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CIICouncil for Instructional Improvement
San Mateo County Office of EducationFriday, January 10, 2014
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AGENDAWelcome, Introductions, Overview Of Agenda
Updates
ELA/ELD Framework Overview
Themes and Context for Implementing the ELA/ELD Common Core State Standards
Break
Strategies for English Learners
Critical Thinking in ELA/ELD
Announcements
Adjourn
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UPDATES
• Introduction of STEM Center Director• CCSS Leadership Series• Professional Development Offerings
for Winter/Spring/Summer• Zap the Gap
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ELA/ELD DRAFT FRAMEWORK OVERVIEW
TIMELINE
Event ScheduleCFCC completes work September 27, 2013
IQC acts on draft November 21– 22, 2013
60-day public review Dec 2013 – Feb 2014
IQC analyzes results, recommends edits
Late February 2014
60-day public review March 2014 – May 2014
SBE acts on draft/public hearing
July 2014
Framework Implementation 2014 –2015
Smarter Balanced Assessments
2014 –2015
Instructional Materials Reviews Completed
November 2015
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STATUTORY REQUIREMENTS CA CCSS for
ELA/Literacy CA ELD Standards Students with
Disabilities 21st Century Skills Transitional
Kindergarten
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DRAFT ELA/ELD FRAMEWORK CHAPTERS• Chapter 1: Introduction to the Framework• Chapter 2: Overview of the Standards• Chapter 3: Key Considerations in the ELA Literacy and
ELD Curriculum, Instruction, and Assessment• Chapter 4: Content and Pedagogy: Transitional
Kindergarten and Grade 1• Chapter 5: Content and Pedagogy: Grades 2 and 3• Chapter 6: Content and Pedagogy: Grades 4 and 5
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CHAPTERS Continued
• Chapter 7: Content and Pedagogy: Grades 6 - 12• Chapter 8: Assessment• Chapter 9: Equity and Access• Chapter 10: Learning in the 21st Century• Chapter 11: Implementing High-Quality ELA/Literacy
and ELD Instruction: Professional Learning, Leadership, and Program Supports
• Chapter 12: Instructional Materials to Support the CA CCSS for ELA/Literacy and CA ELD Standards
• Resources and Glossary
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IMPLICATIONS Integration
Reading, Writing, Speaking and Listening, and Language
ELA/ELD (Integrated and Designated)
21st Century Skills Content Areas
Assessment and Planning Collaboration Professional Learning
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HELPFUL WEB SITES Common Core State Standards
http://www.cde.ca.gov/re/cc/ California English Language
Development Standards http://www.cde.ca.gov/sp/el/er/eld
standards.asp CCSS Professional Learning
Modules for Educators http://www.cde.ca.gov/re/cc/ccss
plm.asp ELA/ELD Curriculum Framework
http://www.cde.ca.gov/ci/rl/cf/
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THEMES AND CONTEXTS FOR IMPLEMENTING THE ELA/ELD COMMON CORE STANDARDS
Framework Table of ContentsChapter 3
Key Considerations in ELA/Literacy and ELDCurriculum, Instruction, and Assessment
Annotate the text: 3 2 1
3 -Observations2 -Wonders1 -Question
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Decades of research indicate that knowledge contributes to reading and writing achievement. The more an individual knows about a topic, the more success he or she will have engaging meaningfully with text and others about the topic. Furthermore, knowledge of subject matter is accompanied by, indeed, cannot be separated from, language development. Words, sentence structures, and discourse structures differ across subject matter (Shanahan and Shanahan 2012) and so content learning contributes to the development of language, especially academic language. In short, content knowledge facilitates literacy and language development.
On the other hand, literacy and language development provide students with the tools to independently access, acquire, and construct domain and general world knowledge. The more skilled children are in the language arts (that is, reading, writing, speaking, listening), the more they can learn about the world.
Two points about content area instruction are crucial. First, content area instruction must be given adequate time in the school day, including during the earliest years of schooling. Second, content area instruction should include attention to literacy and language development in the subject matter.
CCSS TK-Grades 1 ELA Framework
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GOALS, THEMES, AND CONTEXTS FOR IMPLEMENTATION OF THE CA CCSS FOR ELA/LITERACY AND THE CA ELD STANDARDS
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WHAT?
ReadingWriting
Speaking and Listening Language
Reading Foundations
CCSSClear and progressive learning objectives that
are integrated and routinely practiced across content areas
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WHAT IS IMPORTANT?
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WHAT?Clear and progressive learning objectives that are integrated and
routinely practiced across content areas
Longitudinal View
Planning with two-way vision
• Develop deep outcome awareness, anchor standard
• Growth model: Assess current student readiness and design learning targets to grow competence
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WHAT?Clear and progressive learning objectives that are integrated and
routinely practiced across content areas
Planning with a Longitudinal View
DO Now: Select a lesson objective, CCSS. Use the CCSS progression resources to develop appropriate learning targets for emerging students and developed students.
• TCOE: ELA CCCCSS Continuums• http://www.tcoe.org/ers/ccss/ela/resources.shtm
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WHAT?
Do Now: Examine “curriculum” guides
Look for evidence of… 6 T’s
Clear and progressive learning objectives that are integrated and routinely practiced across content areas
1. Theme: Integration- How is the lesson/unit developed to build knowledge?2. Texts: F/NF? Quality? Universal Access? Developmentally appropriate texts?3. Tasks: CCSS- aligned, Rigor and Relevant? Text-driven? Integrated literacies?4. Talk: Build language awareness and capacity? Academic vocabulary?5. Time: Sufficient time on task/text to develop increasing independence? 6. Tests: What is being monitored? Strategic learning targets, short/long term?
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Sweep or Keep TextsSweep: material that does not meet enough of the criteria to keep it; it may be poorly developed, or loosely connected to a theme, or does not build knowledge or human understanding, or does not lend itself well to a series of focused lessonsKeep: material that is strong in a variety of capacities; rich, relevant, promotes critical conversation, elicits strong writing, easily connected to other standards and helps build knowledge
Modify or Magnify PracticesModify: needs to be altered to be aligned with the more rigorous/relevant expectations of the CCSS or needs to modified to be an effective component of the lesson strandMagnify: should be elevated because it is a strong component of the lesson but it is often over-looked or under played
MOVING FORWARD!
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OutcomesCrosscutting behaviors of students
WHAT?
Making MeaningDeveloping Language
Expressing Themselves EffectivelyBuilding Content Knowledge
Developing Strong Foundational Skills
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ENGLISH LANGUAGE DEVELOPMENT
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ENGLISH LANGUAGE DEVELOPMENT
Integrated ELD
Content instruction that supports development of language uses specified in CCSS for ELA/Literacy & CA ELD Standards Designated ELD
Specialized instruction that builds into and from content instruction in ELA and other disciplines
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What is Important? Determining and describing observable student behaviors consistent with the demands of the CCSS
WHAT?
Do Now, Lesson Study: Use the lesson vignette to identify examples of…
1. Making Meaning2. Developing Language
• Expressing Themselves Effectively• Building Content Knowledge• Developing Strong Foundational Skills
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Effective Learning EnvironmentTeachers intentionally and reflectively
craft the learning environment
Intellectually challenging contextsIntegrated learning experiences
Motivating environmentsEngaging texts, tasks and talk
Respectful learning opportunities for all
HOW?
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ACROSS THE DISCIPLINES, EL EXPERIENCES
• Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging
• Are appropriately scaffolded in order to provide strategic support that moves learners toward independence
• Build both content knowledge and academic English
• Value and build on primary language and culture and other forms of prior knowledge
Integrated ELD
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INSTRUCTIONAL PLANNING
• Routinely examine the texts and tasks used for instruction in order to identify language that could be challenging for ELs
• Determine where there are opportunities to highlight and discuss particular language resources
• Observe students to determine how they’re using the language teachers are focusing on
• Adjust whole group instruction or work with small groups or individuals in order to provide adequate and appropriate support
Integrated ELD
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Effective Learning EnvironmentTeachers intentionally and reflectively craft the learning environment
HOW?
Next Steps:Develop rituals and routines that support instruction in language awareness and that build language capacities
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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTS
Original sentence to unpack:“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”
Meanings:
What this sentence is mostly about:
What it means in our own words:/ELD Framework,
Integrated ELD
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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTS
Original sentence to unpack:“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”
Meanings: (DO Now- Add 2)
• Pollution is a big problem around the world.• A lot of countries are doing something about pollution.• ...• …
Integrated ELD
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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTS
Original sentence to unpack:“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”
Meanings: Pollution is a big problem around the world. People are creating pollution and ruining the environment. The ruined environment leads to health problems in people. Health problems are still happening every year. The health problems are really, really bad. A lot of countries are doing something about pollution.
What this sentence is mostly about: Environmental degradation
What it means in our own words: Do Now, summarize
Integrated ELD
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SCIENCE: SUPPORT COMPREHENSION OF COMPLEX TEXTSOriginal sentence to unpack:
“Although many countries are addressing pollution, environmental degradation continues to create devastating human health problems each year.”
Meanings: Pollution is a big problem around the world. People are creating pollution and ruining the environment. The ruined environment leads to health problems in people. Health problems are still happening every year. The health problems are really, really bad. A lot of countries are doing something about pollution.
What this sentence is mostly about: Environmental degradationWhat it means in our own words:
People are creating a lot of pollution and messing up the environment all around the world, and even though a lot of countries are trying to do things about it, a lot of people have big health problems because of it.
--ELA/ELD Framework, Ch.3, p. 74
Integrated ELD
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ELD: DEVELOP LANGUAGE RESOURCESSentence:
Broken into clausesAnalysis:
Type of clause and how I knowMeaning:What it means
Although many countries are addressing pollution,
---environmental degradation continues to create devastating human health problems each year.
Dependent (subordinate clauses)
It starts with “although,” so it can’t stand on its own. It depends on the other clauses.
---Independent (main clause)
It can stand on its own, even if I take the other clause away.
The clause is giving credit to a lot of countries for doing something about pollution.
---The clause has the most important information.
Pollution keeps hurting a lot of people every year all over the world.
--ELA/ELD Framework, Ch. 3, pp. 79-80
Designated ELD
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What is Important? Designing an engaged classroom and an effective learning environment
HOW?
http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning
Do Now: 2-Way Observation
1. Learning focused observation: Observe the students-How do you know they are engaged and that the learning environment is effective for all students?
2. Teaching focused observation: Observe the teacher-What rituals and routines are in place to support student
engagement and effective learning opportunities?
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EFFECTIVE LEARNING ENVIRONMENT
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Students who are broadly literate and ready for college, career and citizenship in the 21st century
Demonstrate independenceBuild strong content knowledge
Respond to varying demands of audience, task, purpose, and disciplineComprehend as well as critique
Value and use evidenceUse technology and digital media strategically and capably
Understand other perspectives and cultures
WHY?
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WHY?
Do Now: Collaboration, audit your lesson vignette or rethink the videoWhat would you do to enhance or enrich learning?Students develop critical thinking when they
Students develop creative thinking when theyStudents develop communication and collaboration skills when theyStudents develop social and cross-cultural skills and global competence when they Students develop technology skills when they
What is Important? Designing curriculum that promotes critical literacies in readiness for 21st century contexts.
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WHY: Broadly Literate Students Ready for the 21st Century
HOW: Engaging and Effective Learning Environment
WHAT: Clear and progressive learning objectives and learning outcomes
THEMES AND CONTEXTS FOR IMPLEMENTING THE ELA/ELD COMMON CORE STANDARDS
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Next StepsDesign progressive learning targets
Audit curriculum resources, 6 T’s
Construct rituals and routines
2-Way Observations
Collaborative lesson study and development
THEMES AND CONTEXTS FOR IMPLEMENTING THE ELA/ELD COMMON CORE STANDARDS
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NEXT MEETING:
February 7th, 2014
Common Core State Standard Mathematics
with
David Foster
