CII
Council for Instructional Improvement
San Mateo County Office of Education
Friday, January 10, 2014
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AGENDA
Welcome, 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
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TIMELINE
Event
Schedule
CFCC completes work
September 27, 2013
IQC acts on draft
60-day public review
IQC analyzes results, recommends
edits
60-day public review
SBE acts on draft/public hearing
Framework Implementation
Smarter Balanced Assessments
Instructional Materials Reviews
Completed
November 21– 22, 2013
Dec 2013 – Feb 2014
Late February 2014
March 2014 – May 2014
July 2014
2014 –2015
2014 –2015
November 2015
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


California English Language Development
Standards


http://www.cde.ca.gov/sp/el/er/eldstandards.asp
CCSS Professional Learning Modules for Educators


http://www.cde.ca.gov/re/cc/
http://www.cde.ca.gov/re/cc/ccssplm.asp
ELA/ELD Curriculum Framework

http://www.cde.ca.gov/ci/rl/cf/
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Implementing the
ELA and ELD CCSS
Tracy Wilson
twilson@smcoe.org
Katherine Strach
Kstrach@smcoe.org
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THEMES AND CONTEXTS FOR IMPLEMENTING THE ELA/ELD
COMMON CORE STANDARDS
Framework Table of Contents
Chapter 3
Key Considerations in ELA/Literacy and ELD
Curriculum, Instruction, and Assessment
Annotate the text: 3 2 1
3 -Observations
2 -Wonders
1 -Question
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CCSS TK-Grades 1
ELA Framework
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.
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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?
CCSS
Clear and progressive learning objectives that
are integrated and routinely practiced
across content areas
Reading
Writing
Speaking and Listening
Language
Reading Foundations
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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.shtmwww.smcoe.org
WHAT?
Clear and progressive learning objectives that are integrated and
routinely practiced across content areas
Do Now: Examine “curriculum” guides
Look for evidence of… 6 T’s
1.
2.
3.
4.
5.
6.
Theme: Integration- How is the lesson/unit developed to build knowledge?
Texts: F/NF? Quality? Universal Access? Developmentally appropriate texts?
Tasks: CCSS- aligned, Rigor and Relevant? Text-driven? Integrated literacies?
Talk: Build language awareness and capacity? Academic vocabulary?
Time: Sufficient time on task/text to develop increasing independence?
Tests: What is being monitored? Strategic learning targets, short/long term?
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MOVING FORWARD!
Sweep or Keep Texts
Sweep: 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 lessons
Keep: 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 Practices
Modify: 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 strand
Magnify: should be elevated because it is a strong component
of the lesson but it is often over-looked or under played
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WHAT?
Outcomes
Crosscutting behaviors of students
Making Meaning
Developing Language
Expressing Themselves Effectively
Building 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?
What is Important? Determining and describing observable
student behaviors consistent with the demands of the CCSS
Do Now, Lesson Study: Use the lesson vignette to
identify examples of…
1. Making Meaning
2. Developing Language
•
•
•
Expressing Themselves Effectively
Building Content Knowledge
Developing Strong Foundational Skills
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HOW?
Effective Learning Environment
Teachers intentionally and reflectively
craft the learning environment
Intellectually challenging contexts
Integrated learning experiences
Motivating environments
Engaging texts, tasks and talk
Respectful learning opportunities for all
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Integrated ELD
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
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Integrated ELD
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
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HOW?
Effective Learning Environment
Teachers intentionally and reflectively craft the learning environment
Next Steps:
Develop rituals and routines that support
instruction in language awareness and that
build language capacities
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Integrated ELD
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,
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Integrated ELD
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.
...
…
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Integrated ELD
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
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Integrated ELD
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:
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
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Designated ELD
ELD: DEVELOP LANGUAGE RESOURCES
Sentence:
Analysis:
Meaning:
Broken into clauses
Type of clause and how I know
What it means
Although many countries Dependent (subordinate
are addressing pollution, clauses)
It starts with “although,” so
it can’t stand on its own. It
depends on the other
clauses.
--Independent (main clause)
--environmental
degradation continues to
create devastating
It can stand on its own, even
human health problems if I take the other clause
each year.
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
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HOW?
What is Important? Designing an engaged classroom and an effective
learning environment
http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionarylearning
Do Now: 2-Way Observation
1. Learning focused observation: Observe the studentsHow do you know they are engaged and that the learning environment
is effective for all students?
2. Teaching focused observation: Observe the teacherWhat 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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WHY?
Students who are broadly literate and ready for
college, career and citizenship in the 21st century
Demonstrate independence
Build strong content knowledge
Respond to varying demands of audience, task, purpose, and discipline
Comprehend as well as critique
Value and use evidence
Use technology and digital media strategically and capably
Understand other perspectives and cultures
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WHY?
What is Important? Designing curriculum that promotes critical
literacies in readiness for 21st century contexts.
Do Now: Collaboration, audit your lesson
vignette or rethink the video
What would you do to enhance or enrich learning?
Students develop critical thinking when they
Students develop creative thinking when they
Students develop communication and collaboration skills when they
Students develop social and cross-cultural skills and global competence when they
Students develop technology skills when they
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THEMES AND CONTEXTS FOR IMPLEMENTING
THE ELA/ELD COMMON CORE STANDARDS
WHAT: Clear and progressive learning
objectives and learning outcomes
HOW: Engaging and Effective Learning
Environment
WHY: Broadly Literate Students Ready for
the 21st Century
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THEMES AND CONTEXTS FOR IMPLEMENTING THE
ELA/ELD COMMON CORE STANDARDS
Next Steps
Design progressive learning targets
Audit curriculum resources, 6 T’s
Construct rituals and routines
2-Way Observations
Collaborative lesson study and development
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NEXT MEETING:
February 7th, 2014
Common Core State Standard Mathematics
with
David Foster
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