Brittany Robertson FRAMING GRAPHIC: Defining a Learning Progression Learning Progression in My Topic Area Is about..

Reading Non-fiction Text Novice: Defining CONCEPT(S) -Definition of non-fiction text -Main topic of a non-fiction
text -Comprehension strategy: Questions while reading. -Introduce various text features of non-fiction text. -Introduce the concept of synthesis

Practitioner: Defining CONCEPT(S) -Examples of non-fiction texts -Knows the various -Purpose of a non-fiction text. -Begin repeated synthesis with nonfiction texts. -Distinguish between relevant and nonrelevant information in a non-fiction text. -Summarize/paraphrase information in a short non-fiction text. Essential DETAILS Identifies non-fiction text features in books at their level. Identify the purpose an author has for writing a non-fiction text. Uses non-fiction text features to help them locate answers to factual questions. Classifies books according to whether they are non-fiction or fiction. Makes choices about

Independent/Expert: Defining CONCEPT(S) -Synthesize paraphrased information from a nonfiction text. -Applies the process of synthesis in research.

Essential DETAILS Identifies the definition of non-fiction. Remembers the name of some non-fiction text features. Copies information word for word from text. Confused about what information in a set of sentences is relevant. Regurgitates facts and distinguishes between fact and opinion.

Essential DETAILS Includes non-fiction text features in their own writing. Justify and explain why books are non-fiction or fiction. Uses non-fiction text features and their background knowledge to answer critical thinking and inference questions. Use background knowledge and combine it with new learning to make new

what parts of a text are relevant to the topic. Connects information to previous knowledge and draws new conclusions using the information from the text.

understanding about the topic. Ranks the important of information according to how relevant it is to a given topic.

Synthesizes information Writes information from from research and can a text in their own write about the process. words. So what? Why is it important to understand this learning progression? Reading non-fiction text is a complex process. Reading non-fiction texts is very different from reading fiction texts. You must use a whole other group of comprehension strategies with students. Students need to be taught these skills, because the Common Core Standards are all about reading informational text, and its all to promote critical thinking skills. Its also really important because our students in the primary grades are soon making the jump from learning to read to reading to learn, so it will be all the more important to teach the comprehension skills early on for students to be able to do this well! Scoring Rubric 1 point List concepts only or lists details only 2 points list concepts and details but not necessarily aligned 3 points Concepts and details that are coherently aligned

1 point List concepts only or list details only 2 points List concepts and details but not necessarily aligned 3 points Concepts and details that are coherently aligned

1 point List concepts only or lists details only 2 points list concepts and details but not necessarily aligned 3 points Concepts and details that are coherently aligned