Presentation on theme: "Purpose of the ELA/ELD Framework"— Presentation transcript:
0 ELA/ELD Framework and CISC Overview Module County Curriculum LeadsNovember 14, 2014
1 Purpose of the ELA/ELD Framework Blueprint for implementing CA CCSS for ELA/Literacy and CA ELD StandardsTranslation of research into practiceInstructional guidance and lesson ideas for TK-12 teachersGuide for curriculum development, program design, professional learning, leadership, and moreDirection for publishers to develop high quality instructional materialsWe are here to give an update on the English Language Arts/English Language Development Curriculum Framework (or ELA/ELD Framework). I know we have presented to you all before as the process the for ELA/ELD framework has progressed over the last two years. We will move quickly through some of these background slides so we can get into an activity and take a quick look at some of the content.As noted on this slide, the frameworks provide a number of key purposes. One purpose is to provide support for teachers and administrators as you develop your local educational programs and deliver the curriculum.Another key purpose is to give direction to publishers as they develop instructional materials for state adoption for grades K–8. This is done through the criteria for the evaluation of instructional materials included in each framework for which there is a statewide instructional materials adoption.
2 Unique Features Integration Key themes as organizing structure ELA and ELDStrands of the language artsLiteracy in the disciplinesInstructional approachesKey themes as organizing structureMeaning makingLanguage developmentEffective expressionContent knowledgeFoundational skills
3 Unique FeaturesLength & depth: From broad goals and systems approaches to specific examplesSnapshots & vignettesFigures with detailed informationBroad definition of literacy and context for learningFocus on diversity & equityThemes of collaboration & shared responsibility: Establishing a learning culture
4 Uses of the FrameworkModel for educators, local school boards, parents, and communities to engage in vision- and goal-setting processesRoadmap for leadership teams to plan and evaluate curriculum, instruction, assessment, professional learning, systems of support, and more
5 Uses of the FrameworkBasis of professional learning for teachers, specialists, and administratorsResource for examining professional practice (e.g., close analysis of the snapshots and vignettes)Template for collaboration within and across disciplines, grades levels, and special programs
6 Organization and Content Let’s talk a little bit more about the organization of the key themes of the framework.. This is a unifying diagram used throughout the framework. The outer ring represents the goals of ELA/ELD programs for all students. Students develop the readiness for college, career, and civic life; attain the capacities of literate individuals, become broadly literate, and acquire the skills for living and learning in the in the 21st century. The white field identifies context characteristics of high quality instruction for all students as called by the CA CCSS for ELA/Literacy, CA ELD Standards, and other content standards. This framework asserts that learning contexts must be motivating, engaging, respectful, intellectually challenging, and integrated. The blue circles contain the five key themes of the standards: meaning making, language development, effective expression, content knowledge, and foundational skills. These are discussed in Chapter 2 and they are the 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. Nested within the CA CCSS for ELA/Literacy, the CA ELD Standards provide EL students with access to the CA CCSS for ELA/Literacy.
8 Table of Contents Introduction to the Framework Chapter 1 Overview of the StandardsChapter 2Key Considerations in ELA/Literacy and ELD Curriculum, Instruction, and AssessmentChapter 3Content and Pedagogy: Transitional Kindergarten Through Grade OneChapter 4Content and Pedagogy: Grades Two and ThreeChapter 5Content and Pedagogy: Grades Four and FiveChapter 6Content and Pedagogy: Grades Six Through EightChapter 7Content and Pedagogy: Grades Nine Through TwelveBefore we get into some of the specifics of the framework, the next two slides show the table of contents and list each of the chapters we will be discussing.
9 Table of Contents Chapter 8 Assessment Chapter 9 Access and Equity Learning in the 21st CenturyChapter 11Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program SupportsChapter 12Instructional Materials to Support the CA CCSS for ELA/Literacy and CA ELD StandardsGlossary and ResourcesAppendix ARole of Literature in the Common Core State Standards and Book Resources for Teachers
10 the CA CCSS for ELA/Literacy. The CA ELD StandardsAMPLIFYthe CA CCSS for ELA/Literacy.Here’s another view of the graphic you just saw. In this view, the CA ELD Standards are expanded. For more in- depth information about the CA ELD standards, you should look at the Professional Learning modules available on the Brokers of Expertise Web site. This graphic helps highlight the intent, structure, and elements of the CA ELD Standards and how they amplify the CA CCSS for ELA/Literacy.This means that all ELs need to be:Engaging in intellectually rich tasks where they use English purposefullyUsing language meaningfully in collaborative, interpretive, and productive waysAnd apply their growing language awareness to: structure cohesive texts, expand and enrich ideas, and connect and condense ideas
11 Integrated & Designated ELD: Working in Tandem Integrated ELD:All teachers with ELs in their classrooms use the CA ELD Standards in tandem with the CA CCSS for ELA/Literacy and other content standards.Designated ELD:A protected time during the school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction.The chapters also highlights the relationship between integrated ELD, where the CA ELD Standards are used during content instruction, and designated ELD, where the CA ELD Standards are used as the focal standards, is a close one. Designated ELD builds into and from content instruction.Use the CA ELD Standards as a lens or guide for:Routinely examining texts and tasksIdentifying opportunities for highlighting and discussing languageObserving students’ language useAdjusting instructionUnderstanding EL students’ language learning needsAddressing the language students need to develop for success in school tasksIdentifying opportunities for delving deeper into languageContinuously linking language learning to content knowledge
12 Grade-Span Chapters 3–7 At-A-Glance Grade-Span Grade-LevelOverview SectionsIntegrated and Interdisciplinary ApproachKey Themes of ELA/Literacy and ELD InstructionSupporting Students StrategicallyELD in the Grade SpanGrade Span Overview:The grade-span chapters are often the first place teachers turn to in the framework for direction. There are five grade-level chapters: TK–1; 2–3; 4–5; and 6–12. (Each chapter begins with an overview of the grade- span, highlighting key content and instructional practices organizing the standards into the five key themes that we have already discussed. There is also a section on support students strategicallyWithin each of those themed areas, the content of the ELA/Literacy standards are identified and are interwoven with the CA ELD standards. There is also a section at the end of each chapter that focuses on integrated designated language development.Grade Level Sections:Following the same structure as the overview in a grade- span, the chapter then highlights each specific grade- level with additional grade-specific details.Standards or content discussed in the overview relevant to that grade span is then developed more for a particular grade level.The intention of these chapters is to provide instructional support, suggestions, and possible models for the grade- level teachers and a connection to the grade below (or above).
13 Longer Vignettes: Integrated and Designated ELD in Action In addition to the snapshots, the grade-level sections also include model vignettes to demonstrate possible scenarios for the standards in practice, including connections to other disciplines and scaffolding or modifications for all types of students – including English learners, struggling students, students with disabilities, or gifted students. The vignettes demonstrate possible lessons or instruction for integrated and designated ELD in the classroom.These vignettes are a good resource for individual teachers, but could also be included in a variety of professional learning settings.
14 Chapter 8 - Assessment Purpose and types of assessments Assessment cycles, highlighting the use of formative assessment to guide instructionStudent involvement in assessmentAssessment of ELD progressAssessment for interventionA major focus is on the purpose and types of assessments. A key topic in the chapter is around the use of different types of formative assessments cycles. These include short-cycle formative assessments (minute-by-minute, daily, weekly); medium-cycle, such as end of unit or project assessments; and long cycle assessment (end of year or annual).The chapter also describes other methods of assessments, such as rubrics and portfolios, and accommodations for English learners.As you can imagine, the Assessment chapter has been a bit of a moving target since so much happening at the state and federal level around testing and accountability, in addition to the growing resources and expected timeline to implement assessments from the Smarter Balanced Assessment Consortium. The final prepublication version includes a number of refinements and additions based on changes at the state level over the last few months. The chapter also addresses the technical quality of assessments, such as validity, reliability, and freedom from bias.
15 Review Figure 8.5: Things to Notice New language (short, medium & long cycle)No reference to SBAC Interim AssessmentsNo reference to curriculum assessmentsNo reference to performance tasks
16 Chapter 9 - Equity and Access California’s student diversity, includingStandard English learnersEnglish learnersBiliterate learnersStudents living in povertyDeaf students bilingual in ASL and printed EnglishStudents with disabilitiesCulturally and linguistically responsive teachingUniversal Design for Learning (UDL) and Multi- Tiered Systems of Supports (MTSS)Instructional practices for supporting students experiencing difficulty readingPrevious frameworks included a “Universal Access” chapter. This chapter has been refocused on access and equity and highlights how to plan and support California’s diverse population, including standard English learners, English learners, biliterate students, deaf students, students living in poverty, students with disabilities, and advanced learners.To help with planning and support for all different learners, the chapter describes using Universal Design for Learning (a research based framework for guiding educational practice, it focuses on planning instruction to meet the varied needs of students). Also identified within the chapter is the use of Multi-Tiered Systems of Support, which is an expanded model of California’s Response to Intervention and Instruction (RtI2) process by aligning all systems of high quality first instruction, support, and intervention. MTSS utilizes UDL principles and appropriate supports, strategies, and accommodations AND assessments and progress monitoring to allow for a problem-solving approach to instructional decision.
17 Chapter 10 - Learning in the 21st Century Defines 21st century skills and standardsInstructional practices for developing 21st century learningEquitable access to learning and technologyProfessional learning and teacher supportHighlights future directionsChapter 10 defines 21st century skills, describes their integration in ELA/literacy and ELD programs, and presents instructional practices.A framework for 21st century learning developed by the Partnership for 21st Century Skills (P21) is described along with its integration into all content areas. Both the CA CCSS for ELA/Literacy and the CA ELD Standards were designed to support the development of broadly literate students prepared for college, career and civic participation in today’s world.The chapter also highlights the “4 Cs” and their relationship to the standards: critical thinking, communication, collaboration, and creativity, and the integration of these skills within instructional practices.
18 Chapter 11 - Professional Learning, Leadership, and Program Supports Working within a collaborative cultureProfessional learning ideas, including sources, research, and critical contentLeadership and professional collaborationCollaborating with libraries, expanded learning programs, parents and familiesChapter 11 addresses the significant shift and changes facing California’s educators and the educational system, and the need for collaboration and leadership as these changes move forward. Information is provided on implementing change within a collaborative culture.Also included is an overview of new standards and possible sources for professional learning.Shared leadership and support for working with the many different partners and programs are discussed. These include working with libraries and the model school library standards, collaborating with after school and extended learning programs, and developing strong collaborations with parents, families, and community members.Now Kristen will wrap up the presentation.
19 Chapter 12 - Criteria for Evaluating Instructional Materials Program 1English Language Arts Basic Program, K–8Program 2English Language Arts/English Language Development Basic Program, K–8Program 3Biliteracy Language Arts/English Language Development Basic Program, K–8Program 4Intensive Intervention Program in English Language Arts, 4–8Program 5Specialized Designated English Language Development Program, 4–8