Recently, Tom blogged about Reading Standard 4.7, which got me thinking about how his emphasis and reading of the 4th grade standard compared to my understanding of the same standard at 9/10 and 11/12 grade levels. So, I searched for a document that would show me each standard across all grade levels. But, alas, I was left staring at my computer screen saying “my kingdom for a Standards by Grade level ladder.”
Perhaps such a document exists, but as I could not find it, I will make it. This first time around, I will consider one standard and the progression of skill from kindergarten to twelfth grade. In future posts, I may consider multiple standards at once, as it will depend on my dissection and the level of differences between grade levels. What is the base standard we are considering?
Reading Standard One: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Consider that there is a ladder that each student is climbing wherein each grade level is a rung on the ladder. What does it truly mean to move from 2nd grade to 3rd grade in Reading Standard One? Or, to move from 7th grade to 8th grade? In my analysis of each grade level standard, which surprisingly fits on one easily read page, I isolated the shifts into one word or short phrases. As you can tell from my ladder of Skill image, there is a gradual release of responsibility and increase of complexity until at the 11th and 12th grade, the only new thing to learn is “ambiguity of text”.
Now, let’s take a look at the standards just as words, which you can download my cut and paste version here. I’ve highlighted the key shifts between standards in order to illustrate how each grade level contributes to the final 11/12 reading standard language and skill.
- Kindergarten: With prompting and support, ask and answer questions about key details in a text.
- Grade 1: Ask and answer questions about key details in a text.
- Grade 2: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- Grade 3: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- Grade 4: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- Grade 5: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- Grade 6: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Grade 7: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
- Grades 9-10:: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
- Grades 11-12: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
How Did We Get Here?
If we consider the end goal as the Grade 11-12 version of Standard One, it’s clear to see how each previous grade level led to that point. On a side note, if you haven’t secured educational accounts for PowToon, there might still be time to get your free 60 educational accounts. That’s the site I used to create my breakdown of how grade levels contribute to the final 11-12 standard.
What is being taught or introduced at the grade level surrounding your classes? If I’m a 7th grade teacher, how does knowing that I’m adding “multiple citations” to the standard help me pre-assess my students and make my units work for students? Or, if I’m a 3rd grade teacher, how does knowing that I’m responsible for “referring to text” help shape my plan for the coming school year?
As you look at the influence of each grade level, consider how you will use this information to teach your current students, align vertically across grade levels and buildings, and envision a future wherein the 12th graders that you inherit will have received this ladder of instruction since kindergarten.
What changes do you notice along the ladder from Kindergarten to 12th grade and Reading Literature Standard 1?
Latest posts by Mary Moser (see all)
- Planning for Students: Assessment Needs when Logistics are Reliable - April 15, 2018
- Note Taking for Today’s Students - March 15, 2018
- Classroom Community: One Memory at a Time - December 24, 2017