What is a Learning Progression ? “A learning progression is a sequenced set of sub-skills and bodies of enabling knowledge it is believed students must.

What is a Learning Progression?“A learning progression is a sequenced set of sub-skills and bodies of enabling knowledge it is believed students must master en route to mastering a more remote curricular aim.” W. James Popham in Transformative Assessment 2008

Common Core Reading Learning ProgressionsDuring the school year 2012- 2013 selected Hillsboro Elementary School teachers and staff from grades kindergarten through sixth grades developed the Hillsboro School District Reading Learning Progressions. The Reading Learning Progressions are available at: http://sresource.homestead.com/index.html

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Questions to ask students for RI.41:Which details and/or examples from the article support____? Based on the information in ___ which ____ is best for___? As a result of ____ what will most likely happen to____?Which ___ is most important? How do you know?How are __ and ___ alike and different? How do you know?

Teacher Hints: The CCSS specify four types of informational text: literary nonfiction, expository, argument or persuasion, and procedural.Predict and Infer Graphic OrganizerInference OrganizerNarrative Pyramid Graphic Organizer Reflect on Key Ideas and Details

Grade 4 Path to DOK - 1 Path to DOK - 2End Goal

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cj DOK 2 - Cl StandardPath to DOK 2Informational TextLearning Progressions

Answer questions about details or examples in an informational text previously read in class.

Understand the meaning of the words/terms standard academic language: details, examples, refer, explicit, draw inferences

Answers who, what, when, where and how questions about details or examples found explicitly in the text.

Conceptual DevelopmentAsks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text.

Draws basic inferences (not too implicit) using details and examples from the text.

Locates information that is explicitly found in the text or for drawing inferences.

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student NAME

1

2

3

4

5

Most Pivotal Instructional Adjustment Points:The reading learning progressions “help teachers identify the most important adjustment points to be made while they monitor the effectiveness of their ongoing instruction.” W. James Popham in Transformative Assessment 2008

Adjustment Points on the Learning Progressions:The adjustment points on the learning progressions are highlighted in purple. The adjustment points are pre-assessed at the beginning of each quarter. This year we are assessing the informational text reading standards.

Adjustment Points assessed on Quarterly Pre-Assessment:The pre-assessments for kindergarten through grade six are modeled after the Smarter Balanced Assessment Consortium (SBAC) with selected and constructed response questions. All adjustment points are pre-assessed.

Instruction Begins with Learning Progressions!

DOK Guide DOK 1 - Ka DOK 1 - Kc DOK 1 - Cf DOK 2 - Ch DOK 2 - Cj DOK 2 - Cl Standard

Path to DOK 2Informational TextLearning Progressions

Answer questions about details or examples in an informational text previously read in class.

Understand the meaning of the words/terms standard academic language: details, examples, refer, explicit, draw inferences

Answers who, what, when, where and how questions about details or examples found explicitly in the text.

Conceptual DevelopmentAsks or answers questions about details in a text demonstrating an understanding that details and examples can provide information explicitly found in the text.

Draws basic inferences (not too implicit) using details and examples from the text.

Locates information that is explicitly found in the text or for drawing inferences.

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Student NAME1 Little Red Riding Hood a

2 Jack and the Beanstalk a

3 Little Engine that Could a

4 Big Bad Wolf

5 Baby Bear a

After the Pre-Assessment:“The teacher can note an entire class score or scores of students that are of concern. “Learning Progressions, in an almost literal sense, become the maps that provide guidance on how best to carry out formative assessment. “W. James Popham in Transformative Assessment 2008

Instructional Adjustments for Informal Formative Daily Assessment:Students who miss questions at a DOK-1 level may need decoding or language support and differentiation.Students who miss questions at a DOK-2 level may need skill /concept and strategy support and differentiation.

DOK 1 DOK 1 DOK 1 DOK 2 DOK 2 DOK 2 Standard1 Red Riding Hood a

2 Jack a

3 Little Engine a

4 Big Bad Wolf Challenge

5 Baby Bear a

Select activities and tasks from these sub-skills.

Select skills, concept development and strategies from these sub-skills.

Students who missed no questions.

Common Formative Assessment:At the end of each quarter students can be given a Common Formative Assessment. The CFA does not assess the Instructional Adjustment Points. The CFA does assess the end goal – “The Standards” – for that quarter.

Step 1

•Teacher becomes familiar with the quarter learning progressions for each common core standard.

Step 2

•Students are given a pre-assessment to measure instructional adjustment points (sub-skills) needed for standard mastery.

Step 3

•Teachers note student pre-assessment results on the Learning Progression Class Check List.

Step 4

•Instructional adjustments for Informal Formative Assessments are made by the teacher based on student need.

Step 5

•Students are given a Common Formative Assessment at the end of the quarter to measure progress.