouped by similarities of content demandinto Summative Assessment Targets by SBAC. Observe the fourth grade reading literature standards grouped into Summative Assessment Targets.

  5. RL.4.8 RL.4.10 RL.4.5 RL.4.6 RL.4.6 RL.4.1 RL.4.3 RL.4.3 RL.4.9 RL.4.1 RL.4.7 RL.4.3 RL.4.6 RL.4.4 RL.4.3 RL.4.2 RL.4.2 CCSS RL.2 In which SBAC Target do I belong?? Grade 4 Common Core State Standards Reading Literature. CCSS RL.1 In which SBAC Target do I belong?? CCSS RL.3 In which SBAC Target do I belong?? CCSS Assigned Summative Assessment Targets by content demand. RL.4.8 is not applicable to literature. RL.4.10 Range of Reading & Level of Text Complexity overarched all standards. SBAC Target 1 Key Details SBAC Target 5 Analysis Within & Across Texts SBAC Target 4 Reasoning & Evaluation SBAC Target 7 Language Use SBAC Target 3 Word Meanings SBAC Target 6 Text Structures & Features SBAC Target 2 Central Ideas DOK 3 & 4 DOK 2 DOK 1 & 2 DOK 1 & 2 DOK 3 & 4 DOK 3 & 4 DOK 2 & 3

  6. Cognitive Demands of Learning Progressionsfollow 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 patternas fourth grade reading literature standards are assigned DOK developmental Learning Progressions on the Reading Literature DOK matrix.

  7. Placement of Grade 4 Reading Literature Standards on the DOK Matrix Click only once at the beginning of this slide and then again after the last standard moves to its place. RL.4.1 RL.4.3 RL.4.1 RL.4.2 RL.4.4 RL.4.2 RL.4.3 RL.4.4 RL.4.7 RL.4.5 RL.4.5 RL.4.6 RL.4.9 RL.4.7 RL.4.6 RL.4.7 RL.4.8

  8. Placement of Grade 4 Informational Text Standards on the DOK Matrix Click only once at the beginning of this slide and then again after the last standard moves to its place. RI.4.1 RI.4.1 RI.4.2 RI.4.3 RI.4.3 RI.4.4 RI.4.5 RI.4.6 RI.4.7 RI.4.5 RI.4.7 RL.4.9 RL.4.8 RL.4.9

  9. What is the “bridge” between Summative Assessments and Instruction? Summative Assessments Instruction

  10. Placement of Grade 4 Reading Literature Standards on the DOK Matrix REVIEW RL.4.1 RL.4.3 RL.4.1 RL.4.2 RL.4.2 RL.4.3 RL.4.4 RL.4.5 RL.4.5 RL.4.6 RL.4.9 RL.4.7 RL.4.6 RL.4.7 RL.4.8 Does Not Apply

  11. Learning Progressions bridge instructional assessment to summative assessment. 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. DOK Examples

  12. Understanding the reading literature DOKpattern allows us to align the Learning Progressions of each standard for developmentally cognitive instruction. • The Cognitive Rigor DOK Matrix (Hess, Jones, Carlock, Walkup 2009)has been decoded into a learning progressions chart (Richmond 2013). Differentiation with Cognitive Knowledge

  13. DOK Matrix Pattern DOK Path 1 Knowledge and Recall DOK Path 2 Basic Concepts and Skills DOK Path 3 Strategic Thinking & Reasoning DOK Path 4 Extended Thinking Follow a DOK Algorithmfor a reading cognitive continuum or “path” for each of the four Depth of Knowledge Levels.

  14. The DOK Matrix for Reading Follows a Pattern of Learning Progressions 1 4 5 19 2 6 12 7 8 3 13 20 10 21 11 14 22 9 17 23 24 15 25 16 18

  15. DOKReading Learning Progressions Chart

  16. Using the Learning Progressions Chart to Develop a Learning Progressions Checklist

  17. Learning Progressions Example Checklist for Standard RL.3.1

  18. Informal Formative Assessments Measure Learning Progressions IFA Literary Progress Monitoring Learning Progressions LP- link Learning Progressions Learning Progressions Learning Progressions Standard RL.3 DOK 2,3 Standard RL.1 DOK 1,2 Standard RL.2 DOK 2 Narrative Writing W.3 – DOK 2 Link – Integrative Pacing Guide

  19. Informal Formative Assessments Measure Learning Progressions IFA Literary Progress Monitoring Learning Progressions An Example of Creating and IFA from a Learning Progression LP- link 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.1 DOK 1,2

  20. Common Formative Assessments measure the CCS Standards learned in their assigned Assessment Targets. IFA Literary Progress Monitoring Learning Progressions LP- link Reading Assessment Targets Key Details (RL.1, RL.3) Central Message (RL.2) Writing Assessment Target Narrative Writing (W.3) Write or Revise CFA Literary Assesses Student Proficiency of Standards Learned Link -Proficiency Rubrics Learning Progressions Learning Progressions Learning Progressions Link - CFA Assessments Standard RL.3 DOK 2,3 Standard RL.1 DOK 1,2 Standard RL.2 DOK 2 Narrative Writing W.3 – DOK 2 Link – Integrative Pacing Guide

  21. Common Formative Assessment Priorities to be Established… Teacher Created CFAs Include: • 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 Reading Assessment Targets Key Details (RL.1, RL.3) Central Message (RL.2) Writing Assessment Target Narrative Writing (W.3) Write or Revise CFA Literary Monitors Student Proficiency of Standards Learned Link -Proficiency Rubrics Link - CFA Assessments

  22. Example of a Summative Assessment Target “Achievement Level Descriptor” from SBAC: Target 1 Key Details, Grade 3 ELA - SBAC Task Specs. DOK Chart

More Related