Kerry Gleason EPS 541 April 18, 2012 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

3rd Grade Reading

Novice: Defining CONCEPT(S) -Phonics -Vocabulary -Fluency -Comprehension Supporting DETAILS 1) Phonics: Students can name the letter and sounds for each letter Practitioner: Defining CONCEPT(S) -Phonics -Vocabulary -Fluency -Comprehension Supporting DETAILS Independent/Expert: Defining CONCEPT(S) -Phonemic Awareness -Vocabulary -Fluency -Comprehension Supporting DETAILS

1) Phonics: 1) Phonemic Awareness Students there are two Students can types of letters manipulate sounds to consonants and vowels. create rhyming word Vowels have two letter sounds Consonants have one letter sound
Words have syllables

Blends have two letters that make two sounds Digraphs have two letters that make one sound.

2) Vocabulary 2) Vocabulary Tier 1 = basic vocabulary Tier 1 = basic vocabulary Tier 3 = content specific

2) Vocabulary Tier 2 = robust vocabulary Tier 3 = content specific vocabulary Use context clues to find the meaning of unknown words

3) Fluency Students begin to use punctuation to help with fluency Teacher models fluency and students mimics teachers voice

3) Fluency Students read for fluency (does it sound right) Students that use expression read like they speak. Teacher gives feedback on fluency

3) Fluency Students can use expression and voice inflection to help make meaning Students demonstrate fluency when reading to boost comprehension Students can reflect on fluency skills (metacognitive)

4) Comprehension Concepts of print Students can read left to right Students can track words as they are read by pointing Retell the story

4) Comprehension Students read to begin making meaning Summarize the story

4) Comprehension Students can make Inferences Students use critical thinking to answer questions

This looks great Kerry. I like how you broke down each stage by phonics, fluency, vocabulary and comprehension- the Big 5 Ideas in Reading! Each stage has the student performing skills that are more complex. 9 out of 9