1. New Elementary Progress Report ELA CA Content Standards &
Grading Support
ELA CA Content Standards &
ELA/ELD Framework
1 minute
Welcome participants to the meeting
Los Angeles Unified School District Division of Instruction

2. Agenda: New Progress Report ELA
CA Content Standards Strands
informed by
ELA/ELD Framework Themes
Scores for each Strand of CA Content Standards
ELA Composite Score
2 minutes
HO: Progress Report:
CA Content Standards Strands informed by ELA/ELD Framework Themes
On the progress report, the sections line up closely with our CA Content Standards
Some of the language of the Strands comes from the ELA/ELD Framework
Meaning Making from Text is inside the Framework theme “Meaning Making”
Effective Expression is one of the Framework themes. For the report card, the one theme has been split into Writing and Speaking&Listening
We will study this more to develop a better understanding of how the CCS align with the ELA/ELD Framework themes
Scores for Each Strand of the CA Content Standards
We will study each of these areas and the standards included
You will be giving an overall score for each strand based on the standards included in that strand
ELA Composite Score
You will use the sores from each of the 5 Strands/Areas of ELA to come up with an overall composite score for English Language Arts
This is not intended to be an average of the 5 scores.
Grade levels need to get together to determine which areas are weighted more heavily, and how they will develop their composite score.
NOTE THE COMPOSITE SCORE IS USED FOR RECLASSIFICATION PURPOSES

3. Progress Report & CCR Anchor Standards
Turn and Talk
7 min
HO: Anchor Standards Chart
At the top you will see the ELA section of the progress report
The purpose of this slide is to draw connections from the new progress report to the CCR Anchor Standards.
You will note that the progress report language is above the anchor standard
Click: Foundational skills: pink. This is the same in the Anchor Standards and in the Framework theme
Click: Making Meaning from Text: blue. Note: the name of the theme is Meaning Making, but the progress report say Meaning Making from Text which is a subsection of Meaning Making in the framework.
Click: Language Conventions & Effective Use of Vocabulary: These are not part of the Framework themes, and closely match our standards in the Language section
Click: Effective Expression Through Writing: “Effective Expression” is language from the framework, and this closely matches the CCS Writing standards
Click: Effective Expression Through Speaking & Listening: “Effective Expression” is language from the framework, and this closely matches the CCS Listening and Speaking standards
Click: on the digital version of this document, there are links to the grade level standards
Click: and links to suggestions for portfolio artifacts to save as supporting evidence for progress report grades
GIVE PARTICIPANTS A FEW MINTUES to turn and talk to a partner so that they can draw connections to the progress report and anchor standards

4. Progress Report & CCS by Grade Level
Turn
&
Talk
10 minutes
HO Artifacts
Click: Note that this these are the anchor standards
Click: Blue arrow. If you click on the digital version of this document, these are hyperlinked to the grade level standards that you can download and print
Click: Third grade Reading Anchor Standards come up
Click: Next set of standards
Explain that these are the categories/ progress report sections, and associated standards that they will use for grading
Hand out grade level standards
Give participants a few minutes to compare anchor standards with their grade level standards
Hand out Suggestions for Artifacts
Give participants a few minutes to review the suggested artifacts
You may want to have them choose a particular section, such as “Meaning Making” and discuss which artifacts they might collect to demonstrate students progressing in the standard
IF YOU ARE NOT DOING AN INDEPTH STUDY OF THE FRAMEWORK, SKIP TO SLIDE 12 FOR THE DISCUSSION AROUND ARTFACTS FOR GRADING AND DEVELOPING THE COMPOSITE SCORE
THE NEXT FEW SECTIONS MAKE CONNECTIONS TO THE FRAMEWORK WHICH CAN VERY VALUBLE FOR TEACHER UNDERSTANDING OF THE PROGRESS REPORT, GRADIING AND INSTRUCTION. DEPENDING ON THE TIME YOU HAVE, YOU MAY WANT TO COMPLETE THE FRAMEWORK SLIDES DURING ANOTHER HOUR SESSION.
YOU MAY ALSO WANT TO SKIP TO SLIDE 13 SO THAT TEACHERS CAN DICUSS THE STANDARDS THEY ARE GOING TO TEACH AND GRADE.

5. Progress Report, CCS Grade Level & ELA/ELD Framework
OPTIONAL SLIDE FOR GOING MORE INDEPTH STUDY OF THE FRAMEWORK
THE NEXT FEW SECTIONS MAKE CONNECTIONS TO THE FRAMEWORK WHICH CAN VERY VALUBLE FOR TEACHER UNDERSTANDING OF THE PROGRESS REPORT, GRADIING AND INSTRUCTION. DEPENDING ON THE TIME YOU HAVE, YOU MAY WANT TO COMPLETE THE FRAMEWORK SLIDES DURING ANOTHER HOUR SESSION.
We have connected the progress report to the CA Content Standards to assist you in grading for the new elementary progress report
We are now going to make connections to the ELA/ELD Framework. Standards give us WHAT we teach. The Framework gives us the HOW and WHY of our teaching.

6. Progress Report & CCS by Grade Level
Broadly Literate
Capacities of Literate individuals
Ready for College, Career, & Citizenship
In the 21st Century
Meaning
Making
Effective Expression
Language Development
Content Knowledge
Foundational Skills
Motivating
Engaging
Respectful
Integrated
Intellectually Challenging Context
CA CCSS for ELA/Literacy
Reading, Writing,
Speaking & Listening,
And Language
in All Disciplines
CA ELD Standards
(2 minutes)
Key Themes of ELA/ELD Framework Graphic
This particular graphic helps teachers understand the goals, context, and purpose of the ELA/ELD Framework.
The CA ELD standards are at the center of the framework, inside the CA Content Standards. This is what we are teaching to all students.
Surrounding the standards are the Key Themes, which describe how we are to teach the standards, along with the research and rationale of the why.
We are going to study how these themes connect to the standards and classroom instruction, so that we have a deeper understanding of the CA Content standards, how to teach those standards, and therefore how to best grade to the standards.
If you look at the the middle (white ring) of the graphic you will see the words: Motivating, Engaging, Respectful, Intellectually Challenging Context, and Integrated. This middle ring speaks to the Instructional Context for Learning within the Framework. This context is culturally and linguistically responsive as it is outlined in the framework
The following guiding principles and beliefs informed the development of the framework:
Schooling should help all students achieve their highest potential.
The responsibility for learners’ literacy and language development is shared.
ELA/ELD curricula should be well designed, comprehensive, and integrated.
Effective teaching is essential to student success.
Motivation and engagement play crucial roles in learning.
Source: ELA/ELD Executive Summary Chapter 2 p. 4
MELD

7. Progress Report, CCS Grade Level & ELA/ELD Framework
Read and highlight connections to the CA Content Standards in the Grade Span Overview & Grade-Level Section for:
Meaning Making
Meaning Making from Text
12 min
OPTIONAL SLIDE FOR GOING MORE INDEPTH STUDY OF THE FRAMEWORK
HO Grade Level Spans Overviews for Meaning Making
Note: Most participants will need to read about 6 pages for which they should be given 10 minutes of protected reading time
Hand out reading material
Explain to participants that they are now going to read and highlight the “Meaning Making” and ”Meaning Making from Text” sections of the document
Highlight connections to the Reading Anchor Standards
Highlight connections to other Anchor or CCS

8. Progress Report, CCS Grade Level & ELA/ELD Framework
Dialogue:
How did the readings expand your awareness of teaching Meaning Making?
What are the related standards?
How do we teach and assess Meaning Making from Text?
What connections can you make to the CCS & progress report?
OPTIONAL SLIDE FOR GOING MORE INDEPTH STUDY OF THE FRAMEWORK
Have participants dialogue the questions
Note: The goal are for them to realize:
that to teach ”Meaning Making” collaborative conversations are necessary, which include the S&L standards,
written responses will connect with the writing standards
Although they may not be intentionally teaching these skills, no teaching is in isolation and the S&L and W standards are being developed as an expression of meaning making
Note: Meaning Making from Text is focused on comprehension of text (often, but not always written text)

9. CA Content Standards by Grade Level & ELA/ELD Framework Readings Meaning Making
Transitional Kindergarten - First Grade: Overview pp
Second and Third Grade: Overview pp
Fourth and Fifth Grade: Overview pp
Sixth Grade: Overview pp
OPTIONAL SLIDE FOR GOING MORE INDEPTH STUDY OF THE FRAMEWORK
Reading assignments for Meaning Making to read the Overview of each grade level spans

10. CA Content Standards by Grade Level & ELA/ELD Framework Readings Meaning Making
Transitional Kindergarten - First Grade: Overview pp
TK Grade Level pp
Kindergarten Grade Level: pp
First Grade Level: pp
Second - Third Grade: Overview pp
Second Grade Level: pp
Third Grade Level: pp
Fourth - Fifth Grade: Overview pp
Fourth Grade Level: pp
Fifth Grade Level: pp
Sixth Grade: Overview pp
Grade Level: pp
OPTIONAL SLIDE FOR GOING MORE INDEPTH STUDY OF THE FRAMEWORK
HIDE THIS SLIDE.
THIS SLIDE IS INCLUDED IF YOU WOULD LIKE TEACHERS TO READ THEIR GRADE LEVEL SPAN IN ADDITION TO THE OVERVIEW.
If you choose this option, hand out the grade level readings on Meaning Making
Give participants a few minutes to read and discuss

11. CA Content Standards & ELA/ELD Framework Readings
Read or skim the Key Themes:
Language Development
Content Knowledge: Wide Reading, Informational Text
Dialogue:
What elements of these key themes are aligned to the Reading Literary and Informational Text standards?
How does this impact your instruction and grading?
OPTIONAL SLIDE FOR GOING MORE INDEPTH STUDY OF THE FRAMEWORK
HO: Language Development and Content Knowledge sections of the ELA/ELD Framework Overviews of the Span
NOTE: In the Language Development and Content Knowledge sections of the ELA/ELD Framework, the Reading Anchor standards and the grade level Reading Informational text and Reading Literary text are referenced. Reading, skimming, or jig-sawing these sections can illuminate teacher’s understanding of their grade level standards. Discussions around the Framework application to the standards can help teachers to calibrate their understanding of the expectation of the standard, and to figure out how to calibrate their grading.

12. Developing Standards Based Progress Report Grades
Dialogue:
What are the key CA content standards for your grade level?
Which standards have you taught thus far this year?
What artifacts can you collect as evidence of student progress?
Have teachers sit in grade level groups
Have teachers review the Reading Standards and discuss:
What are the key standards at their grade level to focus on?
What standards have they taught?
What artifacts are they collecting for evidence?

13. Developing Standards-Based Progress Report Grades
Discuss Agreements:
What are the key standards?
How are they calibrated in the over all grade for this strand?
What evidence will you collect for the student portfolio?
Have grade levels come to agreements on:
Key standards
Weighting of the standards for determining grade for that section of the report card
Some evidence that they will all collect to document grading

14. Progress Report Grading Study Protocol
Choose the CCS Strand of standards to study.
Read section of the ELA/ELD Framework directly related to the CCS Strand of standards you are studying.
Review sections of ELA/ELD Framework Key Themes related to the CCS Strand you are studying.
Dialogue & Discuss:
What are the key grade level CCS?
How are they calibrated in the over all grade for this strand?
What evidence will we collect for the student portfolio?
THIS SLIDE IS NOT FOR PARTICIPANTS: IT IS FOR THE PRESENTER AND SHOULD BE HIDDEN DURING THE PRESENTATION
THIS IS THE PROTOCOL TO FOLLOW FOR EACH OF THE ELA STRANDS OF THE REPORT CARD

15. Key ELA/ELD Framework Themes to Study with Progress Report Strands
Foundational Skills
Language Conventions, Effective Use of Vocabulary
Effective Expression: Using Language Conventions
Language Development: Vocabulary, Reading Aloud
Content Knowledge: Wide Reading
Effective Expression Through Writing
Effective Expression: Writing
Meaning Making
Speaking and Listening
Content Knowledge: Research
Effective Expression Through Speaking and Listening
Effective Expression: Discussing & Presenting
Language Development
THIS SLIDE IS NOT FOR PARTICIPANTS: IT IS FOR THE PRESENTER AND SHOULD BE HIDDEN DURING THE PRESENTATION
THIS SLIDE IS FOR FOLLOW UP PROFESSIONAL DEVELOPMENT AND LISTS THE KEY SECTIONS OF THE FRAMEWORK THAT TEACHERS SHOULD READ TO ILLUMINATE THEIR UNDERSTANDING OF THE STRANDS/STANDARDS. THE FIRST ONE LISTED IS THE MOST ESSENTIAL.

16. Grade Level Development of Composite Score Agreements
Review CCS Strand and each of the standards.
Dialogue: Which standards should be weighted more in grading?
Discuss & develop a grade-level agreement on weighting standards & develop an overall strand grade.
Continue with each of the five strands.
Dialogue: Which of the CCS Strands are most pivotal for our grade level? How will we calibrate the strands in the overall composite grade?
Discuss & develop agreements on calibrating the strands in the overall composite score.