LAUNCHING THE ENGLISH LANGUAGE ARTS/ ENGLISH …

LAUNCHING THE ENGLISH LANGUAGE ARTS/

ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK

SEPTEMBER 30, 2015

ETIWANDA GARDENS

7576 Etiwanda Avenue

Etiwanda, CA 91739

LAUNCHING the ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK

SESSIONS AT A GLANCE September 30, 2015

Etiwanda Gardens, Rancho Cucamonga San Bernardino County Superintendent of Schools

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

7:30 – 8:30 a.m. Registration and Continental Breakfast 8:30 – 8:50 a.m. Opening Remarks (Arbor) Veronica Aguila & Carrie Roberts, California Department of Education; Lauryn Wild, Instructional Quality Commission; Ted Alejandre, San Bernardino County Superintendent of Schools 8:50 – 9:50 a.m. Introduction to the ELA/ELD Framework (Arbor)

Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher Session 1A: Arbor Session 1B: Arbor 1 Session 1C: Arbor 2 Session 1D: Arbor 3 Session 1E: Terra A

10:00

– 11

:15 a.

m. Independence with Print: The

Place of the Foundational Skills in Literacy Development (Grades TK–5) Hallie Yopp Slowik

Integrating Formative Assessment into Instruction Robert Linquanti

Ensuring Equity: Honoring the Cultural and Linguistic Diversity of California’s Children and Youth Vanessa Girard Pam Spycher

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

Access for All: Universal Design for Learning (UDL) in a Multi-tiered System of Supports (MTSS) World Kevin Schaefer

11:15 – 12:15 p.m. Lunch

12:20

– 1:3

5 p.m

. Session 2A: Arbor Session 2B: Arbor 1 Session 2C: Arbor 2 Session 2D: Arbor 3 Session 2E: Terra A The Role of Content Knowledge in ELA/Literacy and ELD (Grades TK–5) Hallie Yopp Slowik Lauryn Wild

Reading Closely: Supporting Middle and High School Students to Make Meaning with Complex Texts (Grades 6–12) Cynthia Gunderson

“Both/And”…English Language Development in the New Framework Vanessa Girard Pam Spycher

Empowering Students for Effective Expression (Grades TK–5) Carrie Roberts Aileen Allison-Zarea

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12) Gina Chavez

Session 3A: Arbor Session 3B: Arbor 1 Session 3C: Arbor 2 Session 3D: Arbor 3 Session 3E: Terra A

1:45 –

3:00

p.m.

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

Reading Closely: Supporting Elementary School Students to Make Meaning with Complex Texts (Grades TK–5) Cynthia Gunderson

“Both/And”…English Language Development in the New Framework Vanessa Girard Pam Spycher

Empowering Students for Effective Expression (Grades 6–12) Carrie Roberts Aileen Allison-Zarea

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) Gina Chavez

http://bit.ly/1IJEhPr

1

LAUNCHING the ENGLISH LANGUAGE ARTS/ENGLISH

LANGUAGE DEVELOPMENT FRAMEWORK Wednesday, September 30, 2015

OPENING REMARKS Time: 8:30–8:50 a.m. Location: Arbor

Veronica Aguila, Director, English Learner Support Division, California Department of Education

Carrie Roberts, Director, Professional Learning Support Division, California Department of Education

Lauryn Wild, English Language Arts Curriculum Program Specialist, San Bernardino City Unified School District; Co-Chair, ELA/ELD Subject Matter Committee/Instructional Quality Commission Member

Ted Alejandre, Superintendent, San Bernardino County Superintendent of Schools

INTRODUCTION TO THE ELA/ELD FRAMEWORK Time: 8:50–9:50 a.m. Location: Arbor

Description: Learn about California’s new 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 10:00–11:15 a.m.

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Session 1A Independence with Print: The Place of the Foundational Skills in Literacy Development (Grades TK–5)

Location: Arbor

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.

Presenter: Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Professor, CSU Fullerton; Framework Co-Author

“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 1B Integrating Formative Assessment into Instruction

Location: Arbor 1

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.

Presenter: Robert Linquanti, Project Director & Senior Researcher, CA CC at WestEd


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

Location: Arbor 2

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


Session 1D Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12)

Location: Arbor 3

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

Lauryn Wild, English Language Arts Curriculum Program Specialist, San Bernardino City Unified School District


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Session 1E Access for All: Universal Design for Learning (UDL) in a Multi-tiered System of Supports (MTSS) World

Location: Terra A

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

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Workshop Sessions 12:20–1:35 p.m.

Session 2A The Role of Content Knowledge in ELA/Literacy and ELD (Grades TK–5)

Location: Arbor

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:


Lauryn Wild, English Language Arts Curriculum Program Specialist, San Bernardino City Unified School District

“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

Session 2B Reading Closely: Supporting Middle and High School Students to Make Meaning with Complex Texts (Grades 6–12)

Location: Arbor 1

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.

Presenter:

Cynthia Gunderson, Acting Manager, Curriculum Frameworks Unit, California Department of Education

“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

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Session 2C “Both/And” … English Language Development in the New Framework

Location: Arbor 2

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:

Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District


Session 2D Empowering Students for Effective Expression (Grades TK–5)

Location: Arbor 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:


Aileen Allison-Zarea, Administrator, Literacy, History & Arts Leadership Office, California Department of Education

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Session 2E Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12)

Location: Terra A

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.

Presenter:

Gina Chavez, Director, California Reading and Literature Project, CSU Los Angeles

“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


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Session 3A Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning

Location: Arbor

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


Session 3B Reading Closely: Supporting Elementary School Students to Make Meaning with Complex Text (Grades TK–5)

Location: Arbor 1

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.

Presenter:

Cynthia Gunderson, Acting Manager, Curriculum Frameworks Unit, California Department of Education


9

Session 3C “Both/And” … English Language Development in the New Framework

Location: Arbor 2

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:

Vanessa Girard, Director of Multilingual Literacy, Sacramento City Unified School District


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

Location: Arbor 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:


Aileen Allison-Zarea, Administrator, Literacy, History & Arts Leadership Office, California Department of Education


10

Session 3E Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5)

Location: Terra A

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.

Presenter:

Gina Chavez, Director, California Reading and Literature Project, CSU Los Angeles

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 Los Angeles County Office of

Education Orange County Department of

Education Santa Clara County Office of

Education 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/1IJEhPr

∗ 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.

http://bit.ly/1IJEhPr

http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp

Notes:

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.

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.

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

7–9Standard 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

4–6Standard 4 begins in Grade 2

Research to Build and Present Knowledge

7–9Standard 9 begins in Grade 4

Range of Writing 10Begins 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 3Begins in Grade 2

Vocabulary Acquisition and Use 4–6

SourceCalifornia Department of Education. 2012. CCSS: Overview of the Common Core State Standards for California Educators.

“The Four Strands.” California Common Core State Standards Professional Learning Modules.

24 | Chapter 1 Overview of Standards

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 WaysPart 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 Number

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 Number

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 SkillsThis part contains no standards but signals teachers that ELs at all grades require particular instructional considerations for learning foundational literacy skills in English.

40 | Chapter 1 Overview of Standards

Notes:

Documents

LAUNCHING THE ENGLISH LANGUAGE ARTS/ ENGLISH …