1. Developed by: Silvia C. Dorta Duque de Reyes

2. Silvia C. Dorta-Duque de Reyes San Diego County Office of Education

3. What is California Language Arts Content Standards: Side by Side?
A document to address the
California Language Arts
Content Standards
by levels of language acquisition
at each grade level.
(1 minute)
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4. California Language Arts Content Standards: Side by Side
It is a practical tool to facilitate cognitive planning and differentiation of the
California Language Arts Content Standards for English Learners.

5. Documents that inform Side by Side:
(1 minute)
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6. (1 minute)
Affirm that each of the existing guiding documents provided an essential element for the achievement of English Learners.
Have participants read and point out how each document informs standards based instruction for English learners.

7. California Language Arts Content Standards: Side by Side
Affirms that all students
must have access and opportunity
to learn and achieve
the same rigorous content standards
regardless of language of instruction
(1 minute)
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8. California Language Arts Content Standards: Side by Side
Recognizes that students acquiring
and learning a second language
progress through different stages
of language acquisition
(1 minute)
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9. Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced

10. by grade and language acquisition levels
Designed to portray a visual
representation of the:
English Language Arts Content Standards
ELD standards
Estándares de Lecto-Escritura en Español
by grade and language acquisition levels

11. How is it structured? Adherence to the structure and organization
of the English Language Arts Content Standards for California Public Schools
through the domains,
strands and sub-strands
provide the seamless parallel structure
needed for clear articulation.

12. (1 minute)
Show and move to the next slide

13. Linguistic adaptation Differentiated by Levels of Language Acquisition
ELA Domain
ELA Strand
ELA Sub-strand
ELD Levels of
Language Proficiency
ELD
Standards
Spanish Language
Translation and
Linguistic adaptation
of ELA Standards
English Language
Arts Standards
Academic Words
Highlighted
ELA Standards
Differentiated by Levels
of Language Acquisition

14. It also visually depicts transference of Spanish to English skills
and a pathway for
continuous movement towards
the achievement of the English Language Arts Content Standards.

15. How to Read Side by Side

16. Horizontal Perspective
Horizontal reading of the Side by Side matrix provides differentiation and progression towards the ELA content standard.

17. (1 minute)
This is an animated slide that shows the horizontal movement.
Point out that there are specific developmental benchmarks guided by the English Language Development standards that inform this horizontal movement towards the English Language Arts Standard.

18. Vertical Perspective
Vertical reading of the Side by Side matrix provides a developmental profile of students’ performance at each language proficiency level .

20. Backwards Mapping
A backward mapping reading of the Side by Side matrix provides an outline of pre- requisite skills embedded in each ELA standard by language proficiency level.

22. Zone of Proximal Development
Vygotsky (1978) maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance.
He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD).
California Language Arts Side by Side
provides key performance indicators guided by the ELD standards that are sequenced to assist teachers in guiding students through their zone of proximal development towards the ELA standard.
(5 minutes)
Point out that the Side by Side document is constructed following the construct of
Zone of proximal development as it scaffolds the ELA standard through each of the levels of performance using the ELD standards as a guide.

23. Think - Pair - Share
Take a moment to think about the Side by Side document:
- One thought
- One application or idea
- One question
Record your thoughts on a post it note
3. Share your thoughts with a partner

24. Construction and Design

25. What is differentiation?
Side by Side was constructed to provide:
Differentiation of English Language Arts content standards by levels of language acquisition
What is differentiation?
The Differentiated Classroom: Responding to the Needs of All Learners
Carol Ann Tomlinson
(2 minutes)
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26. Planning for Academic Differentiation
Carol Ann Tomlinson
Simple  Complex
Concrete  Abstract
Slower  Faster
Small Leap  Great Leap
Single Facet  Multiple Facets
More Structured  Less Structured
Clearly Defined  Ambiguous
Foundational  Transformational
Less Independence  More Independence

27. There are two more dimensions or considerations for the
differentiation of Instruction
for English Learners
that need to be considered
(2 minutes)
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28. from receptive to productive
Differentiation of Instruction for English Learners
Consideration #1
from receptive to productive
Receptive
Productive
observe
identify
match
copy
sort
listen
read
imitate
- generate
- create
- draw
- speak
- write
(2 minutes)
Point out that it is important to further the understanding of differentiation by adding a the dimension: from receptive to productive
Thus affirming that differentiation of instruction for English Learners needs to include instruction that promotes access to standards understanding this dimension.

29. Consideration #2 Levels of Language Acquisition
Differentiation of Instruction
for English Learners
Consideration #2 Levels of Language Acquisition
ELD
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced

30. Side by Side was constructed to provide:
Consistent alignment and cognitive connections
to each ELA standard.
A. Cognitive Task remains consistent and connected to ELA content standard across levels of language acquisition.
Language Task is the scaffold to build capacity from one language acquisition level to the next.
(1 minute)
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31. Think - Pair - Share What does cognitive task mean?
What does language task mean?
(5 minutes)
Allow wait time.
Ask for volunteers to respond.
This is an interactive slide -
The response will appear after the clicking the mouse.

32. Cognitive tasks are related to thinking functions.
A cognitive task is the thinking task required to fulfill the standard.
Cognitive tasks are related to thinking functions.
Language task:
A language task is the language required for students to show they know the standard. Language tasks are related to the language needed to express the task.
(1 minute)
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34. Essential Feature:
The differentiated content of each standard reflects the reciprocal and related processes of reading, writing, listening and speaking.
(2 minutes)
Explain that affirming the reciprocal and related language processes enables the coherence and organization of language skills to ensure that English Learners acquire proficiency in English as quickly and effectively as possible.

35. Reciprocal and Related Language Processes

36. Reciprocal and Related Language Processes
Domains B EI I EA A
Listening
Speaking
Reading
Conventions
Writing

37. How can Side by Side be used?
Instructional and cognitive planning
Differentiation of instruction
Monitoring student’s progress
Ensuring access and opportunity to learn
Curriculum development
Staff development

38. Benefits to students:
Parallel sequential and systematic presentation of standards-based
language skills.
Scaffolding designed to maximize transferability of skills.

39. Benefits to teachers:
Promotes adherence to language concepts and skills progression embedded in core programs
Instructional planning and collaboration
Effective English Language Development
Differentiation of instruction
Monitoring student progress
Response to intervention

40. California Language Arts Standards: Side by Side
reflect a monumental effort to
expand understanding and
create common ground.

41. California Language Content Standards Arts Side by Side
For more information on staff development opportunities for your school district on
California Language Content Standards Arts Side by Side
please contact:
Silvia C. Dorta-Duque de Reyes
San Diego County Office of Education

42. Taking it Back Quick-Write!
Write down questions
thoughts, ideas relating to this module.
How relevant is this information to building capacity and increasing student achievement
at your site?
3. Quick pair-share!
How will your efforts be evidenced?