IntroductionELA Selected ThemesAssessment targetsProgress Map

ENGLISH LANGUAGE ARTS

LEARNING PROGRESSION

4 BUILDING BLOCKS

Learning Progressio

n

Item Design

Outcomes/Scoring

Assessment Quality

Bear Assessment System Stage 1Focus on the process of learning and on

individual student’s progress through that process

Progress mapsAt 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

INTRODUCTION

HOW TO READ ELA STANDARDS

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.

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.

LanguageVocabulary Acquisition and Use

StrandAnchor DomainAnchor StandardGrade-specific Standards

Grade level

ELA SELECTED THEME

Claim #1 : Reading Anchor domain: Craft & structureAnchor standard: #1 on the interpretation of

words and phrasesRationale:

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).

In SBAC, each claim has specific assessment targetsEach 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)

ASSESSMENT TARGETS

DOK Depth of Knowledge as listed in the Cognitive Rigor Matrix (SBAC, 2012). Numbers represent level.

COGNITIVE RIGOR MATRIX

Common Core Standards Init iat ive. (2014). Common core standards for Engl ish language arts & l i teracy in history/social studies, science, and technical subjects. Retr ieved from http:/ /www.corestandards.org/ELA-Literacy/

Hess, K. , Carlos, D., Jones, B. , & Walkup, J . , (2009). What exactly do “fewer, c learer, and higher standards” real ly look l ike in the classroom? Using a cognit ive r igor matrix to analyze curr iculum, plan lessons, and implement assessments. Paper presented at CCSSO, Detroit , Michigan.

Oregon Department of Education. (2014, June). Assessment guidance. Webb, N. (2007). Al igning assessments and standards. Retrieved from

http:/ /www.wcer.wisc.edu/news/coverStories/al igning_assessments_and_standards.php

Wilson, M. (2005). Constructing measures: An item response modeling approach. New York: Psychology Press, Taylor & Francis Group.

Wilson, M., & Sloane, K. (2000). From principles to practice: An embedded assessment system. Applied Measurement in Education, 13 (2), pp. 181-208.

Smarter Balanced Assessment Consort ium. (2012, Apri l) . General i tem specifi cations.

Smarter Balanced Assessment Consort ium. (2013, June). Appendix B: Grade Level Tables for Al l Claims and Assessment Targets and Item Types. Retrieved from http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifi cations.pdf

BIBLIOGRAPHY

Introduct ion to Learning Progressions (ELA) PPT by the Oregon Department of Educat ion and Berkeley Evaluat ion and Assessment Research Center is l icensed under a CC BY 4.0.

You are f ree to : Share — cop y an d red i s t r i bu te t h e m at e r i a l i n an y m ed iu m o r fo rm at Adapt — rem ix , t r an s fo rm , an d bu i l d u pon th e m ate r i a l

Under the fo l lowing terms: Att r ibut ion — You m u s t g i ve app rop r i a te c red i t, p rov ide a l i n k t o t h e l i c en se , an d

i n d i c a t e i f c h an g es were m ade. You m ay do so i n an y reason ab le m an n er , bu t n o t i n an y way t h a t su g ges t s t h e l i c en so r en do rses you o r you r u se .

NonCommerc ia l — You m ay n o t u se t h e m ate r i a l f o r c om merc ia l p u rposes. ShareAl ike — I f you rem ix , t r an s fo rm , o r b u i l d u p on t h e m at e r i a l , you m u s t d i s t r i bu te you r

c on t r i bu t i on s u n de r t h e sam e l i cen se as t h e o r ig in a l .

Oregon Department of Educat ion welcomes edit ing of these resources and would great ly appreciate being able to learn from the changes made. To share an edited version of th is resource, please contact Cr isten McLean, cr isten.mclean@state.or.us.

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