CCSS Learning Progressions

Learning Progressions of concepts and skills derived from the Common Core Standards are among the most brilliant features of this clear and concise learning path for students. Unlike other state standards where terms or concepts could change across the grade level in both naming and categorization/indication, the ELA Common Core has a tight numbering/naming sequence for a concept/skill expected for college ready and then traveling backwards to Kindergarten for introduction. Rare is the state department that had that kind of expertise to construct its standards.
Rare.....

Simply, teachers and parents need to understand where his/her child has been, where his/her child should be, and where he/she is going. The State of Illinois has one of the best free sites to help schools prepare to implement the ELA CCSS found at the Illinois Learning Progression Website.  This resource is by far one of the most valuable I have yet found to help teachers prepare to implement.

Given is a sample learning progression for Reading for Information, Key Ideas and Details (How to read the coding- RI=Reading for Information.X=grade level/band.No.of standard

Reading for Information, Key Ideas and Details:

RI.K.1
With prompting and support, ask and answer questions about key details in a text

RI.1.1
Ask and answer questions about key details in a text.

RI.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.11-12.1
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.