ELA Learning Progressions
1
Susan Richmond
The Common Core Standards Guide the Summative
I. Key Ideas and Details
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).
IV. Range of Reading and Level of
Text Complexity
II. Craft and Structure
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.
Assessments
III. Integration of
Knowledge and Ideas
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.
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
Common Core State Standards
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.4.1 Refer
to details and examples in a text
when explaining what the text
says explicitly and when drawing
inferences from the text.
Progression
Resources for Higher Order Thinking
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.
of Standards
Content Demands…
SBAC Summative Assessment Targets
Common Core State Standards have been grouped
by similarities of content demand into Summative
Assessment Targets by SBAC.
http://www.ode.state.or.us/wma/teachlearn/commoncore/sbac_ela_literacycontentspecificat
ions.pdf
Observe the fourth grade reading literature standards
grouped into Summative Assessment Targets.
4
RL.4.10
RL.4.3
CCSS RL.3
In
which SBAC Target do
I belong??
RL.4.3
RL.4.9
RL.4.8
GradeRL.4.64
RL.4.5
Common Core
RL.4.4
State RL.4.7
Standards
Reading Literature.
RL.4.2
CCSS RL.2
In
which SBAC Target do
I belong??
RL.4.2
RL.4.1
RL.4.1
CCSS RL.1
In which
SBAC Target do I
belong??
CCSS Assigned
Summative Assessment Targets
by content demand.
RL.4.8 is not
applicable to
literature.
RL.4.6
RL.4.10 Range of
Reading & Level of
Text Complexity
overarched all
standards.
RL.4.3
SBAC
SBAC
SBAC
SBAC
SBAC
SBAC
SBAC
Target 5
Analysis
Within &
Across Texts
DOK 3 & 4
Target 6
Text
Structures &
Features
DOK 3 & 4
Target 7
Language
Use
Target 1
Key Details
Target 2
Central Ideas
Target 3
Word
Meanings
Target 4
Reasoning &
Evaluation
DOK 1 & 2
DOK 2
DOK 1 & 2
DOK 3 & 4
DOK 2 & 3
5
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.
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.4.4
RL.4.2
RL.4.3
RL.4.1
RL.4.2
RL.4.4
RL.4.7
RL.4.5
RL.4.8
RL.4.7
RL.4.9
RL.4.6
RL.4.7
RL.4.6
RL.4.5
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.4.3
RI.4.1
RI.4.2
RI.4.3
RI.4.4
RI.4.7
RI.4.5
RI.4.5
RI.4.6
RI.4.7
RL.4.9
RL.4.8
RL.4.9
What is the “bridge” between Summative
Assessments and Instruction?
Summative Assessments
CCS Standards
Content Demand
Cognitive Demand
(What will students do?)
(What kind of thinking?)
Assessment Targets
Instruction
DOK Pattern
Learning Progressions
(developmental sequence of a standard)
Assessment Targets
Placement of Grade 4 Reading Literature Standards on the DOK Matrix
REVIEW
RL.4.1
RL.4.3
RL.4.2
RL.4.3
RL.4.1
RL.4.2
RL.4.4
RL.4.5
RL.4.8 Does
Not Apply
RL.4.7
RL.4.9
RL.4.6
RL.4.7
RL.4.6
RL.4.5
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
Understanding the reading literature DOK pattern
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
12
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 Algorithm for a reading cognitive
continuum or “path” for each of the four Depth
of Knowledge Levels.
The DOK Matrix for Reading Follows a Pattern of Learning Progressions
Depth of Knowledge
(Webb) Task
Complexity
Blooms (Task
Difficulty)
DOK LEVEL 1
Recall and
Reproduction
DOK LEVEL 2
Basic Skills and
Concepts
DOK LEVEL 3
Strategic Thinking and
Reasoning
DOK LEVEL 4
Extended
Thinking
Remember
(Knowledge)
-Recall, locate basic facts,
definitions, details and
1
events
Understand
(Comprehend)
-Select appropriate words
for use when intended
meaning is
2
clearly evident.
-Specify, explain
relationships
-Summarize
-Identify central ideas
4
5
6
-Explain, generalize or connect
ideas using supporting evidence
(quote, text, evidence,
12
example…).
-Explain how concepts or
ideas specifically relate
to other content
domains/concepts. 19
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.
7
8
-Use concepts to solve nonroutine problems.
-Devise an approach
among many
alternatives to research
a novel problem.
Analyze
3
- Identify the kind of
information contained in a
graphic, table, visual, etc.
9
13
-Compare literary elements,
facts, terms and events.
-Analyze format,
10
organization and text
11
structures.
Evaluate
-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
21
abstract themes.
-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
23
14
17
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.
15
16
20
-Develop a complex model or
approach for a given situation.
-Develop an alternative
solution.
18
22
-Synthesize information
across multiple sources
or texts.
-Articulate a new voice,
24
theme, knowledge or
25
perspective.
DOK Reading Learning Progressions Chart
DOK Ceiling - Level 3
DOK Ceiling - Level 1
Path to Strategic Thinking and Reasoning
Identify whether specific information is contained in graphic
representations (e.g., map, chart, table, graph, T-chart,
Recall, locate basic facts, definitions, details, events
diagram) or text features (e.g., headings, subheadings,
Read words orally in connected text with fluency & accuracy
o
captions)
Categorize/compare literary elements, terms, facts, details,
Define terms
p
events
Identify or describe literary elements (characters, setting, sequence, etc.)
q
Identify use of literary devices
Select appropriate words when intended meaning/definition is clearly
Analyze format, organization, & internal text structure
evident
r
(signal words, transitions, semantic cues) of different texts
Ceiling
Levelor4how
Describe/explain DOK
who, what,
where,- when,
AN
s
Distinguish: relevant-irrelevant information; fact/opinion
Path to Extended Thinking
- Level 2
Identify characteristic text features; distinguish between
Basic Skills & Concepts
Pathconjectures or hypotheses based on observations
t ortexts,
genres
Generate
prior knowledge
G
and experience
Explain, generalize, or connect ideas using supporting evidence
u
(quote, text evidence, example…)
H
Synthesize information within one sourceCor text
v
Identify/ make inferences about explicit or implicit themes
I
Develop
complex
model for a given situation
Specify, explain, show relationships;
explainawhy,
cause-effect
Describe how word choice, point of view, or bias may
SY
J
Develop an alternative solution
Summarize
w affect the readers’ interpretation of a text
Explain how concepts or ideas specifically relate to other content domains or
AP
x
Make basic inferences
or logical
Apply a concept in a new context
C
K predictions
concepts. from data or text
y
Analyze
information within data sets or texts
Develop generalizations
of the results obtained or strategies
used and
Identify main ideas or accurate generalizations
of texts
L
apply them to new problem situations
Analyze interrelationships among concepts, issues,
Locate information to support explicit-implicit central ideas
Illustrate how multiple themes (historical, AN
geographic,
may be
z social)
problems
AP the meaning
M
interrelated
Use context to identify
of words/phrases
Analyze or interpret author’s craft (e.g., literary devices,
Analyze multiple sources of evidence, or multiple works
the sameor
author,
A by
viewpoint,
potential bias) to critique a text.
Obtain and interpret information using text features
N
or across genres, time periods, themes
Use reasoning, planning, and evidence to support
O
Analyze complex/ abstract themes.
B
inferences
Cite evidence and develop a logical argument for conjectures
P
Gather, analyze, and organize multiple information sources
EV
C
based on one text or problem
AN
Q
Analyze discourse styles
D
Describe,
compare, and contrast solution methods
Evaluate relevancy, accuracy, & completeness of information across
texts or
E
R
Verify reasonableness of results
sources.
F
Critique conclusions drawn
S
Draw & justify conclusions
Recall and Reproduction Path
K
a
b
c
C
d
e
f
DOK Ceiling
AP
h
i
J
k
C
l
AP
m
n
EV
SY
SY
T
Apply understanding in a novel way, provide argument or justification for the
application
U
Synthesize information across multiple sources or texts.
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
Informal Formative Assessments Measure Learning Progressions
IFA
Literary
Progress Monitoring Learning Progressions
LP- link
Learning
Progressions
Learning
Progressions
Learning
Progressions
Standard RL.1
DOK 1,2
Standard RL.2
DOK 2
Standard RL.3
DOK 2,3
Narrative Writing W.3 – DOK 2
Link – Integrative Pacing Guide
Informal Formative Assessments Measure Learning Progressions
IFA
Literary
Progress Monitoring Learning Progressions
LP- link
Learning
Progressions
One learning progression for RL.3.1.
DOK Level 1
Recall and Reproduction Path
K
Standard RL.1
DOK 1,2
An Example of Creating
and IFA from a Learning
Progression
a
Recall, locate basic facts, definitions, details, events
Possible Informal Formative Assessments for RL.1:
• List two details about _____.
• Share two facts you learned about _____.
• Define the word _____.
Common Formative Assessments
measure the CCS Standards learned in their assigned Assessment Targets.
IFA
Literary
CFA
Progress Monitoring Learning Progressions
Literary
Assesses Student Proficiency of
Standards Learned
LP- link
Reading Assessment
Targets
Learning
Progressions
Learning
Progressions
Learning
Progressions
Standard RL.1
DOK 1,2
Standard RL.2
DOK 2
Standard RL.3
DOK 2,3
1. Key Details
(RL.1, RL.3)
2. Central Message
(RL.2)
Writing Assessment Target
Narrative Writing W.3 – DOK 2
Link – Integrative Pacing Guide
1.
Narrative Writing
(W.3) Write or Revise
Link -Proficiency Rubrics
Link - CFA Assessments
Common Formative Assessment Priorities to be Established…
CFA
Teacher Created CFAs Include:
Literary
• 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
Monitors Student Proficiency of
Standards Learned
Reading Assessment Targets
1.
Key Details
(RL.1, RL.3)
2.
Central Message
(RL.2)
Writing Assessment Target
1.
Narrative Writing
(W.3) Write or Revise
Link -Proficiency Rubrics
Link - CFA Assessments
Achievement Level
Descriptors
Grade 3
Target 1.
KEY DETAILS:
Use explicit details
and information from
the text to support
answers or basic
inferences
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
ELA - SBAC Task Specs. DOK Chart