LAUNCHING THE 2014 ENGLISH LANGUAGE ARTS/ ENGLISH … · Learn about California’s new 2014 English Language Arts/English Language Development Framework from its three lead authors

LAUNCHING THE

2014 ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT

FRAMEWORK

JUNE 1, 2015

SAN JOAQUIN COUNTY OFFICE OF EDUCATION

2707 Transworld Drive

Stockton, CA 95206

LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK

SESSIONS AT A GLANCE Monday, June 1, 2015

San Joaquin County Office of Education

PowerPoints and Handouts for the ELA/ELD Framework Launch Event can be found at: http://bit.ly/1zMZE50

7:45 – 8:45 a.m. Registration and Continental Breakfast 8:45 – 9:00 a.m. Opening Remarks (Burwood Auditorium) Tom Adams and Veronica Aguila, California Department of Education; Jo Ann Isken, Instructional Quality Commission; Jane Steinkamp, San Joaquin COE

9:00 – 10:15 a.m. Introduction to the ELA/ELD Framework (Burwood Auditorium) Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher

Session 1A: Burwood 1 Session 1B: Burwood 2 Session 1C: Chartville 1 Session 1D: Greenwood 3 Session 1E: Chartville 2

10:30

– 11

:45 a.

m. Access for All: Universal Design

for Learning (UDL) in a Multi-tiered System of Supports (MTSS) World Kevin Schaefer

Integrating Formative Assessment into Instruction Jo Ann Isken Robert Linquanti

Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12) Nancy Brynelson Marlene Galvan

Ensuring Equity: Honoring the Cultural and Linguistic Diversity of California’s Children and Youth Vanessa Girard Karin Linn-Nieves Rindy DeVoll

Independence with Print: The Place of the Foundational Skills in Literacy Development (Grades TK–5) Kristyn Bennett Hallie Yopp Slowik

11:45 – 12:45 p.m. Lunch

1:00 –

2:15

p.m.

Session 2A: Burwood 1 Session 2B: Burwood 2 Session 2C: Chartville 1 Session 2D: Greenwood 3 Session 2E: Chartville 2 The Role of Content Knowledge in ELA/Literacy and ELD (Grades TK–5) Jen Francone Gay Atmajian

Reading Closely: Supporting Middle and High School Students to Make Meaning with Complex Texts (Grades 6–12) Kristen Cruz Allen Nancy Veatch

“Both/And”…English Language Development in the New Framework Holly Ahmadi Karin Linn-Nieves Vanessa Girard

Empowering Students for Effective Expression (Grades TK–5) Alesha Ramirez Marla Martin

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12) Deborah Costa-Hernandez Elva Hennessee

Session 3A: Burwood 1 Session 3B: Burwood 2 Session 3C: Chartville 1 Session 3D: Greenwood 3 Session 3E: Chartville 2

2:30 –

3:45

p.m.

Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Nancy Brynelson Jo Ann Isken Hallie Yopp Slowik

Reading Closely: Supporting Elementary School Students to Make Meaning with Complex Texts (Grades TK–5) Kristen Cruz Allen Nancy Veatch

“Both/And”…English Language Development in the New Framework Holly Ahmadi Karin Linn-Nieves Vanessa Girard

Empowering Students for Effective Expression (Grades 6–12) Scott Pierce Laura Gonzalez

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) Deborah Costa-Hernandez Elva Hennessee

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LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/

ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK Monday, June 1, 2015

OPENING REMARKS Time: 8:45–9:00 a.m. Location: Burwood Auditorium

Tom Adams, Director, Curriculum Frameworks & Instructional Resources Division, California Department of Education Veronica Aguila, Director, English Learner Support Division, California Department of Education

Jo Ann Isken, Chair, Instructional Quality Commission

Jane Steinkamp, Assistant Superintendent, Educational Services, San Joaquin County Office of Education

INTRODUCTION TO THE ELA/ELD FRAMEWORK Time: 9:00–10:15 a.m. Location: Burwood Auditorium Description: Learn about California’s new 2014 English Language Arts/English Language Development Framework from its three lead authors. The authors will provide an overview of the content and organization of the framework, along with explanations of key principles and practices emphasized throughout its chapters. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton; Framework Co-Author Pam Spycher, Senior Research Associate, California Comprehensive Center (CA CC) at WestEd; Framework Co-Author

Workshop Sessions 10:30–11:45 a.m.

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Session 1A Access for All: Universal Design for Learning (UDL) in a Multi-tiered System of Supports (MTSS) World Location: Burwood 1 Description: In order for all students to acquire 21st century skills to succeed in college, career, and civic life, organizational structures, initiatives, and priorities must be aligned and supported within the inclusive context of a MTSS. In order to accomplish this, the implementation of UDL, a proactive lesson planning framework based in the latest neurocognitive science research, professional development for all teachers in support of all students is an imperative. Participants will deepen their understanding of and make connections between necessary 21st century workforce skills, development of a MTSS, and the three principles of UDL. Presenter: Kevin Schaefer, Assistant Director of Special Programs, WestEd Center for Prevention and Early Intervention “The adoption of the CA CCSS in ELA/Literacy and the CA ELD Standards and the development of the ELA/ELD Framework represent California’s commitment to ensure that all its students receive an education that will enable them to take advantage of possibilities, pursue their dreams, and contribute to the well-being of California and the world.”

-ELA/ELD Framework

Session 1B Integrating Formative Assessment into Instruction Location: Burwood 2 Description: The ELA/ELD Framework introduces California’s new vision of a comprehensive assessment system. This workshop explores that vision as it pertains to formative assessment, or assessment for learning. Presenters will provide an overview of assessment purposes and cycles, and how these differ by methods, information gathered, and corresponding uses and actions. Presenters then systematically examine formative assessment as a process teachers and students use during instruction that provides feedback to adjust ongoing teaching and learning with the goal of moving students’ learning forward toward achieving standards. Key practices of formative assessment are illustrated using video as well as vignettes of practice drawn from the framework. Participants will discuss these practices and actively explore the implications of formative assessment for teacher and administrator professional learning. Presenters: Jo Ann Isken, Chair, Instructional Quality Commission Robert Linquanti, Project Director & Senior Researcher, CA CC at WestEd


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Session 1C Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12) Location: Chartville 1 Description: Participants will use the ELA/ELD Framework to explore the characteristics of content knowledge, while focusing on disciplinary literacy, engaging with literature and informational texts, engaging in research, and planning for wide reading. In addition, they will reflect on various strategies and resources that can be used in the classroom when designing content and literacy-based lessons. Finally, participants will analyze interdisciplinary classroom snapshots in order to plan, design, or coach learning experiences for students. By the end of the session, participants will share framework resources and show how to apply what they know about content knowledge in order to go and plan effective CA CCSS ELA/ELD lessons—no matter what 6–12 subject area that they teach or support! Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Marlene Galvan, Teacher, English Language Arts District Coach, Dinuba Unified School District

Session 1D Ensuring Equity: Honoring the Cultural and Linguistic Diversity of California’s Children and Youth

Location: Greenwood 3 Description: In the session, participants will learn about California’s vision for equity for California’s culturally and linguistically diverse learners, as articulated throughout the ELA/ELD Framework and emphasized in Chapter 9, Access and Equity. Participants will interact with snapshots of “equity in action” and other resources from the framework that support teachers to implement culturally and linguistically responsible pedagogy so that all students can thrive in each and every California classroom. Presenters: Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District Karin Linn-Nieves, Director of Multilingual Education, San Joaquin County Office of Education Rindy DeVoll, ELA/ELD Coordinator, Butte County Office of Education


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Session 1E Independence with Print: The Place of the Foundational Skills in Literacy Development (Grades TK–5) Location: Chartville 2 Description: This session focuses on the ELA/ELD Framework’s key theme of foundational skills for grades TK–5. The presenters will provide information about California’s vision regarding the place of foundational skills instruction in literacy programs, as well as information about each of the foundational skills: print concepts, phonological awareness, word recognition and phonics, and fluency. Participants will have the opportunity to interact with one another as they explore both explanatory and instructional resources from the framework and the foundational skills white paper. Implications for English learners will be discussed. Presenters: Kristyn Bennett, Teacher, Reading Intervention Specialist, Santa Paula Unified School District Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton; Framework Co-Author LUNCH 11:45 – 12:45 P.M. A buffet lunch will be served in the cafeteria. Please sit and eat in any of the workshop rooms on the first floor.

Workshop Sessions 1:00–2:15 p.m.

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Session 2A The Role of Content Knowledge in ELA/Literacy and ELD (Grades TK–5) Location: Burwood 1 Description: A key instructional shift for the CA CCSS for ELA/Literacy is to develop rich content knowledge, one of the key organizational themes highlighted in the framework. The CA ELD standards call for educators to build content knowledge and language in tandem for English learners in both designated and integrated instruction. Using the framework, participants will gain an understanding and definition of content knowledge and identify useful resources and models that can be used to guide planning and implementation of literacy-rich content instruction. Presenters: Jen Francone, ELA/ELD Staff Development & Curriculum Specialist, Tulare County Office of Education Gay Atamajian, ELA/SS Staff Development & Curriculum Specialist, Tulare County Office of Education “In a world that increasingly values speed over all else, literature demands that students slow down, stop to think, pause to ponder and reflect on important questions that have puzzled humankind for a very long time.”

-ELA/ELD Framework

Session 2B Reading Closely: Supporting Middle and High School Students to Make Meaning with Complex Texts (Grades 6–12) Location: Burwood 2 Description: Meaning making is at the heart of ELA/Literacy and ELD instruction and should be the central purpose for interacting with text, producing text, participating in discussions, giving presentations, and engaging in research. In this session, participants will explore the theme of meaning making with a focus on supporting students to understand complex texts in grades 6–12. Participants will learn useful strategies from the framework to use in their classrooms Presenters: Kristen Cruz Allen, Administrator, Curriculum Frameworks Unit, CDE Nancy Veatch, ELA Coordinator, Tehama County Department of Education


6

Session 2C “Both/And” … English Language Development in the New Framework Location: Chartville 1 Description: This session focuses on the guidance provided in the ELA/ELD Framework on the implementation of a comprehensive approach to English language development (ELD). This approach includes both integrated and designated ELD. We will discuss the key ideas behind each and how they are powerfully combined to provide effective instruction for English learners throughout the day. We will highlight tools from the framework that can be used in professional learning around this topic. Presenters: Holly Ahmadi, Administrator, English Learner Programs, Butte County Office of Education Karin Linn-Nieves, Director of Multilingual Education, San Joaquin County Office of Education Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District

Session 2D Empowering Students for Effective Expression (Grades TK–5) Location: Greenwood 3 Description: Teachers will acquire skills to facilitate structured student interactions and incorporate academic language into discussions and writing. More than activities, such interactions help students across grade-level spans clarify academic ideas and construct knowledge that is necessary for collaborative or individual research and writing. The use of scaffolds and supports for all students, including English learners and students with disabilities, will also be addressed to ensure that teachers incorporate Universal Design for Learning principles to allow students opportunities to express their learning in multiple ways. Presenters: Alesha Ramirez, ELA/ELD Consultant, Tulare County Office of Education Marla Martin, ELA/ELD Consultant, Tulare County Office of Education


7

Session 2E Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12) Location: Chartville 2 Description: This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language including vocabulary as well as grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Deborah Costa-Hernandez, Executive Director, California Reading & Literature Project, University of California, San Diego Elva Hennessee, Title III, Kern County Superintendent of Schools

“Although beyond the scope of this framework, it should be noted that literacy and language proficiency in languages other than English are highly desirable and advantageous for California’s students and the state.”

-ELA/ELD Framework


8

Session 3A Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Location: Burwood 1 Description: Successful implementation of the new ELA/ELD Framework requires skilled leadership and collaboration. School leaders—teachers, specialists, administrators, and others—need to share responsibility for envisioning and implementing the CA CCSS for ELA/Literacy and the CA ELD Standards. During this session participants will learn how the framework defines shared responsibility and high-quality professional learning. Tools for assessing a school’s learning culture will be shared as well as strategies for designing a professional learning program and establishing an effective leadership team. Participants will leave the session having outlined their next best steps for learning about and implementing the framework in their schools and districts. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Jo Ann Isken, Chair, Instructional Quality Commission Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton; Framework Co-Author

Session 3B Reading Closely: Supporting Elementary School Students to Make Meaning with Complex Text (Grades TK–5) Location: Burwood 2 Description: All children should be provided the opportunity and the appropriate differentiated instruction that best enables them to interact successfully with complex text. Ample successful and satisfying experiences with complex text contribute to children’s progress toward achieving the skills and knowledge required of college, the workforce, and responsible citizenship. In this session, participants will explore the theme of meaning making in the framework with an emphasis on supporting students to understand complex texts in transitional kindergarten through grade five. Participants will learn useful strategies from the framework to use in their classrooms tomorrow. Presenters: Kristen Cruz Allen, Administrator, Curriculum Frameworks Unit, CDE Nancy Veatch, ELA Coordinator, Tehama County Department of Education “Bridging the literate worlds of adolescents outside of school and inside school is a way to build students’ motivation to write and engage them as members of the academic community.” -ELA/ELD Framework


9

Session 3C “Both/And”… English Language Development in the New Framework Location: Chartville 1 Description: This session focuses on the guidance provided in the ELA/ELD Framework on the implementation of a comprehensive approach to English language development (ELD). This approach includes both integrated and designated ELD. We will discuss the key ideas behind each and how they are powerfully combined to provide effective instruction for English learners throughout the day. We will highlight tools from the framework that can be used in professional learning around this topic. Presenters: Holly Ahmadi, Administrator, English Learner Programs, Butte County Office of Education Karin Linn-Nieves, Director of Multilingual Education, San Joaquin County Office of Education Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District

Session 3D Empowering Students for Effective Expression (Grades 6–12) Location: Greenwood 3

Description: Teachers will acquire skills to facilitate structured student interactions and incorporate academic language into discussions and writing. More than activities, such interactions help students across grade-level spans clarify academic ideas and construct knowledge that is necessary for collaborative or individual research and writing. The use of scaffolds and supports for all students, including English learners and students with disabilities, will also be addressed to ensure that teachers incorporate UDL principles to allow students opportunities to express their learning in multiple ways. Presenters: Laura Gonzalez, ELA/ELD Consultant, Tulare County Office of Education Scott Pierce, ELA/ELD Consultant, Tulare County Office of Education


10

Session 3E Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) Location: Chartville 2 Description: This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language, including vocabulary, as well as grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Deborah Costa-Hernandez, Executive Director, California Reading & Literature Project, University of California, San Diego Elva Hennessee, Title III, Kern County Superintendent of Schools

THANK YOU TO OUR COLLABORATIVE PARTNERS: Butte County Office of Education California Comprehensive Center at WestEd California Reading and Literature Project California Writing Project Center for the Advancement of Reading Fresno County Office of Education Kern County Superintendent of Schools Sacramento City Unified School District San Bernardino City Unified School District San Bernardino County Superintendent of

Schools San Joaquin County Office of Education Santa Maria Joint Union High School District San Mateo County Office of Education Tehama County Department of Education Tulare County Office of Education

PowerPoints and Handouts for the ELA/ELD Framework Launch Event can be found at: http://bit.ly/1zMZE50

You can find the snapshots and vignettes excerpted from the Framework on the

CDE SBE-Adopted ELA/ELD Framework Chapters Web page at http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp, under Resources Supporting Implementation of the ELA/ELD Framework. You will see many of these referenced in presentations today.

“The integrated and interdisciplinary approach calls for the very type of the 21st century learning that engages active and passionate middle grades students—learning that fosters creativity, collaboration, communication, and critical thinking, is globally focused, and utilizes technology in meaningful ways.”

-ELA/ELD Framework

Figure 2.1. The ELA/ELD Framework Circles of Implementation

The outer ring identifies the overarching goals of ELA/literacy and ELD instruction. By the time California’s

students complete high school, they have developed the readiness for college, careers, and civic life; attained the

capacities of literate individuals; become broadly literate; and acquired the skills for living and learning in the 21st

century.

The white field represents the context in which instruction occurs. This framework asserts that the context for

learning should be integrated, motivating, engaging, respectful, and intellectually challenging for all students.

Circling the standards are the key themes of the standards: Meaning Making, Language Development,

Effective Expression, Content Knowledge, and Foundational Skills. These themes highlight the interconnections

among the strands of CA CCSS for ELA/Literacy (Reading, Writing, Speaking and Listening, and Language) and

the parts of the CA ELD Standards (“Interacting in Meaningful Ways,” “Learning About How English Works,” and

“Using Foundational Skills”). The themes are organizing components for the grade level discussions (chapters

3-7).

In the center of the graphic are the CA CCSS for ELA/Literacy and the CA ELD Standards, which define

year-end expectations for student knowledge and abilities and guide instructional planning and observation of

student progress. The CA ELD Standards also identify proficiency level expectations (Emerging, Expanding, and

Bridging) and ensure that EL students have full access to the CA CCSS for ELA/Literacy and other content

standards. These standards are the pathway to achievement of the overarching goals.

ELA/ELD Framework Launch Event

2014 English Language Arts/English Language Development Framework

Key Themes Meaning Making Meaning making is at the heart of ELA/Literacy and ELD instruction. Meaning making must be the central purpose for interacting with text, producing text, participating in discussion, giving presentations, and engaging in research. Meaning making includes literal comprehension but is not confined to it at any grade or with any student. Inference making and critical reading are given substantial and explicit attention in every discipline. Language Development Language development, especially in the areas of vocabulary, academic language, syntax, and text structure is crucial for learning. It is the medium of literacy and learning; it is with and through language that students learn, think, and express. The strands of the CA CCSS for ELA/Literacy – reading, writing, speaking and listening, and language – all have language at the core, as do the parts of the CA ELD Standards, interacting in meaningful ways, learning about how English works, and using foundational literacy skills. Growth in meaning making, effective expression, content knowledge, and foundational skills depends on students increasing proficiency and sophistication in language. Effective Expression Reading, writing, speaking and listening, and language are tools for effective communication across the disciplines. The CA CCSS for ELA/Literacy make this clear by including standards for both literature and informational text in kindergarten through grade five and grades six through twelve and by including standards for literacy in history/social studies, science, and technical subjects in grades six through twelve. Students express their understandings and thinking in a variety of ways – through writing, speaking, digital media, visual displays, movement, and more. These expressions are both the products of students’ learning and the ways in which they learn. The reciprocal nature of reading, writing, speaking, and listening is such that each is constantly informed by the others. Content Knowledge Content knowledge is built as students become proficient readers, writers, speakers, and listeners. Providing a place for content instruction within the school schedule is critical. In the CA CCSS for ELA/Literacy students learn that texts are structured differently in different disciplines, which words have different meanings depending on the topics, and that sentences may be patterned in ways unique to particular fields. Content knowledge is also built by reading a wide range of texts both in school and independently as well as providing students opportunities to engage in inquiry-and project-based learning to read and hear content texts within real world contexts. Foundational Skills Acquisition of the foundational skills of literacy—print concepts, phonological awareness, phonics and word recognition, and fluency—is crucial for literacy achievement. For students to independently learn with and enjoy text and express themselves through written language they must develop facility with the alphabetic code. Students acquire foundational skills through excellent systematic instruction and ample opportunities to practice.

ELA/ELD Framework Launch Event Page 14: Figure 1.3. Structure of the CA CCSS for ELA/Literacy

Strand Domains Sub-strands Standards Reading Literature (Grades K-12)

Informational Text (Grades K-12)

Literacy in History/ Social Studies (Grades 6-12)

Literacy in Science/Technical Subjects (Grades 6-12)

Note: References to History/Social Studies, Science, and Technical Subjects are embedded within the K-5 standards.

Key Ideas and Details 1-3

Craft and Structure 4-6

Integration of Knowledge and Ideas 7-9 Standard 8 N/A for Literature

Range and Level of Text Complexity 10

Foundational Skills (Grades K-5)

Print Concepts 1 (Grades K-1)

Phonological Awareness 2 (Grades K-1)

Phonics and Word Recognition 3 (Grades K-5)

Fluency 4 (Grades K-5)

Writing (Grades K-12) Literacy in History/

Social Studies, Science, and Technical Subjects (Grades 6-12)

Note: References to History/Social Studies, Science, and Technical Subjects are embedded within the K-5 standards.

Text Types and Purposes 1-3

Production and Distribution of Writing 4-6 Standard 4 Begins in Grade 2

Research to Build and Present Knowledge

7-9 Standard 9 Begins in Grade 4

Range of Writing 10 Begins in Grade 2

Speaking and Listening

(Grades K-12)

Comprehension and Collaboration

1-3

Presentation of Knowledge and Ideas 4-6

Language (Grades K-12)

Conventions of Standard English 1-2

Knowledge of Language 3 Begins in Grade 2

Vocabulary Acquisition and Use

4-6

Adapted from CDE 2012, Professional Learning Module

ELA/ELD Framework Launch Event

Page 35: Figure 1.12. Structure of the CA ELD Standards

Section 1: Goal, Critical Principles, and Overview

Goal: This articulates the vision California has for all English learners.

Critical Principles for Developing Language and Cognition in Academic Contexts: This emphasizes the three general areas teachers need to focus on when planning instruction for ELs and observing their progress. These areas are elaborated upon, by English language proficiency level, in Section 2.

Part I: Interacting in Meaningful Ways Part II: Learning About How English Works Part III: Using Foundational Literacy Skills

Corresponding CA CCSS for ELA/Literacy

Section 2: Elaboration on Critical Principles for Developing Language and Cognition in Academic Contexts

Part I: Interacting in Meaningful Ways

Communicative Mode Critical Principles Addressed (by English language proficiency level)

Standard #

Collaborative Exchanging information/ideas Interacting via written English Supporting opinions and persuading others Adapting language choices

1-4

Interpretive Listening actively Reading/viewing closely Evaluating language choices Analyzing language choices

5-8

Productive Presenting Writing Justifying/arguing Selecting language resources

9-12

Part II: Learning About How English Works

Language Process Critical Principles Addressed (by English language proficiency level)

Standard #

Structuring Cohesive Texts

Understanding text structure Understanding cohesion

1-2

Expanding and Enriching Ideas

Using verbs and verb phrases Using nouns and noun phrases Modifying to add details

3-5

Connecting and Condensing Ideas

Connecting ideas Condensing ideas

6-7

Part III: Using Foundational Literacy Skills This is a placeholder to signal that ELs in K-12 require particular instructional considerations for learning foundational literacy skills in English.

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Documents

LAUNCHING THE 2014 ENGLISH LANGUAGE ARTS/ ENGLISH … · Learn about California’s new 2014 English Language Arts/English Language Development Framework from its three lead authors