Our ELA Standards as a Learning Progression: Our ELA Standards as a Learning Progression: A New Easy-to-Use Tool Presented by Kathy Clements Former CRA

Our ELA Standards as a Learning Progression:

A New Easy-to-Use ToolPresented by

Kathy ClementsFormer CRA Area 2 Director

November 5, 2011CRA Conference

For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements

2

Session Objectives1. Engage in a quick reflection of

CA’s responses to reading research.

2. Interact with a cool tool– a Learning Progression Chart (LPC) of ELA standards.

3. Connect use of the LPC to working smarter together to impact student learning.


3

Section 1A Quick History Walk

Reflecting on California’s

response to reading research.

1967 to present

4

Highlights in Reading Research1967-Learning to Read

1987-CA Language Arts Framework1990-Beginning to Read

1995-Every Child A Reader1996-Teaching Reading1997-CA English/Language Arts

Standards1998-CA Reading/Language Arts

Framework2000-CDE Approved K-8 Language Arts

Programs2000-National Reading Panel

2002-CDE Approved K-8 Language Arts Programs

2007-CA Reading/Language Arts Framework

2008-CDE Approved K-8 Language Arts Programs

2009-RLA AdoptionToolkit2010-Adoption of CA Common Core ELA

Standards

Norm-referenced assessments:

CTBS

Terra Nova

Criterion-referenced assessments:

CST/HSEE

EPT

CMA/CAPA

Instruction

CurriculumAssessment

Curriculum

Instruction

Assessment

Chall “Whole Language” Framework

ELA Standards

NRP 2000

Scientifically rigorous, standards-based RLA programsFor 44th Annual CRA Conference * November 5, 2011 * by

Kathy Clements

Aligning and RefiningAssessment

Curriculum

Instruction

Instruction

CurriculumAssessment

Curriculum

Instruction

Assessment

6

Before Standards

Post-standards

Aligning CIA:

Responding to ALL students’ needs.

TH

EN

NO

W



7

Section 2 What is a Learning Progression?Learning envisioned as a development of

progressive sophistication in understanding and skills within a domain.

…there is a sequence along which students move incrementally from novice to more expert.

…implicit in progression is a notion of continuity and coherence.

Margaret Heritage (2008)


8

My accidental discovery…STEP 1: All teachers at every grade level in a DAIT Pilot district identified ‘essential standards’ (using criteria from Reeves) to inform refinement of their existing assessment system. Criteria:

O Readiness for success at the next grade level or course?

O Endurance across many grade levels?O Leverage for other academic disciplines or

other domains within ELA standards?


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An engaging discussion

+ Definitely meets criteria

? Maybe meets criteria

O Definitely does not meet criteria

Teachers marked the CST Blueprints using this

code:

Criteria:

•Readiness

•Endurance

•Leverage


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Next stepsSTEP 2: A grade-level lead from each site

met to priority rank those standards previously identified as ‘essential’ or ‘potentially essential.’

STEP 3: I volunteered to analyze for missing

links across grade level spans.

2nd 3rd 4th 5th

1.7 Understand and explain common antonyms and synonyms.

1.4 Use knowledge of antonyms, synonyms, homophones and homographs to determine the meanings of words.

1.2 Apply knowledge of antonyms, synonyms, idioms, and word origins, derivations to determine the meaning of words and phrases.

1.2 Use word origins to determine the meaning of unknown words.

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

1.6 Use sentence and word context to find the meaning of unknown words.

1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words.

1.3 Understand and explain frequently used synonyms, antonyms and homographs.

1.9 Know the meaning of simple prefixes and suffixes.

1.7 Use a dictionary to learn the meaning and other features of unknown words.

1.5 Use a thesaurus to determine related words and concepts.

1.4 Know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words.

1.10 Identify simple multiple meaning words.

1.8 Use knowledge of prefixes and suffixes to determine the meaning of words.

1.6 Distinguish and interpret multiple meaning words.

R.1.5 Understand and explain the figurative and metaphorical use of words in context.

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2nd 3rd 4th 5th


1.4 Use knowledge of antonyms, synonyms, homophones and homographs to determine the meanings of words.

1.2 Apply knowledge of antonyms, synonyms, idioms, and word origins, derivations to determine the meaning of words and phrases.

1.2 Use word origins to determine the meaning of unknown words.

1.8 Use knowledge of individual words in unknown compound words to predict their meaning.

1.6 Use sentence and word context to find the meaning of unknown words.


1.3 Understand and explain frequently used synonyms, antonyms and homographs.


1.7 Use a dictionary to learn the meaning and other features of unknown words.

1.5 Use a thesaurus to determine related words and concepts.





R.1.5 Understand and explain the figurative and metaphorical use of words in context.

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1.4 Use knowledge of antonyms, synonyms, … to determine the meanings of words.

1.2 Apply knowledge of antonyms, synonyms, … to determine the meaning of words and phrases.

1.3 Understand and explain frequently used synonyms, antonyms and … see below

1.4 Use knowledge of … homophones and homographs to determine the meanings of words.

1.3 Understand and explain frequently used … homographs.








2nd

3rd 4th 5th


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It just made sense to add…

O Blueprint information fromO CSTO HSEEO CMAO CAPA

O Early Placement Test info from 11th grade/EAP Program

O English Language Development standards relationships

O Begin with Pre-kindergarten ‘Foundations’Finally use color-coding to distinguish

various assessments and visually capture the current weight of CST and HSEE.


15

Quick visual analysis-ELA

ELD CST HSEE CAPA CMA

R.1.1 B-EA 5 1 F 2

R.1.3 I-A 2 1

There are additional columns to allow for local ranking or prioritization as well as assessment linkage.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (4th)

24%

23%


##

###


##

Sentence Structure Sentence Structure Sentence Structure

*1.1 Use simple and compound sentences in writing and speaking

I-A

3 2

****

1.1 Use simple, compound, and compound-complex sentences... CONT'D BELOW

B-A

4

*1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases

I-A

2

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas

I-A 4 3

1.1 CONT'D ...use effective coordination and subordination of ideas to express complete thoughts

Grammar Grammar Grammar

**

1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking

I-A

4 3

1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns

I-A

3 2

1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects

B-A

3

Punctuation Punctuation Punctuation

1.5 Use underlining, quotations marks, or italics to identify titles of documents

1 1

1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of speaker and titles of poems, songs, short stories, and so forth

B-A

3 2

1.3 Use colons after the salutation in business letters, semi-colons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences

B-A

3

1.4 Use parentheses, commas in direct quotations, apostrophes in the possessive case of nouns and in contractions

B-A

2 1

Capitalization Capitalization Capitalization

*

1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate

B-A

2 1 1.4 Use correct capitalizationB-A


2

Spelling Spelling Spelling

**

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions

B-A

4 2 *1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly

B-A

4 2 1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there)

B-A

4

A s

nap

sh

ot

of

LP

C w

ith

colo

r-cod

ing

:


16


17

Take a close-up lookOGrade levels are displayed across the

top from 3-year-old to 11th – 12th grade.OColumns follow the Blueprint layout,

but host all standards, not just those that are ‘tested,’ using language as published in our Framework.

OExtra blank columns on left allow for ranking, assessment planning, publishing agreements.


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Section 3 Imagining PossibilitiesThink-Pair-Share-Quad

Think of a possible use of this chart.

For what purpose and with whom?

1. Discuss your idea with a partner.2. Join another pair and share your

ideas with one another.3. Determine one idea to share with

whole group.


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In action…

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (4th) 24%

23%


##

###


##

Sentence Structure Sentence Structure Sentence Structure

* 1.1 Use simple and compound sentences in writing and speakingI-A 3 2

****

1.1 Use simple, compound, and compound-complex sentences... CONT'D BELOW

B-A

4

* 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases

I-A 2

1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas

I-A 4 3

1.1 CONT'D ...use effective coordination and subordination of ideas to express complete thoughts

Grammar Grammar Grammar

**

1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking

I-A 4 3

1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns

I-A 3 2

1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects

B-A

3

Punctuation Punctuation Punctuation

1.5 Use underlining, quotations marks, or italics to identify titles of documents

1 1 1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of speaker and titles of poems, songs, short stories, and so forth

B-A

3 2

1.3 Use colons after the salutation in business letters, semi-colons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences

B-A

3

1.4 Use parentheses, commas in direct quotations, apostrophes in the possessive case of nouns and in contractions

B-A

2 1

Capitalization Capitalization Capitalization

*1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate

B-A



2

Spelling Spelling Spelling

**

1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions

B-A

4 2 * 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly

B-A

4 2 1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there)

B-A

4


20

A s

nap

sh

ot

of

LP

C w

ith

hig

hlig

hti

ng

of

ag

reem

en

ts:


21

Possible usesO Identify ‘Essential Standards’ O Vertical articulation O I.E.P. goals and objectivesO Assessments: entry-level, formative,

benchmark, summative, report cardsO Extended instructional opportunitiesO Analyze program impact on student

achievementO Multi-grade classroomsO PLC collaborationO Curriculum pacing


22

Perhaps the biggest impact…

This Learning Progression Chart pushes us to view our educational system as our students experience it, rather than in our own classroom silos, ‘grade-level’ or ‘content area’ teams, or individual school sites.

This LPC supports our transition from CA’s 1997 ELA Standards to the Common Core State Standards, the multi-state system currently under development.


23

Session Objectives1. Engage in a quick reflection of

CA’s responses to reading research.

2. Interact with a cool tool– a Learning Progression Chart (LPC) of ELA standards.

3. Connect use of the LPC to working smarter together to impact student learning.


24

Learning Progression Chart

Kathy Clements, M.A. Ed./RLAEducation Consultant--Literacy

Systems(530) 570-1977

[email protected]

‘Semi-Retired’ from:Butte County Office of Education

mailto:[email protected]

Documents

Our ELA Standards as a Learning Progression: Our ELA Standards as a Learning Progression: A New Easy-to-Use Tool Presented by Kathy Clements Former CRA