7/28/2019 Primary Literacy Learning Progression

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Cory Bieber

EPS 541

April 20, 2013

FRAMING GRAPHIC: Defining a Learning Progression

The Framing Graphic Organizer (Ellis, 1998) provides a good structure for drafting and representing your

learning progression. A frame graphic essentially contains the following structures. Use the table below

to create a Frame of a typical learning progression in the topic area you are focusing on in the course.

In the top box, indicate the topic area. Define three levels of performance.Replace the labels inside the

cells of the Framing Graphic with labels that fit your topic area. Use language that most meaningfully

defines a learning progression in your topic area.

Learning Progression Topic Area

Frist Grade Reading Strategies

Novice:

Defining CONCEPT(S)

-Alphabet Letters and Sounds

- Blending

- sight words

- Questions

- Book features

Practitioner:

Defining CONCEPT(S)

-Writing mechanics and

grammar

- word analysis

-Comprehension questions

-Story Mapping

- IPICK strategy

Independent/Expert:

Defining CONCEPT(S)

-Summarizing

- Text related writing

- fluency

- predictions

- inferences

- vocabulary

Supporting DETAILS

1. Teach students theletters of the

alphabet and the

corresponding

sounds

2. Teach students howto break down words

to sound them out

the phonemes.

3. Practice sight wordsto aid with fluency

4. Teach students to askquestions about what

Supporting DETAILS

1. Writing mechanicsand grammar: teach

students to use

proper punctuation,

capitalization,

sentence structure,

and spelling.

2. Word Analysis: teachstudents to identify

vowel patters, blend

patterns, prefixes &

suffixes.

3. Comprehension: ask

Supporting DETAILS

1. Summarizing: teachstudents to

summarize what they

read both orally and in

writing.

2. Text related writing:teach students that

their writing can

connect to themes

that they have read

about. They can write

just like an author and

can express their

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they are reading.

5. Teach students thefeatures of a book;

cover, title,

author/illustrator,

text and pictures.

students questions to

check for

comprehension when

reading independently

or when listening to

stories.

4. Story mapping: teachstudents to map out

the title,

author/illustrator,

characters, setting,

problem, and solution.

5. IPICK: teach studentsto pick appropriate

books. I look at a

book. What is its

Purpose? Is it

Interesting? Do IComprehend it? Do I

Know most of the

words?

thoughts through this

writing.

3. Fluency: help studentsto practice reading

smoothly and with

expression. This will

help them with

comprehension.

4. Predictions: teachstudents to make

guesses about what

will happen next in a

story based on clues.

Predictions must be

reasonable.

5. Inferences: teachstudents to combine

their backgroundknowledge with clues

from the text to form

a new idea similar to a

prediction. Inferences

must also be

reasonable and able

to happen. Use real

world connections to

aid with inferences.

6. Vocabulary: choosepossibly unfamiliarwords. Have students

help create a student-

friendly definition.

Use the words in a

sentence and add to

vocabulary word wall

to reference later.