CII Council for Instructional Improvement

1. CIICouncil for Instructional Improvement San Mateo County Office of Education Friday, January 10, 2014

2. Agenda

3. Updates • Introduction of STEM Center Director • CCSS Leadership Series • Professional Development Offerings for Winter/Spring/Summer • Zap the Gap

4. ELA/ELD Draft Framework Overview

5. Timeline

6. StatutoryRequirements • CA CCSSforELA/Literacy • CA ELD Standards • StudentswithDisabilities • 21stCenturySkills • TransitionalKindergarten

7. 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

8. 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

10. Implications • Integration • Reading,Writing,SpeakingandListening,and Language • ELA/ELD(IntegratedandDesignated) • 21stCenturySkills • ContentAreas • Assessmentand Planning • Collaboration • ProfessionalLearning

11. HelpfulWebSites • CommonCoreStateStandards • http://www.cde.ca.gov/re/cc/ • CaliforniaEnglish LanguageDevelopment Standards • http://www.cde.ca.gov/sp/el/er/eldstandards.asp • CCSSProfessionalLearningModulesforEducators • http://www.cde.ca.gov/re/cc/ccssplm.asp • ELA/ELDCurriculumFramework • http://www.cde.ca.gov/ci/rl/cf/

12. Implementing the ELA and ELD CCSS Tracy Wilson twilson@smcoe.org Katherine Strach Kstrach@smcoe.org

13. 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

14. 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.

15. Goals, Themes, and Contexts for Implementation of the CA CCSS for ELA/Literacy and the CA ELD Standards

16. WHAT? CCSS Clear and progressive learning objectives that are integrated and routinely practiced across content areas Reading Writing Speaking and Listening Language Reading Foundations

17. What is important?

18. 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 readinessand design learning targets to grow competence

19. WHAT? Clear and progressive learning objectives that are integrated and routinely practiced across content areas Planning with aLongitudinal 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 CCCCSSContinuums • http://www.tcoe.org/ers/ccss/ela/resources.shtm

20. 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 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?

21. 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

22. WHAT? Outcomes Crosscutting behaviors of students Making Meaning Developing Language Expressing Themselves Effectively Building Content Knowledge Developing Strong Foundational Skills

23. English Language Development

24. English Language Development Designated ELD Specialized instruction that builds into and from content instruction in ELA and other disciplines Integrated ELD Content instruction that supports development of language uses specified in CCSS for ELA/Literacy & CA ELD Standards

25. 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… Making Meaning Developing Language • Expressing Themselves Effectively • Building Content Knowledge • Developing Strong Foundational Skills

26. 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

27. 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

28. 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 discussparticular 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

29. 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

30. Integrated ELD Science: Support comprehension of complex texts

31. Integrated ELD Science: Support comprehension of complex texts

32. Integrated ELD Science: Support comprehension of complex texts

33. Integrated ELD Science: Support comprehension of complex texts

34. Designated ELD ELD: Develop language resources

35. 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-expeditionary-learning Do Now: 2-Way Observation • Learning focused observation: Observe the students- • How do you know they are engaged and that the learning environment is effective for all students? • Teaching focused observation: Observe the teacher- • What rituals and routines are in place to support student engagement and effective learning opportunities?

36. Effective Learning Environment

37. 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

38. 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

39. 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

40. 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

41. Next meeting: February 7th, 2014 Common Core State Standard Mathematics with David Foster