My district is working on developing learning scales from standards, and I'm working on it on my own right now with the information they've given us so far... I think I'm getting it; the learning goal associated with the standard is a 3. That's easy enough. Then I can use a slightly incomplete/lower skill from the declarative and procedural knowledge required to create the 2 level. However, I'm getting stuck at the 1 and 4 levels. In my mind these can go two ways: either I use the connected standards from the other grades (so if I'm grade 2, I can use the grade 1 standard as a baseline for a 1 and the grade 3 standard as the 4), OR I use Bloom's taxonomy/Marzano's taxonomy (what my district uses even though it's basically identical) to increase/decrease the rigor and level. I feel like the standards do this a little already, but I'd like some input from people who've done scales before! Here's an example of what I've got so far: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Declarative (Know) Stories, fables, folktales, central message, moral, lesson Procedural (Do) Recount stories Determine central message or lesson 4 - I can explain how the lesson or moral of a story is conveyed through key details of the text. (RL.3.2) 3 - I can recount fables and folktales from different cultures and determine what the central message or moral of the story is. 2 - I can retell a story, fable, or folktale from different cultures. 1- I can retell a story, including key details, and show that I understand the central message. (RL.1.2) I think I'm off on the 1-2 progression on this one, because 1 seems more complex than 2 to me. Should I be looking more at the taxonomy levels than the connected standards in other grades?