1. 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 Area 2 Director November 5, 2011 CRA Conference

2. Session Objectives 1. 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. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements2

3. Section 1 Section 1 A Quick History Walk Reflecting on California’s response to reading research. 1967 to present For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements3

4. Highlights in Reading Research 1967-Learning to Read 1987-CA Language Arts Framework 1990-Beginning to Read 1995-Every Child A Reader 1996-Teaching Reading 1997-CA English/Language Arts Standards 1998-CA Reading/Language Arts Framework 2000-CDE Approved K-8 Language Arts Programs 2000-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 AdoptionToolkit 2010-Adoption of CA Common Core ELA Standards 4 Norm-referenced assessments: CTBS Terra Nova Criterion-referenced assessments: CST/HSEE EPT CMA/CAPA

5. Instruction CurriculumAssessment Curriculum Instruction Assessment Chall“Whole Language” Framework ELA Standards NRP 2000 Scientifically rigorous, standards- based RLA programs For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements 5

6. Aligning and Refining Assessment Curriculum Instruction Curriculum Assessment Curriculum Instruction Assessment 6 Before Standards Post-standards Aligning CIA: Responding to ALL students’ needs. THEN NOW For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements

7. Section 2 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) For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements7

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? For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements8

9. An engaging discussion For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements9 + Definitely meets criteria ? Maybe meets criteria O Definitely does not meet criteria Teachers marked the CST Blueprints using this code: Criteria: Readiness Endurance Leverage

10. Next steps STEP 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. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements10

11. 2nd3rd4th5th 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. 11

12. 2nd3rd4th5th 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. 12

13. 1.7 Understand and explain common antonyms and synonyms. 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. 1.10 Identify simple multiple meaning words. 1.6 Distinguish and interpret multiple meaning words. 1.9 Know the meaning of simple prefixes and suffixes. 1.8 Use knowledge of prefixes and suffixes to determine the meaning of words. 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words. 1.4 Know abstract, derived roots and affixes from Greek and Latin, and use this knowledge to analyze the meaning of complex words. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements13 2nd3rd4th5th

14. It just made sense to add… O Blueprint information from O CST O HSEE O CMA O CAPA O Early Placement Test info from 11 th 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. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements14

15. Quick visual analysis-ELA ELDCSTHSEECAPACMA R.1.1B-EA51F2 R.1.3I-A21 For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements15 There are additional columns to allow for local ranking or prioritization as well as assessment linkage.

16. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (4th) 24%24% 23%23% WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (5th) # ###### WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (6th) # Sentence Structure * 1.1 Use simple and compound sentences in writing and speaking I-AI-A 32 ******** 1.1 Use simple, compound, and compound-complex sentences... CONT'D BELOW B-AB-A 4 * 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases I-AI-A 2 1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas I-AI-A 43 1.1 CONT'D...use effective coordination and subordination of ideas to express complete thoughts Grammar * 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking I-AI-A 43 1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns I-AI-A 32 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-AB-A 3 Punctuation 1.5 Use underlining, quotations marks, or italics to identify titles of documents 11 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-AB-A 32 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-AB-A 3 1.4 Use parentheses, commas in direct quotations, apostrophes in the possessive case of nouns and in contractions B-AB-A 21 Capitalization * 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate B-AB-A 21 1.4 Use correct capitalization B-AB-A 32 B-AB-A 2 Spelling * 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions B-AB-A 42 * 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly B-AB-A 42 1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there) B-AB-A 4 A snapshot of LPC with color-coding: For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements 16

17. Take a close-up look O Grade levels are displayed across the top from 3-year-old to 11 th – 12 th grade. O Columns follow the Blueprint layout, but host all standards, not just those that are ‘tested,’ using language as published in our Framework. O Extra blank columns on left allow for ranking, assessment planning, publishing agreements. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements17

18. Section 3 Imagining Possibilities Think-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. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements18

19. In action… For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements19

20. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (4th) 24%24% 23%23% WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (5th) # ###### WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (6th) # Sentence Structure * 1.1 Use simple and compound sentences in writing and speaking I-AI-A 32 ******** 1.1 Use simple, compound, and compound-complex sentences... CONT'D BELOW B-AB-A 4 * 1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases I-AI-A 2 1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas I-AI-A 43 1.1 CONT'D...use effective coordination and subordination of ideas to express complete thoughts Grammar * 1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking I-AI-A 43 1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns I-AI-A 32 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-AB-A 3 Punctuation 1.5 Use underlining, quotations marks, or italics to identify titles of documents 11 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-AB-A 32 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-AB-A 3 1.4 Use parentheses, commas in direct quotations, apostrophes in the possessive case of nouns and in contractions B-AB-A 21 Capitalization * 1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate B-AB-A 21 1.4 Use correct capitalization B-AB-A 32 B-AB-A 2 Spelling * 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions B-AB-A 42 * 1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly B-AB-A 42 1.5 Spell frequently misspelled words correctly (e.g., their, they’re, there) B-AB-A 4 For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements 20 A snapshot of LPC with highlighting of agreements:

21. Possible uses O Identify ‘Essential Standards’ O Vertical articulation O I.E.P. goals and objectives O Assessments: entry-level, formative, benchmark, summative, report cards O Extended instructional opportunities O Analyze program impact on student achievement O Multi-grade classrooms O PLC collaboration O Curriculum pacing For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements21

22. Perhaps the biggest impact… Learning Progression Chart 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. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements22

23. Session Objectives 1. 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. For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements23

24. Learning Progression Chart Kathy Clements, M.A. Ed./RLA Education Consultant--Literacy Systems (530) 570-1977 kathy.clements.coots@gmail.com ‘Semi-Retired’ from: Butte County Office of Education For 44th Annual CRA Conference * November 5, 2011 * by Kathy Clements24