For more information about how to use this activity to support development of a shared understanding of the learning progressions across grades as represented by standards and benchmarks of a content area, see the Action Overview: Learning Progressions.

Teacher groups examine learning progressions in the standards and benchmarks to provide a foundation used to guide the work in a particular content area. The activities can be used as part of ongoing processes designed to deepen understanding of learning progressions across grades (vertical alignment) for any set of standards.

Build deeper understanding of the learning progressions of skills, concepts and processes across grades within the benchmarks of a specific content area.

Note: Two activities are provided that could be used separately or together.

Option 1: Benchmark Sorting Activity

1. Select the specific strand(s), standard(s), or learning progression(s) to be explored during this activity.

2. Print copies of the specific content area benchmark handout(s) displaying the strand(s), standard(s), or learning progression(s) for each person or group. Cut them into strips with one benchmark on each strip; keep the strips from each page in a set (these can be put into envelopes or baggies, or clipped together for easy distribution).

3. Print additional copies of the handout so participants can check their work at the end of the activity.

To access the learning progression cut-apart documents, visit the Content Area Resources page of the Portal. Select the following options to filter content:

Strategy: Academic Standards

Action: Learning Progressions

Content Area: [select the targeted content area]

Learner Considerations: All Students (default)

1. Hand out sets of strips containing the benchmarks for the selected strand(s), standard(s), or learning progression(s) to be explored during this activity.

2. Ask participants to lay out the benchmarks in a K-12 order that shows a progression of rigor and sophistication.

3. When they have ordered their benchmarks, provide the handout that contains a correctly ordered set of benchmarks and ask them to compare their order to the handout.

4. Have participants discuss their learning. Some guiding questions might include:

a. What did you notice about the learning progressions?

b. What are you wondering about?

c. How do the knowledge and skills build throughout the progression?

d. What are the implications for curriculum and instruction?

5. Conclude by ensuring that participants have documented their learning.

Option 2: Benchmark Highlighting or Note-taking Activity

1. Select the specific strand(s), standard(s), or learning progression(s) to be explored during this activity.

2. Print copies of the selected strand(s), standard(s), or learning progression(s) benchmark handout(s) that will be explored during this activity. Provide highlighters and/or sticky notes for each individual or group.

To access the learning progression documents, visit the Content Area Resources page of the Portal. Select the following options to filter content:

Strategy: Academic Standards

Action: Learning Progressions

Content Area: [select the targeted content area]

Learner Considerations: All Students (default)

1. Ensure that all participants have the handout(s) and a highlighter and/or post-its.

2. Ask participants, individually or in groups, to identify and highlight or write notes about changes in learning expectations from one grade level to the next.

3. Have participants discuss their learning. Some guiding questions might include:

a. What did you notice about the learning progressions?

b. What are you wondering about?

c. How do the knowledge and skills build throughout the progression?

d. What are the implications for curriculum and instruction?

4. Conclude by ensuring that participants have documented their learning.

Understanding Progressions across Grades

Option 1: Benchmark Sorting Activity

Option 2: Benchmark Highlighting or Note-taking Activity