ENGLISH LANGUAGE
ARTS
LEARNING
PROGRESSION
Introduction
ELA Selected
Themes
Assessment
targets
Progress Map
4 BUILDING BLOCKS
Learning
Progression
Item Design
Assessment
Quality
Outcomes/
Scoring
INTRODUCTION
 Bear Assessment System Stage 1
 Focus on the process of learning and on individual
student’s progress through that process
 Progress maps
 At a grade level, a learning progression map can
represent one content standard/cluster within which
standards are ranked in the order of cognitive
complexity
 Across grade levels, a learning progression map
represent several related content standards/clusters
each of which standards are ranked in the order of
cognitive complexity
HOW TO READ ELA STANDARDS
Language
Vocabulary Acquisition and Use
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
4.L.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue
to the meaning of a word or phrase.
4.L.4b Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph , photograph ,
autograph ).
4.L.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or clarify
the precise meaning of key words and phrases.
Strand
Anchor
Domain
Anchor
Standard
Gradespecific
Standards
Grade level
ELA SELECTED THEME
 Claim #1 : Reading
 Anchor domain: Craft & structure
 Anchor standard: #1 on the interpretation of words
and phrases
 Rationale:
 Simple to identify and understand in the content
specifications
A GLIMPSE AT THE WHOLE LP!
We’ll be looking
at an example
from this portion,
upper elementary
to middle school
EXAMPLE LP (UPPER ELEMENTARY AND MIDDLE
SCHOOL; INTERPRETING WORDS AND PHRASES)
Grade
Code
Specific Common Core Standards
8
8.RL.4 Determine the meanings of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including analogies or allusions to other
texts.
7
7.RL.4 Determine the meanings of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza
of a poem or section of a story or drama.
6
6.RL.4 Determine the meanings of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a
specific word choice on meaning and tone.
5
5.RL.4 Determine the meanings of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
4
4.RL.4 Determine the meanings of words and phrases as they are used in a text,
including those that allude to significant characters found in mythology (e.g.
Herculean).
ASSESSMENT TARGETS
 In SBAC, each claim has specific assessment targets
 Each assessment target can overarch several common
core standards across different anchor
domains/standards
 For example:
 Strand: Reading Literary Text
 Grade: 8
 Claim: #1
 Total assessment targets: 7
 Specific assessment target: Language Use (Target #7)
 Standards involved: RL-1, RL-4, L-5 (DOK 3)
DOK  Depth of Knowledge as listed in the Cognitive Rigor
Matrix (SBAC, 2012). Numbers represent level.
COGNITIVE RIGOR MATRIX
BIBLIOGRAPHY
 C o m m o n C o r e S t a n d a r d s I n i t i a t i v e . ( 2 01 4 ) . C o m m o n c o r e s t a n d a r d s f o r E n g l i s h
l a n g u a g e a r t s & l i te r a c y i n h i s to r y / s o c i al s t u d i e s , s c i e n ce , a n d te c h n i ca l s u b j e c t s .
R e t r i ev e d f r o m h t t p : / / w w w. c o r e s t a n d a r d s . o r g / E L A - L i te r a c y /
 H e s s , K . , C a r l o s , D . , J o n e s , B . , & Wa l ku p , J . , ( 2 0 0 9 ) . W h a t e x a c t l y d o “ f e w e r, c l e a r e r,
a n d h i g h e r s t a n d a r d s ” r e a l l y l o o k l i ke i n t h e c l a s s r o o m ? U s i n g a c o g ni t i ve r i g o r m a t r i x
to a n a l y z e c u r r i c ul u m , p l a n l e s s o n s , a n d i m p l e m e n t a s s e s s m e n t s . P a p e r p r e s e n te d a t
CCSSO, Detroit, Michigan.
 O r e g o n D e p a r t m e n t o f E d u c a t i o n . ( 2 01 4 , J u n e ) . A s s e s s m e n t g u i d a n c e .
 We b b , N . ( 2 0 07 ) . A l i g ni n g a s s e s s m e n t s a n d s t a n d a r d s . R e t r i ev e d f r o m
h t t p : / / w w w. wc e r. wi s c . e d u / n e w s / c ov e r S to r i e s / al i g ni n g _ a s s e s s m e n t s _ a n d _ s t a n d a r d s . p
hp
 W i l s o n , M . ( 2 0 0 5 ) . C o n s t r u c t i n g m e a s u r e s : A n i te m r e s p o n s e m o d e l i n g a p p r o a c h . N e w
Yo r k : P s yc h ol o g y P r e s s , Tay l o r & Fr a n ci s G r o u p .
 W i l s o n , M . , & S l o a n e , K . ( 2 0 0 0 ) . Fr o m p r i n ci p l e s to p r a c t i c e : A n e m b e d d e d
a s s e s s m e n t s y s te m . A p p l i e d M e a s u r e m e n t i n E d u c a t i o n , 1 3 ( 2 ) , p p . 1 81 - 2 0 8 .
 S m a r te r B a l a n c e d A s s e s s m e n t C o n s o r t i u m . ( 2 01 2 , A p r i l ) . G e n e r a l i te m s p e c i fi ca t i o n s .
 S m a r te r B a l a n c e d A s s e s s m e n t C o n s o r t i u m . ( 2 01 3 , J u n e ) . A p p e n d i x B : G r a d e L ev e l
Ta b l e s f o r A l l C l a i m s a n d A s s e s s m e n t Ta r g et s a n d I te m Ty p e s . Ret r i eve d f r o m
h t t p : / / w w w. s m a r te r b a l a nc e d . o r g / wo r d p r e s s / w p - c o n te n t / up lo a d s / 2 01 1 / 1 2 / E L A L i te r ac y - C o n te n t - S p e c ifi c a t io n s . p d f
CREATIVE COMMONS LICENSE
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