Common Core State Standards Professional Learning Module Series A Deeper Dive into the CA ELD Standards Slide Bank (Optional*) *These slides may be used as graphic representations of some concepts presented in the module (see Facilitator’s Guide for more information). Welcome to the “English Language Arts: Writing to Inform, Argue, and Analyze” module, a part of the Common Core State Standards (CCSS) for California Educators Professional Learning Module Series. There are two English Language Arts modules: This module, which covers the kindergarten through grade twelve California Common Core writing standards, and another titled, “English Language Arts: Reading Informational Text” which covers the reading standards. The reading and writing standards apply to ELA and all content areas.

CA ELA-ELD Curriculum Framework

the CCSS for ELA/Literacy. The CA ELD Standards AMPLIFY the CCSS for ELA/Literacy. CA ELA-ELD Curriculum Framework

Evaluating Progress Appropriately Assessment Cycles CA ELA-ELD Curriculum Framework (Adapted from Herman and Heritage 2007).

Building Content Knowledge & Language in Tandem Learning to use English Learning content through English English Language Development Learning about how English works Educating English Learners: Three Interrelated Areas Halliday (1978), Gibbons (2002), Schleppegrell (2004)

Integrated and Designated ELD: Working in Tandem Integrated ELD: All teachers with English learners 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 where teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction. Pam Big emphasis in the framework on integrated ELD with focused attention to language development in designated ELD that builds into and from content instruction.

Pamela Spycher, WestEd Spycher & Linquanti, WestEd. 10/9/13 Text Reconstruction Read a short text aloud while students just listen. Read the text a second time while students listen for key words and phrases. Read the text a third time while students listen and take notes. Have students discuss their notes with a partner and then work together to reconstruct the text. Show the original text to students. Point out key language features, and invite students to discuss differences or similarities between the original and their texts. -Spycher & Linn-Nieves (2014), adapted from Gibbons (2009)