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A Look at Kindergarten Through Grade Five in California Public Schools

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A Look at Kindergarten Through Grade Five in California Public Schools

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    1. A Look at Kindergarten Through Grade Five in California Public Schools On December 23, 2010, the California Department of Education announced the release of a new online publication, A Look at Kindergarten through Grade Three in California Public Schools which highlights the different California content standards in the primary grades with a focus on the newly adopted Common Core State Standards (CCSS) in English language arts and mathematics. A few weeks later grades four and five were added to complete the document – A Look at Kindergarten Through Grade Five in California Public Schools. Recently, we just completed grade six – which will be added to the document, hopefully within the next few weeks. On December 23, 2010, the California Department of Education announced the release of a new online publication, A Look at Kindergarten through Grade Three in California Public Schools which highlights the different California content standards in the primary grades with a focus on the newly adopted Common Core State Standards (CCSS) in English language arts and mathematics. A few weeks later grades four and five were added to complete the document – A Look at Kindergarten Through Grade Five in California Public Schools. Recently, we just completed grade six – which will be added to the document, hopefully within the next few weeks.

    2. There are a number of needs that this new publication addresses. In the past, if someone were interested in what a student from a particular grade level should know and learn, they would have to sort through each of the separate content standards and frameworks to locate that specific grade of interest. Now, for the first time, all the standards for each content area are grouped together by grade level. With the current suspension of updates on curriculum frameworks, guidance to the field on updates in the content areas and implementation of the Common Core State Standards is still years away. These grade level curriculum documents provide some current information about the new standards and instruction, including the CCSS, with an overview of some of the major impacts in mathematics and English language arts. There are a number of needs that this new publication addresses. In the past, if someone were interested in what a student from a particular grade level should know and learn, they would have to sort through each of the separate content standards and frameworks to locate that specific grade of interest. Now, for the first time, all the standards for each content area are grouped together by grade level. With the current suspension of updates on curriculum frameworks, guidance to the field on updates in the content areas and implementation of the Common Core State Standards is still years away. These grade level curriculum documents provide some current information about the new standards and instruction, including the CCSS, with an overview of some of the major impacts in mathematics and English language arts.

    3. New Content English-Language Arts Mathematics History–Social Science Science Visual and Performing Arts Health Physical Education World Language School Library The publication also offers some new information as of 2010 (as shown in blue). The E/LA and Math sections include details about the newly adopted Common Core State Standards The History–Social Science section contain information from the H/SS framework drafted in 2009. The framework had been updated and was waiting for public review when the process was halted by legislation. The Science and History–Social Science sections include the Education and the Environment Initiative curriculum units that were developed in conjunction with the California Environmental Protection Agency. New health education, world language standards, and school library standards were recently adopted by the State Board of Education but the guidance that often accompanies new standards through a framework is on hold. The grade level documents provides some curriculum guidance. The publication also offers some new information as of 2010 (as shown in blue). The E/LA and Math sections include details about the newly adopted Common Core State Standards The History–Social Science section contain information from the H/SS framework drafted in 2009. The framework had been updated and was waiting for public review when the process was halted by legislation. The Science and History–Social Science sections include the Education and the Environment Initiative curriculum units that were developed in conjunction with the California Environmental Protection Agency. New health education, world language standards, and school library standards were recently adopted by the State Board of Education but the guidance that often accompanies new standards through a framework is on hold. The grade level documents provides some curriculum guidance.

    4. Here is a copy of the table of contents. Let’s quickly look at how the publication is organized. Here is a copy of the table of contents. Let’s quickly look at how the publication is organized.

    5. The introduction identifies some of the key Education Code sections related to standards and course of study in elementary grades, as well as information about both the 1997 California standards the Common Core State Standards. Page five in the introduction also includes support for California’s goal of universal access, ensuring that all students have access to high quality curriculum and instruction, and page 6 provides background on the ongoing achievement gap that many students from ethnic minorities are experiencing. Following the introduction are the six different grade level sections that we will review in more depth later in the presentation. The introduction identifies some of the key Education Code sections related to standards and course of study in elementary grades, as well as information about both the 1997 California standards the Common Core State Standards. Page five in the introduction also includes support for California’s goal of universal access, ensuring that all students have access to high quality curriculum and instruction, and page 6 provides background on the ongoing achievement gap that many students from ethnic minorities are experiencing. Following the introduction are the six different grade level sections that we will review in more depth later in the presentation.

    6. Appendix A identifies a number of areas and issues that affect instruction, such as statewide testing, federal funding, and instructional materials. A number of links to more information about these and other topics are included.Appendix A identifies a number of areas and issues that affect instruction, such as statewide testing, federal funding, and instructional materials. A number of links to more information about these and other topics are included.

    7. Appendix B has wealth of information, with lists and links to internet-based resources from the CDE, the US government, and other agencies and organizations that may be useful for teachers, administrators, and parents. Appendix B has wealth of information, with lists and links to internet-based resources from the CDE, the US government, and other agencies and organizations that may be useful for teachers, administrators, and parents.

    8. Appendix C lists the documents referenced in the publication. Appendix C lists the documents referenced in the publication.

    9. Beginning of Each Content Section “Overview” – introductory highlights of the subject “What Students Should Know” – explains what the proficient student learned in previous grade “What Students Learn” – covers the basics of the subject at this grade level Now let’s take a look at the content and organization of each grade level section. Within each grade level, there are nine subject areas: English language arts, mathematics, history–social science, science, science, visual and performing arts, health, physical education, world language, and school libraries. Each subject section is introduction through three brief subsections: An “Overview” – which provides basic introductory highlights of the subject at that particular grade level. A brief review of “what students should know”, generally explaining what the proficient student learned in the previous grade, and A brief look ahead at “what students learn” in this grade, which covers the basics of the content the student will learn in this subject at this grade level. Now let’s take a look at the content and organization of each grade level section. Within each grade level, there are nine subject areas: English language arts, mathematics, history–social science, science, science, visual and performing arts, health, physical education, world language, and school libraries. Each subject section is introduction through three brief subsections: An “Overview” – which provides basic introductory highlights of the subject at that particular grade level. A brief review of “what students should know”, generally explaining what the proficient student learned in the previous grade, and A brief look ahead at “what students learn” in this grade, which covers the basics of the content the student will learn in this subject at this grade level.

    10. The main body of each subject section covers within a few pages a narrative overview of the specific content students learn. For example, at second grade, the history–social science section covers “families today and in the past”… (go to next slide) The main body of each subject section covers within a few pages a narrative overview of the specific content students learn. For example, at second grade, the history–social science section covers “families today and in the past”… (go to next slide)

    11. “geography and mapping skills”; “government institutions and practices”; and (on the next page which is not shown) “economics: people who supply our goods and services”; and, “biographies: people who made a difference”. These headings correspond to the organizational headings of the content standards for grade two in this subject. “geography and mapping skills”; “government institutions and practices”; and (on the next page which is not shown) “economics: people who supply our goods and services”; and, “biographies: people who made a difference”. These headings correspond to the organizational headings of the content standards for grade two in this subject.

    12. Each subject section concludes with a brief overview of some of the difficulties English learners may face in learning the specific subject and the methodologies which may prove particularly effective in helping an English learner gain meaningful access to the curriculum. Most of the content areas also include information on providing support for struggling students, which may include students struggling with reading or students who may need modifications or accommodations. At the end of each subject section the actual grade level content standards are listed. The inclusion of the standards further solidifies the one-stop-shop objective of the publication. Each subject section concludes with a brief overview of some of the difficulties English learners may face in learning the specific subject and the methodologies which may prove particularly effective in helping an English learner gain meaningful access to the curriculum. Most of the content areas also include information on providing support for struggling students, which may include students struggling with reading or students who may need modifications or accommodations. At the end of each subject section the actual grade level content standards are listed. The inclusion of the standards further solidifies the one-stop-shop objective of the publication.

    13. English Language Arts Each grade level presents the Common Core State Standards with California additions. The 1997 standards are referenced with highlights of similarities and changes in the CCSS. Includes a discussion for each of the four strands: reading; writing; speaking and listening; and language. The literacy standards for history/social studies, science and technical subjects embedded in K-5; separate in 6-12 The ELA section contains a specific section entitled “Transition to the Common Core State Standards – Planning ELD Instruction”. Let’s look at some specifics about Math and English language arts. As mentioned earlier, one of the purposes of this publication was to provide details about the impact of the CCSS, and some of the additions California made. The new Common Core State Standards will be implemented over the next several years as curriculum frameworks, instructional materials, and assessments based on the CCSS are adopted. Within the English language arts sections, the discussion focuses on introducing the Common Core State Standards and, where relevant, notes how the standards are similar or how they different from the 1997 California standards. For grades K-5, the literacy standards for history/social studies, science and technical subjects are embedded. For grades 6-12, these literacy standards are separate. Specific chart in ELA section to help with the planning of ELD instruction. Let’s look at some specifics about Math and English language arts. As mentioned earlier, one of the purposes of this publication was to provide details about the impact of the CCSS, and some of the additions California made. The new Common Core State Standards will be implemented over the next several years as curriculum frameworks, instructional materials, and assessments based on the CCSS are adopted. Within the English language arts sections, the discussion focuses on introducing the Common Core State Standards and, where relevant, notes how the standards are similar or how they different from the 1997 California standards. For grades K-5, the literacy standards for history/social studies, science and technical subjects are embedded. For grades 6-12, these literacy standards are separate. Specific chart in ELA section to help with the planning of ELD instruction.

    14. The Three Components of the Reading Strand, K–5 Reading Standards for Literature Reading Standards for Informational Text Reading Standards: Foundational Skills Let’s quickly look at the four strands in English language arts. In kindergarten through grade five, the Reading strand consists of three components: Readings standards for literature, for information text, and for foundational skills. One noted difference between the CCSS and the 1997 standards in reading is the balance between literary and informational texts. There are as many standards for informational texts as there are for literature. The foundational skill component is unique to grades K-5. From sixth grade on, there are only two components: standards for literature and standards for informational text. Let’s quickly look at the four strands in English language arts. In kindergarten through grade five, the Reading strand consists of three components: Readings standards for literature, for information text, and for foundational skills. One noted difference between the CCSS and the 1997 standards in reading is the balance between literary and informational texts. There are as many standards for informational texts as there are for literature. The foundational skill component is unique to grades K-5. From sixth grade on, there are only two components: standards for literature and standards for informational text.

    15. Writing Text Types and Purposes Highlights: Opinion pieces supply reasons, linking words connect opinions and reasons Informative/explanatory pieces focus on a topic, use supportive facts Narratives include details describing actions, thoughts, and feelings and use temporal words to order events The importance of the reciprocal relationship between reading and writing is at the heart of the Common Core standards, and is part of the close connection among all of the English language arts strands. The CCSS writing standards go beyond the 1997 standards and promote writing opinion pieces and informative/explanatory texts, in addition to narratives. The Common Core standards are explicit about the expected quality of students’ compositions. For example, for opinion pieces (in general) students are expected to state their opinions, supply reasons to support that opinion and use an organizational structure, use linking words to connection opinions and reasons, and provide a conclusion. Informative/explanatory texts have to be organized around a topics that is developed using facts and details and, if needed for comprehension, use illustrations or other visuals. They also should include linking words or phrases and provide some type of conclusion. The importance of the reciprocal relationship between reading and writing is at the heart of the Common Core standards, and is part of the close connection among all of the English language arts strands. The CCSS writing standards go beyond the 1997 standards and promote writing opinion pieces and informative/explanatory texts, in addition to narratives. The Common Core standards are explicit about the expected quality of students’ compositions. For example, for opinion pieces (in general) students are expected to state their opinions, supply reasons to support that opinion and use an organizational structure, use linking words to connection opinions and reasons, and provide a conclusion. Informative/explanatory texts have to be organized around a topics that is developed using facts and details and, if needed for comprehension, use illustrations or other visuals. They also should include linking words or phrases and provide some type of conclusion.

    16. Speaking and Listening Differences: Collaborative conversations between students and between students and adults Link comments to remarks of others, ask/answer questions to deepen understanding Create audio recordings, add drawings to descriptions for clarification The Speaking and Listening standards share a number of similarities, but there are also some difference. The new standards highlight collaborative skills and new presentation opportunities. Collaborative conversations have students engage in a range of discussions in groups, one-on-one, or led by the teacher. Students learn to explain their ideas, ask and answer questions, and build on or link their answers to the discussion. The Common core also build on presentation skills, which could include (depending on the grade level) creating audio recordings, visual displays or drawings to add clarification.The Speaking and Listening standards share a number of similarities, but there are also some difference. The new standards highlight collaborative skills and new presentation opportunities. Collaborative conversations have students engage in a range of discussions in groups, one-on-one, or led by the teacher. Students learn to explain their ideas, ask and answer questions, and build on or link their answers to the discussion. The Common core also build on presentation skills, which could include (depending on the grade level) creating audio recordings, visual displays or drawings to add clarification.

    17. Language CCSS emphasize: Conventions of Standard English Conventions of standard English when writing and speaking Vocabulary Acquisition and Use Focus on understanding words and phrases, acquiring new vocabulary and developing academic and domain-specific words Like the 1997 standards, the Common Core standards cover language conventions. The standards provide opportunities for students to learn and practice language conventions in both writing and speaking. Two new additions are the addition to, and the specificity of, grammatical skills. The new standards also have a strong focus on vocabulary development, which is referred to as “vocabulary acquisition and use.” Like the 1997 standards, the Common Core standards cover language conventions. The standards provide opportunities for students to learn and practice language conventions in both writing and speaking. Two new additions are the addition to, and the specificity of, grammatical skills. The new standards also have a strong focus on vocabulary development, which is referred to as “vocabulary acquisition and use.”

    18. Support for English Learners Language standards support focus of English language development Focus on language conventions in both writing and speaking Continued use of the California English-language development standards as a pathway to CCSS The Common Core State Standards support English language development through the basic design of the standards. The Speaking and listening standards provide opportunities for students to listen to language and engage in collaborative conversations, while practicing using newly acquired vocabulary. The language standards provide a focus on learning language conventions in both writing and speaking. The Common Core State Standards support English language development through the basic design of the standards. The Speaking and listening standards provide opportunities for students to listen to language and engage in collaborative conversations, while practicing using newly acquired vocabulary. The language standards provide a focus on learning language conventions in both writing and speaking.

    19. To aid in English language development, there is an overview chart titled “Transition to the Common Core State Standards – Planning ELD Instruction” which identifies specific Common Core State Standards that directly support ELD instruction. The chart illustrates the enhancements in the CCSS in English langue arts that may affect ELD instruction, and provides teachers with initial guidance in planning effective instruction. Let’s look at some highlights of the mathematics content section in the grade level documents. To aid in English language development, there is an overview chart titled “Transition to the Common Core State Standards – Planning ELD Instruction” which identifies specific Common Core State Standards that directly support ELD instruction. The chart illustrates the enhancements in the CCSS in English langue arts that may affect ELD instruction, and provides teachers with initial guidance in planning effective instruction. Let’s look at some highlights of the mathematics content section in the grade level documents.

    20. Mathematics Each grade level presents the Common Core State Standards with California additions. The 1997 standards are referenced with highlights of similarities and changes in the CCSS. Includes the Common Core Domains: Counting and Cardinality (CC) Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry As with the ELA sections, the mathematics content sections at each grade level focus on introducing the Common Core State Standards in anticipation of their implementation over the next several years. The narrative addresses each of the Common Core mathematics domains, focusing on the similarities to the 1997 Standards; but where relevant, it notes how the standards have changed. And again, as with the English language arts, the publication lists the Common Core State Standards for mathematics at the end of the section. As with the ELA sections, the mathematics content sections at each grade level focus on introducing the Common Core State Standards in anticipation of their implementation over the next several years. The narrative addresses each of the Common Core mathematics domains, focusing on the similarities to the 1997 Standards; but where relevant, it notes how the standards have changed. And again, as with the English language arts, the publication lists the Common Core State Standards for mathematics at the end of the section.

    21. Common Core Standards for Mathematics Two Types of Standards Mathematical Practice (recurring throughout the grades) Mathematical Content (different at each grade level) Just as a quick review of the organization of the Mathematics standards, the Common Core State Standards include two types of standards to support a balanced approach: Standards for Mathematical Practice (recurring throughout the grades), and Standards for Mathematical Content (different at each grade level) Just as a quick review of the organization of the Mathematics standards, the Common Core State Standards include two types of standards to support a balanced approach: Standards for Mathematical Practice (recurring throughout the grades), and Standards for Mathematical Content (different at each grade level)

    22. Standards for Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning A summary of the 8 Common core Standards for Mathematical Practice are listed on the slide. These standards are the same at all grade levels. The practice standards define how student develop mathematical understanding as they made sense of a problem, reason abstractly, explain their thinking, model with mathematics, use tools strategically, attend to precision, and look for structure and repeated reasoning. A lack of conceptual understanding often prevents students from engaging in the mathematics and can cause them to rely too heavily on procedures. A summary of the 8 Common core Standards for Mathematical Practice are listed on the slide. These standards are the same at all grade levels. The practice standards define how student develop mathematical understanding as they made sense of a problem, reason abstractly, explain their thinking, model with mathematics, use tools strategically, attend to precision, and look for structure and repeated reasoning. A lack of conceptual understanding often prevents students from engaging in the mathematics and can cause them to rely too heavily on procedures.

    23. CCSS Domains K-5 The CCSS Domains Chart (which is included at the end of each math section) lists the domains at each grade level, kindergarten through grade five. This chart illustrates how the organization of the domains supports the focused and coherent development of the content standards at each grade and across grade levels. The CCSS Domains Chart (which is included at the end of each math section) lists the domains at each grade level, kindergarten through grade five. This chart illustrates how the organization of the domains supports the focused and coherent development of the content standards at each grade and across grade levels.

    24. For grades K-3, the mathematics sections also provide “A Quick Look: Transition to the CCSS” chart to highlight specific changes in the presentation of mathematical concepts in both the 1997 standards and the new common core standards. These are the likely topics that will continue to be addressed at the grade level and some of the changes to be considered as California progresses toward full implementation of the Common Core State Standards for mathematics. The chart does not, and is not intended to, illustrate all of the differences between the two sets of standards – it is merely a beginning point for more in-depth discussion by teachers and other educators on how instruction may change. For grades K-3, the mathematics sections also provide “A Quick Look: Transition to the CCSS” chart to highlight specific changes in the presentation of mathematical concepts in both the 1997 standards and the new common core standards. These are the likely topics that will continue to be addressed at the grade level and some of the changes to be considered as California progresses toward full implementation of the Common Core State Standards for mathematics. The chart does not, and is not intended to, illustrate all of the differences between the two sets of standards – it is merely a beginning point for more in-depth discussion by teachers and other educators on how instruction may change.

    25. Support for English Learners Students need to develop knowledge of mathematics as a language. Some special challenges for English learners in the early grades: English words such as first, second, last, sum, difference and value; and multiple-meaning words Place values of some of the numbers between 10 and 20 Narrative descriptions of a word problem can require language skills that students have not yet mastered As already noted, most of the content sections present information to support English learners. In mathematics, for example, students need to develop knowledge of mathematics as a language. As you all know, often the academic language of mathematics instruction and the specialized vocabulary of mathematics create particular challenges for English learners. The support for English learners section in math at each grade level identify some areas that can create special challenges for English learners in the early grades. Some examples are noted on the slide. Now, let’s quickly review some of the highlights in the other content areas.As already noted, most of the content sections present information to support English learners. In mathematics, for example, students need to develop knowledge of mathematics as a language. As you all know, often the academic language of mathematics instruction and the specialized vocabulary of mathematics create particular challenges for English learners. The support for English learners section in math at each grade level identify some areas that can create special challenges for English learners in the early grades. Some examples are noted on the slide. Now, let’s quickly review some of the highlights in the other content areas.

    26. At each grade level, the sections on history–social science and science curriculum include the relevant grade level Education and the Environment Initiative (or EEI) curriculum units in an easy reference format. The identified supplemental EEI units may be used in the classroom to satisfy the corresponding California standards. The EEI curriculum units were developed in conjunction with the California Environmental Protection Agency and address the Environmental Principles and Concepts adopted by the state in 2003. At each grade level, the sections on history–social science and science curriculum include the relevant grade level Education and the Environment Initiative (or EEI) curriculum units in an easy reference format. The identified supplemental EEI units may be used in the classroom to satisfy the corresponding California standards. The EEI curriculum units were developed in conjunction with the California Environmental Protection Agency and address the Environmental Principles and Concepts adopted by the state in 2003.

    27. Here is an example of an EEI unit for second grade, which covers a history–social science standard and an English language arts standard. The EEI units are basically self-contained lessons, designed to be easily dropped into an existing curriculum. Each provides full coverage of one or more science or history–social science standards. The narrative in the history–social science sections also include updated information from the draft 2009 history–social science framework. Here is an example of an EEI unit for second grade, which covers a history–social science standard and an English language arts standard. The EEI units are basically self-contained lessons, designed to be easily dropped into an existing curriculum. Each provides full coverage of one or more science or history–social science standards. The narrative in the history–social science sections also include updated information from the draft 2009 history–social science framework.

    28. At each grade level, the science section provides a summary of what students should know and be able to do across the physical, life, and earth sciences strands as well as guidance regarding activities to support the acquisition of standards in the investigation and experimentation strands. As with history–social sciences, a chart with the relevant grade level EEI curriculum units is included in the science section. At each grade level, the science section provides a summary of what students should know and be able to do across the physical, life, and earth sciences strands as well as guidance regarding activities to support the acquisition of standards in the investigation and experimentation strands. As with history–social sciences, a chart with the relevant grade level EEI curriculum units is included in the science section.

    29. Visual and performing arts are a vital part of a well-rounded educational program. They provide students with opportunities to imagine, create, and perform. The content standards for visual and performing arts also help students made connections between concepts in all of the arts and across subject areas. The visual and performing arts content standards in dance, music, theatre, and visual arts are grouped under five arts strands. The section on visual and performing arts follows this organization and highlights key standards for each grade level. Visual and performing arts are a vital part of a well-rounded educational program. They provide students with opportunities to imagine, create, and perform. The content standards for visual and performing arts also help students made connections between concepts in all of the arts and across subject areas. The visual and performing arts content standards in dance, music, theatre, and visual arts are grouped under five arts strands. The section on visual and performing arts follows this organization and highlights key standards for each grade level.

    30. Comprehensive health education helps students reach their academic potential - good health and academic success go hand in hand. The health education content standards adopted in 2008 focus on integrating essential health knowledge with health skills. This focus on integration of knowledge and skills is a shift away from teaching students health facts to teaching students how to make healthy decisions and avoid high-risk behaviors. The health education section makes connections between the knowledge and skills that are taught at each grade level. Comprehensive health education helps students reach their academic potential - good health and academic success go hand in hand. The health education content standards adopted in 2008 focus on integrating essential health knowledge with health skills. This focus on integration of knowledge and skills is a shift away from teaching students health facts to teaching students how to make healthy decisions and avoid high-risk behaviors. The health education section makes connections between the knowledge and skills that are taught at each grade level.

    31. The subject of physical education is unique – it is the only subject area for which California state law mandates a minimum number of instructional minutes. Students in grades one through six must be provided with at least 200 minutes of physical education instruction every 10 school days. The model content standards adopted in 2005 for physical education provide teachers with guidance on what to teach. At the elementary school level, instruction emphasizes the development of fundamental locomotor, nonlocomotor, and manipulative skills. The physical education section is organized into subsections under five overarching content standards. Each subsection provides a short explanation of the specific grade level standards that support the overarching content standard. In addition, there is a subsection on support for students with special needs. The subject of physical education is unique – it is the only subject area for which California state law mandates a minimum number of instructional minutes. Students in grades one through six must be provided with at least 200 minutes of physical education instruction every 10 school days. The model content standards adopted in 2005 for physical education provide teachers with guidance on what to teach. At the elementary school level, instruction emphasizes the development of fundamental locomotor, nonlocomotor, and manipulative skills. The physical education section is organized into subsections under five overarching content standards. Each subsection provides a short explanation of the specific grade level standards that support the overarching content standard. In addition, there is a subsection on support for students with special needs.

    32. The section describing world languages content is based on the world language standards adopted in 2009. The Language Learning Continuum is used to indicate growth and proficiency, with benchmarks at different stages (rather than grade-levels). It is common in elementary grades for learners who do not have a heritage language background to remain in Stage 1 for an extended time. Therefore, the content in the world language section is the same at all grade levels. The section describing world languages content is based on the world language standards adopted in 2009. The Language Learning Continuum is used to indicate growth and proficiency, with benchmarks at different stages (rather than grade-levels). It is common in elementary grades for learners who do not have a heritage language background to remain in Stage 1 for an extended time. Therefore, the content in the world language section is the same at all grade levels.

    33. Sample Collaborative Lesson Standards: Health 1.7.N Identify a variety of healthy snacks. Health 3.1.N Identify resources for reliable information about healthy food options. ELA RI9 Compare and contrast the most important points presented by two texts on the same topic. SLS 1.3.a Identify two sources of information that may provide an answer to the question(s). SLS 2.1b Review facts and details to clarify and organize ideas for notetaking. SLS 3.2.a Present information drawn from two sources. SLS 4.2.a Share the source of the information obtained. Model School Library Standards The newest standards in California are the model school library standards, adopted in September 2010. This section describes what students should know and be able to do as a result of having an effective school library program at their school. The example shown on the slide is from the second grade school library section. At each grade level, a sample collaborative lesson is provided that integrates school library and other content area standards. It highlights the value of collaboration between the classroom teacher and the teacher librarian to develop information literacy and digital literacy in students. Each suggested collaborative lesson includes a list of content standards and possible lesson plan. In this example, the lesson includes health standards for content, includes an ELA reading information text standard, and a number of school library standards to develop the students’ research, organizational, and presentation skills. The newest standards in California are the model school library standards, adopted in September 2010. This section describes what students should know and be able to do as a result of having an effective school library program at their school. The example shown on the slide is from the second grade school library section. At each grade level, a sample collaborative lesson is provided that integrates school library and other content area standards. It highlights the value of collaboration between the classroom teacher and the teacher librarian to develop information literacy and digital literacy in students. Each suggested collaborative lesson includes a list of content standards and possible lesson plan. In this example, the lesson includes health standards for content, includes an ELA reading information text standard, and a number of school library standards to develop the students’ research, organizational, and presentation skills.

    34. Who Can Use It? Teachers Administrators/Districts Parents Much like a curriculum framework, this grade level curriculum publication has many uses: Teachers can use it as a general overview resource about content and standards if they are moving from one grade to level to another; or they can use it to help plan vertical alignment in content areas with teachers at other grade levels. Administrators and districts can use the a grade level document as a planning tool with teachers in a same grade as they develop units or to block out yearly plans; or they can easily identify content areas and standards to use in when planning lessons that cover 2-3 content areas or different grade levels. Parents now have an easy-to-reference document that identifies content and expectations for a specific grade level; or they can use it as to develop questions or highlight content when meeting with teachers. And all users now have details of the Common Core State Standards for ELA and Math by grade levels, identifying some of the similarities and differences between the 1997 standards and the CCSS. Much like a curriculum framework, this grade level curriculum publication has many uses: Teachers can use it as a general overview resource about content and standards if they are moving from one grade to level to another; or they can use it to help plan vertical alignment in content areas with teachers at other grade levels. Administrators and districts can use the a grade level document as a planning tool with teachers in a same grade as they develop units or to block out yearly plans; or they can easily identify content areas and standards to use in when planning lessons that cover 2-3 content areas or different grade levels. Parents now have an easy-to-reference document that identifies content and expectations for a specific grade level; or they can use it as to develop questions or highlight content when meeting with teachers. And all users now have details of the Common Core State Standards for ELA and Math by grade levels, identifying some of the similarities and differences between the 1997 standards and the CCSS.

    35. How can you access A Look at Kindergarten through Grade Five on the California Department of Education website? The document can be accessed through Curriculum & Instruction – either using the Common Core State Standards web page or clicking on Curriculum Frameworks & Instructional Materials. As you can see here, each grade level is available as a separate link. The table of contents, foreword, acknowledgements, introduction, and the appendices are the same for all grade levels and are accessed via the one link. As this time, the publication is available only online. However, hopefully in time for the new school year, we plan to have a new publication that includes all the ELA and Math sections for each grade level, with the front and back matter. A CD-ROM will be attached and will include a copy of each of the grade level documents. Until then, the documents are still in their “pre-publication” version not only because it hasn’t been printed, but also because it is still in the process of going through a formal edit by the department’s publication staff. Nevertheless, many staff have worked on the document in both its writing and review. The last link on the page is for our new “Grade Level Curriculum Webinar Series.”How can you access A Look at Kindergarten through Grade Five on the California Department of Education website? The document can be accessed through Curriculum & Instruction – either using the Common Core State Standards web page or clicking on Curriculum Frameworks & Instructional Materials. As you can see here, each grade level is available as a separate link. The table of contents, foreword, acknowledgements, introduction, and the appendices are the same for all grade levels and are accessed via the one link. As this time, the publication is available only online. However, hopefully in time for the new school year, we plan to have a new publication that includes all the ELA and Math sections for each grade level, with the front and back matter. A CD-ROM will be attached and will include a copy of each of the grade level documents. Until then, the documents are still in their “pre-publication” version not only because it hasn’t been printed, but also because it is still in the process of going through a formal edit by the department’s publication staff. Nevertheless, many staff have worked on the document in both its writing and review. The last link on the page is for our new “Grade Level Curriculum Webinar Series.”

    36. In addition to the print version of the publication available on the CDE’s web site, we are also in the midst of a series of grade-level webinars. The completed webinars are being posted on CDE on iTunes U. Currently, we have posted the webinar on the general overview of the document (similar to this presentation); as well as the webinars held for kindergarten, and first, second, and third grades. The fourth grade session was just held a few days ago and will be posted soon. The final webinar for fifth grade is scheduled to be held on May 24. Sixth grade will be scheduled for mid-June. The grade-level webinars mainly focus on the English language arts and mathematics sections and transitioning to the Common Core State Standards. If you are interested in participating, you can sign up via our Web page or email one of us. In addition to the print version of the publication available on the CDE’s web site, we are also in the midst of a series of grade-level webinars. The completed webinars are being posted on CDE on iTunes U. Currently, we have posted the webinar on the general overview of the document (similar to this presentation); as well as the webinars held for kindergarten, and first, second, and third grades. The fourth grade session was just held a few days ago and will be posted soon. The final webinar for fifth grade is scheduled to be held on May 24. Sixth grade will be scheduled for mid-June. The grade-level webinars mainly focus on the English language arts and mathematics sections and transitioning to the Common Core State Standards. If you are interested in participating, you can sign up via our Web page or email one of us.

    37. Questions? Veronica Aguila, Ed.D., Administrator, Instructional Resources Unit vaguila@cde.ca.gov 916-323-4867 José Ortega Administrator, Curriculum Frameworks Unit jortega@cde.ca.gov 916-319-0736 Cynthia Gunderson, Education Programs Consultant cgunderson@cde.ca.gov 916-319-0451  Are there any questions? Thank you for sharing your time with us today. If you have any additional questions in the future, please feel free to contact one of us. The primary contact for the publication is Cynthia Gunderson.Are there any questions? Thank you for sharing your time with us today. If you have any additional questions in the future, please feel free to contact one of us. The primary contact for the publication is Cynthia Gunderson.

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