Riojas' Root System · Cognitive Architecture
Learning Statements by grade level
The developmental progression — newly introduced statements only, not cumulative. Each of the 160 statements appears exactly once across K–12.
8cognitive verbs
5cognitive zones
4DOK levels
160root statements
How the progression is built
Three dimensions. One living system.
01
Verb
cognitive action
Recognize · Remember · Understand · Apply · Analyze · Evaluate · Create · Transfer
02
Cognitive Zone
level of abstraction
Physical · Representational · Abstract · Metacognitive · Intuitive
03
Depth of Knowledge
content complexity
Facts · Concepts · Procedures · Strategies
✦ Statements are listed at the grade where they are first developmentally appropriate — the list is not cumulative. A statement missing from an earlier grade is diagnostic: it marks where growth may have been interrupted.
Early School Age — Beginning
Early School Age Beginning
KindergartenAge 5–630 newly introduced
recognizeSee it as it truly is20
physicalfacts concepts procedures strategies
representationalfacts concepts procedures strategies
abstractfacts concepts procedures strategies
metacognitivefacts concepts procedures strategies
intuitivefacts concepts procedures strategies
rememberCommunicate what you know8
physicalfacts concepts procedures strategies
representationalfacts concepts procedures strategies
understandExpress meaning2
physicalfacts concepts
School Age — Building Foundation
School Age Building Foundation
Grade 1Age 6–716 newly introduced
rememberCommunicate what you know8
abstractfacts concepts procedures strategies
metacognitivefacts concepts procedures strategies
understandExpress meaning6
physicalprocedures strategies
representationalfacts concepts procedures strategies
applyUse it in a new situation2
physicalfacts concepts
School Age — Solidifying Concrete Operations
School Age Solidifying Concrete Operations
Grade 2Age 7–816 newly introduced
rememberCommunicate what you know4
intuitivefacts concepts procedures strategies
understandExpress meaning6
abstractfacts concepts
metacognitivefacts concepts
intuitivefacts concepts
applyUse it in a new situation6
physicalprocedures strategies
representationalfacts concepts procedures strategies
School Age — Procedures & Strategies Emerging
School Age Procedures & Strategies Emerging
Grade 3Age 8–912 newly introduced
understandExpress meaning6
abstractprocedures strategies
metacognitiveprocedures strategies
intuitiveprocedures strategies
applyUse it in a new situation4
abstractfacts concepts
metacognitivefacts concepts
analyzeBreak into parts & relate2
physicalfacts concepts
School Age — Analysis Strengthening
School Age Analysis Strengthening
Grade 4Age 9–1014 newly introduced
applyUse it in a new situation8
abstractprocedures strategies
metacognitiveprocedures strategies
intuitivefacts concepts procedures strategies
analyzeBreak into parts & relate6
physicalprocedures strategies
representationalfacts concepts procedures strategies
Transition to Abstract Thinking
Transition to Abstract Thinking
Grade 5Age 10–116 newly introduced
analyzeBreak into parts & relate2
abstractfacts concepts
evaluateJudge against criteria4
physicalfacts concepts
representationalfacts concepts
Early Adolescence — Abstract Analysis
Early Adolescence Abstract Analysis
Grade 6Age 11–1212 newly introduced
analyzeBreak into parts & relate4
abstractprocedures strategies
metacognitivefacts concepts
evaluateJudge against criteria8
physicalprocedures strategies
representationalprocedures strategies
abstractfacts concepts procedures strategies
Early Adolescence — Metacognitive Emergence
Early Adolescence Metacognitive Emergence
Grade 7Age 12–1312 newly introduced
analyzeBreak into parts & relate6
metacognitiveprocedures strategies
intuitivefacts concepts procedures strategies
evaluateJudge against criteria2
metacognitivefacts concepts
createMake something new4
physicalfacts concepts
representationalfacts concepts
Mid Adolescence — Evaluation & Creation
Mid Adolescence Evaluation & Creation
Grade 8Age 13–1414 newly introduced
evaluateJudge against criteria6
metacognitiveprocedures strategies
intuitivefacts concepts procedures strategies
createMake something new8
physicalprocedures strategies
representationalprocedures strategies
abstractfacts concepts procedures strategies
Mid Adolescence — Abstract Creation
Mid Adolescence Abstract Creation
Grade 9Age 14–157 newly introduced
createMake something new3
metacognitivefacts concepts procedures
transferCarry into a new context4
physicalfacts concepts
representationalfacts concepts
Late Adolescence — Transfer & Integration
Late Adolescence Transfer & Integration
Grade 10Age 15–1612 newly introduced
createMake something new4
metacognitivestrategies
intuitivefacts concepts procedures
transferCarry into a new context8
physicalprocedures strategies
representationalprocedures strategies
abstractfacts concepts procedures strategies
Late Adolescence — Sophisticated Integration
Late Adolescence Sophisticated Integration
Grade 11Age 16–175 newly introduced
createMake something new1
intuitivestrategies
transferCarry into a new context4
metacognitivefacts concepts procedures strategies
Late Adolescence — Full Integration
Late Adolescence Full Integration
Grade 12Age 17–184 newly introduced
transferCarry into a new context4
intuitivefacts concepts procedures strategies
Using the progression
Reading the gaps as diagnostic data
Because the list is not cumulative, an absent earlier-grade statement is information. The teacher becomes an observer of development — no external test required.
Missing earlier-grade statements
Development may have stalled there. Address that gap before advancing.
Cannot analyze
Abstract thinking has not fully developed. Revisit the analysis foundations (Grades 3–6).
Weak on evaluate
Metacognitive / abstract evaluation capacity is delayed. Target evaluation work (Grades 5–8).
Cannot transfer
Integration and application to new contexts is missing. Build transfer foundations (Grades 9–12).
The full sequence
One hundred sixty statements. Introduced once. K–12.
Eight verbs × five cognitive zones × four DOK levels — sequenced to the known trajectory of cognitive development (Piaget · Erikson) so every statement enters exactly where it first becomes appropriate.
roots → growth → canopy