1. 2014 California English Language Arts/English Language Development Curriculum Framework in Action Grades TK–5
Jo Ann
Introductions
Review Handout Packet
ACSA Leadership Summit
Hallie Yopp Slowik, Jo Ann Isken, Angel Barrett,
and Cynthia Gunderson
Friday, November 7, 2014

2. “My mission in life is not merely to survive, but to thrive; and to do so with some passion, some compassion, some humor, and some style.”
“I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”
- Maya Angelou
Jo Ann
The transition to the Common Core State Standards has been happening over the last four years since the California CCSS were adopted by the State Board of Education. We all have felt the prodding for change―at the national level, here in the state, and at your local county, district, and school site. Most of you have been crossing to the new standards over the last few years. But we all realize how important this next year is for implementation of the standards and preparing students to transition, embrace, and grow under the more rigorous expectations of the standards.
We also know that change for educators is not new, in fact it is a constant. But that doesn’t make you less anxious or concerned with how those changes will look in your schools and classrooms today, next year, or the years to come.
I thought these quotes from Maya Angelou expressed some of my trepidations as we have strived to provide some guidance to the field during this change. Like you―all the people who have worked on this new framework are filled with passion for the content and compassion for you, the teachers, and students during this transition
But we know you can’t remember everything that we will share, do, or say today―but we hope that you will walk out of here feeling that you have a general understanding of how the framework can help guide you and your teacher colleagues during these changes in practice and a glimpse at the many resources available to help.

3. Purposes of the ELA/ELD Framework
Provides instructional guidance and lesson ideas for TK−12 teachers
Translates research into practice
Guides school districts in curriculum development and program design
Guides professional learning and leadership
Directs publishers to provide high quality materials to teachers
Jo Ann
We are here to give an update on the English Language Arts/English Language Development Curriculum Framework (or ELA/ELD Framework). We will move quickly through some of these background slides so we can get into an activity and take a quick look at some of the content for grades TK−5.
As noted on this slide, the framework provides a number of key purposes. One purpose is to provide support for teachers and administrators as you develop your local educational programs and deliver the curriculum.
Another key purpose is to give direction to publishers as they develop instructional materials for state adoption for grades K–8. This is done through the criteria for the evaluation of instructional materials included in each framework for which there is a statewide instructional materials adoption.

4. The ELA/ELD Framework’s Five Guiding Principles
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.
Jo Ann
Explain the guiding principles using key ideas from the introduction.

5. What’s Unique About This Framework
Integrates two sets of standards in all chapters - CA CCSS for ELA/Literacy and CA ELD Standards
Discusses the standards in terms of five key themes
Integrates multiple content areas and literacy
Tells and shows
Deeply grounded in current research
Snapshots and vignettes illustrate the standards in action
Focuses on equity and access
Promotes collaboration and shared responsibility
Hallie
There are some unique or new features in this framework that have been interwoven.
The special emphasis on Els in the framework: the integration of the CA CCSS for ELA/Literacy and the CA ELD Standards throughout the document.
Attention to the inextricable link between literacy/language and the content areas.
Almost all of the chapters include short snapshots, and/or longer descriptive vignettes, that demonstrate new content. For example, in the grade-level chapters there are sample lessons for integrating the ELA and ELD standards or modeling the use of the literary standards in a history or science class. There are also snapshots of using technology or 21st century skills in a classroom, examples of formative assessment, or adapting a lesson for advanced learners.
Equity and access [include key points from Chapter 9].
Collaboration and shared responsibility throughout, and Chapter 11…[include key points from Chapter 11].

6. Table of Contents Introduction to the Framework
Chapter 1: Overview of the Standards
Chapter 2: Key Considerations in ELA/Literacy and
ELD Curriculum, Instruction, and Assessment
Chapter 3: Content and Pedagogy: Transitional Kindergarten Through Grade One
Chapter 4: Content and Pedagogy: Grades Two and Three
Chapter 5: Content and Pedagogy: Grades Four and Five
Chapter 6: Content and Pedagogy: Grades Six Through Eight
Chapter 7: Content and Pedagogy: Grades Nine Through Twelve
Hallie
Before we get into some of the specifics of the framework, the next two slides show the table of contents and list each of the chapters.

7. Table of Contents Chapter 8: Assessment Chapter 9: Access and Equity
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
Glossary of Selected Terms 
Appendix A: Role of Literature in the Common Core State Standards and Book Resources for Teachers
Hallie

8. Introduction to the Framework
Vision and goals for California’s children and youth
Principles guiding the Framework development
The special emphasis on English Learners in the Framework
Hallie
Now, let’s take a look at the some of the content for the new chapters in a little more depth starting with the Introduction.
The Introduction sets the stage for the framework, highlighting the purpose of the document and a vision for California’s students―one that ensures that all students are college and career ready, prepared to pursue their dreams and participate in our rich cultural heritage, and compete in a global environment. Strong literacy and language skills across all disciplines will help realize this vision.
This chapter introduces the principles that guided the development of the framework – the importance of an integrated and well-designed curriculum using both sets of standards, the CA CCSS for ELA/Literacy and the CA ELD standards, that motivation and engagement play a crucial role in learning, and the special emphasis on English learners.

9. Chapter 1: Overview of the Standards
CA CCSS for ELA/Literacy
includes background, intent, nature, and organization/structure
CA ELD Standards
Interrelationship of the CA CCSS for ELA/Literacy and the CA ELA Standards
Hallie
Chapter 1 provides background on the development of both sets of standards, and describes how each are organized.
This overview chapter identifies the relationship of English language arts and literacy, English language development, and the content areas or disciplines is intentionally interdependent. Both sets of standards draw teachers’ attention to the reciprocal and inextricable relationship between content and language. Different approaches to collaboration are illustrated throughout the framework. (Handout 2)

10. Chapter 2: Key Considerations in ELA/Literacy and ELD Curriculum, Instruction, and Assessment
Goals of ELA/Literacy and ELD Instruction
Context for Learning
Key Themes of ELA/Literacy and ELD Instruction
(Meaning Making, Language Development, Effective Expression, Content Knowledge, Foundational Skills; Amplification of the Key Themes in the ELD Standards)
Approaches to Teaching and Learning
English Language Development
Hallie
Chapter 2, Key Considerations in ELA/Literacy and ELD Curriculum, Instruction and Assessment, sets the stage using highlighted topics and content that are woven throughout the remaining chapters. This chapter includes content on the need to integrate the curricula, motivating and engaging students, preparing students for 21st century learning, and valuing cultural and language diversity.
The standards are discussed around the key themes and practices for ELA/Literacy and ELD instruction we identified earlier. These key themes include meaning making, language development, effective expression, content knowledge, and foundational skills. In addition, goals for ELA and ELD instruction are discussed, such as developing students to be ready for college and career, become broadly literate and developing skills for learning in the 21st century. This chapter also highlights some instructional practices, such as different models of instruction, the use of grouping and universal design for learning strategies, and English language development (throughout the day and during designated ELD time).

11. Organization and Content
Figure 2.1
Hallie
Let’s talk a little bit more about the organization of the key themes of the framework. This graphic diagram (Figure 2.1) symbolizes the implementation of the standards within the framework and their interrelationship with other learning goals and themes. This is a unifying diagram used throughout the framework. You also have a handout (#1) that describes the diagram and themes in a little more depth.
The outer ring identifies the targeted outcomes for students by the time they graduate from high school. The introduction and Chapter 1 discuss how students develop the capacities of literate individuals, are broadly literate, and are ready for college, career, and citizenship in the 21st century. The white field represents the context in which instruction occurs. This framework asserts that learning contexts must be motivating, engaging, respectful, intellectually challenging, and integrated. The blue circles contain the five overarching themes of the standards: meaning making, language development, effective expression, content knowledge, and foundational skills. These are discussed in Chapter 2 and they are the organizing components for the grade level discussions (Chapters 3−7). In the center of the graphic are the CA CCSS for ELA/Literacy and the CA ELD Standards. Nested within the CA CCSS for ELA/Literacy, the CA ELD Standards provide EL students with access to the CA CCSS for ELA/Literacy.

12. Hallie Meaning Making Language Development Effective Expression
Content Knowledge
Foundational Skills
Hallie

13. Activity #1 Discuss Figure 2.1
What resonates with you?
What is new or different?
What are some implications for teaching and learning?
What questions or comments do you have?
Hallie
Since these organizing themes are so important to the rest of the content in the framework, we wanted you to spend a few minutes in an activity reading and highlighting their organizational importance. You can use Handout #1 that describes the five themes for support.
At your table, decide which theme each of you will read. Depending on how many people are at each table, two of you may select the same theme. The goal is that all five themes are identified by at least one table member.
Carefully read your theme, highlighting any key information. You should also be able to identify which ELA standard strands (e.g., reading, writing, speaking & listening, and language) might be included in a lesson addressing this theme.
Share out the key information and standards that are incorporated within this theme.
You will have 5 minutes to read and discuss in your small group. Then, we will ask for volunteers to share out with the whole group.
[Have groups share out at end.]
The goal of the activity, as you have found out, is that these themes often overlap or interrelate with different standards and strands and that standards can be combined in lesson and activities in different ways depending on your purpose and goals.

14. Foundational Skills White Paper
Foundational skills necessary for students to achieve goals of ELA/Literacy and ELD instruction.
Acquisition of foundational skills should be given high priority in early ELA/literacy instruction and sufficient priority to meet needs of older children and adolescents.
Foundational skills should not be taught to the exclusion of other themes.
Foundational skills framework resource document describes and highlights key concepts and directs readers toward specific discussions and specialized knowledge required of educators.
Hallie
An extra note about the foundational skills in the reading standards. One of the developing principles during the drafting of the ELA/ELD Framework was that it needed to be a living document. As new information, insights, resources, and models for implementing the CA CCSS for ELA/Literacy and the CA ELD Standards are developed, they can be added or referenced.
The first of these complementary resources is a supporting white paper, “Foundational Skills of the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects” prepared by framework writer Hallie Yopp Slowik, with contributions from the other two writers, Nancy Brynelson and Pam Spycher; John Shefelbine and Deborah Costa-Hernandez from the CA Reading and Literature Project; and some members from the IQC.
This supporting framework document complements and elucidates the foundational skills sections in the beginning introductory chapters and grade-level chapters (primarily Chapters 3, 4, and 5). The white paper clarifies the importance of the acquisition of the foundational skills as the foundation upon which other standards may be achieved. The document also asserts that progress in the other themes – meaning making, language development, effective expression, and content knowledge – propels progress in the foundational skills.
The white paper is located on the ELA/ELD Framework web page, following the links to the chapters. A link to the framework page is listed at the end of this presentation.

15. the CA CCSS for ELA/Literacy.
The CA ELD Standards
AMPLIFY
the CA CCSS for ELA/Literacy.
Hallie
Let’s look at little bit more closely at the ELD standards in relation to figure 2.1. The organization for both sets of standards is on handout #2. Here’s another view of the graphic you just saw. In this view, the CA ELD Standards are expanded. For more in-depth information about the CA ELD standards, you should look at the Professional Learning modules available on the Digital Chalkboard Web site. This graphic helps highlight the intent, structure, and elements of the CA ELD Standards and how they amplify the CA CCSS for ELA/Literacy.
This means that all ELs need to be:
Engaging in intellectually rich tasks where they use English purposefully
Using language meaningfully in collaborative, interpretive, and productive ways
And apply their growing language awareness to: structure cohesive texts, expand and enrich ideas, and connect and condense ideas

16. Integrated & Designated ELD: Working in Tandem
Integrated ELD:
All teachers with ELs 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 during the school day when teachers use the CA ELD Standards as the focal standards in ways that build into and from content instruction.
Jo Ann
The chapters also highlight the relationship between integrated ELD, where the CA ELD Standards are used during content instruction, and designated ELD, where the CA ELD Standards are used as the focal standards, is a close one. Designated ELD builds into and from content instruction.
Use the CA ELD Standards as a lens or guide for:
Routinely examining texts and tasks
Identifying opportunities for highlighting and discussing language
Observing students’ language use
Adjusting instruction
Understanding EL students’ language learning needs
Addressing the language students need to develop for success in school tasks
Identifying opportunities for delving deeper into language
Continuously linking language learning to content knowledge

17. Grade-Span Chapters 3–7 At-A-Glance
Grade-Span Grade-Level
Overview Sections
Integrated and Interdisciplinary Approach
Key Themes of ELA/Literacy and ELD Instruction
Supporting Students Strategically
ELD in the Grade Span
Jo Ann
Grade Span Overview:
The grade-span chapters are often the first place teachers turn to in the framework for direction. There are five grade-level chapters:
TK–1; 2–3; 4–5; and 6–12. (Each chapter begins with an overview of the grade-span, highlighting key content and instructional practices organizing the standards into the five key themes that we have already discussed. There is also a section on support students strategically. (Sample table of contents for Chapter 4 Handout #3)
Within each of those themed areas, the content of the ELA/Literacy standards are identified and are interwoven with the CA ELD standards. There is also a section at the end of each chapter that focuses on integrated designated language development.
Grade Level Sections:
Following the same structure as the overview in a grade-span, the chapter then highlights each specific grade-level with additional grade-specific details.
Standards or content discussed in the overview relevant to that grade span is then developed more for a particular grade level.
The intention of these chapters is to provide instructional support, suggestions, and possible models for the grade-level teachers and a connection to the grade below (or above).

18. Jo Ann
Handout 3 is an example of a “chapter at a glance” from Chapter 4. Take a moment and review the handout or slide and discuss with a table partner what you notice about the organization and/or content.
[Go over example of Table of Contents for Chapter 4―grades 2−3. Highlight organization around 5 themes, the other sections that thread through like supporting students strategically, ELD.] 18 18

19. Activity #2 ELA/ELD Framework Snapshots
Select one snapshot from the Activity 2 packet (try to have each person at your table read a different snapshot).
After you read your snapshot, share with your elbow partner(s) or table:
What are students doing?
What is the teacher doing?
How does this compare to current instruction in the classroom?
Jo Ann
Let’s look at some specific lesson snapshots from Chapter 3 (TK−1), Chapter 4 (Grades 2−3), and Chapter 5 (Grades 4−5) in Activity #2.
Decide within your group who will read which snapshot. Then read your snapshot and discuss with your elbow partner(s) or table:
1. What are students doing?
2. What is the teacher doing?
3. How does this compare to current instruction in the classroom?
You will have XX minutes to read and discuss in your small group. Then, we will ask for volunteers to share out with the whole group. The goal at the end of the activity is for everyone to get a flavor of some of the snapshots, their content, and how the content can benefit teachers in the classroom.
[Have groups share out at end, summarize any other key topics or topics of interest from the chapters.]

20. Longer Vignettes: Integrated and Designated ELD in Action
Angel
In addition to the snapshots, the grade-level sections also include model vignettes to demonstrate possible scenarios for the standards in practice, including connections to other disciplines and scaffolding or modifications for all types of students―including English learners, struggling students, students with disabilities, or gifted students. The vignettes demonstrate possible lessons or instruction for integrated and designated ELD in the classroom.
These vignettes are a good resource for individual teachers, but could also be included in a variety of professional learning settings.

21. Chapter 8 Assessment Purpose and types of assessments
Assessment cycles, highlighting the use of formative assessment to guide instruction
Student involvement in assessment
Assessment of ELD progress
Assessment for intervention
Angel
In addition the grade-level chapters, we wanted to give a brief highlight of some of the content in other chapters in the framework.
A major focus is on the purpose and types of assessments. A key topic in the chapter is around the use of different types of formative assessments cycles. These include short-cycle formative assessments (minute-by-minute, daily, weekly); medium-cycle, such as end of unit or project assessments; and long cycle assessment (end of year or annual).
The chapter also describes other methods of assessments, such as rubrics and portfolios, and accommodations for English learners.
There is also some general information on state and federal testing and accountability, in addition to the growing resources and expected timeline to implement assessments from the Smarter Balanced Assessment Consortium. The chapter also addresses the technical quality of assessments, such as validity, reliability, and freedom from bias.

22. Chapter 9 Equity and Access
California’s student diversity, including
Standard English learners
English learners
Biliterate learners
Students living in poverty
Deaf students bilingual in ASL and printed English
Students with disabilities
Culturally and linguistically responsive teaching
Universal Design for Learning (UDL) and
Multi-Tiered Systems of Supports (MTSS)
Instructional practices for supporting students experiencing difficulty reading
Angel
Previous frameworks included a “Universal Access” chapter. This chapter has been refocused on access and equity and highlights how to plan and support California’s diverse population, including standard English learners, English learners, biliterate students, deaf students, students living in poverty, students with disabilities, and advanced learners.
To help with planning and support for all different learners, the chapter describes using Universal Design for Learning (a research based framework for guiding educational practice, it focuses on planning instruction to meet the varied needs of students). Also identified within the chapter is the use of
Multi-Tiered Systems of Support, which is an expanded model of California’s Response to Intervention and Instruction (RtI2) process by aligning all systems of high-quality first instruction, support, and intervention. MTSS utilizes UDL principles and appropriate supports, strategies, and accommodations AND assessments and progress monitoring to allow for a
problem-solving approach to instructional decision.

23. Chapter 10 Learning in the 21st Century
Defines 21st century skills and standards
Instructional practices for developing 21st century learning
Equitable access to learning and technology
Professional learning and teacher support
Highlights future directions
Angel
Chapter 10 defines 21st century skills, describes their integration in ELA/literacy and ELD programs, and presents instructional practices.
A framework for 21st century learning developed by the Partnership for 21st Century Skills (P21) is described along with its integration into all content areas. Both the CA CCSS for ELA/Literacy and the CA ELD Standards were designed to support the development of broadly literate students prepared for college, career and civic participation in today’s world.
The chapter also highlights the “4 Cs” and their relationship to the standards: critical thinking, communication, collaboration, and creativity, and the integration of these skills within instructional practices.

24. Chapter 11 Professional Learning, Leadership, and Program Supports
Working within a collaborative culture
Professional learning ideas, including sources, research, and critical content
Leadership and professional collaboration
Collaborating with libraries, extended learning programs, parents and families
Angel
Another chapter that is important to all of you as educational leaders is Chapter 11.
Chapter 11 addresses the significant shift and changes facing California’s educators and the educational system, and the need for collaboration and leadership as these changes move forward. Information is provided on implementing change within a collaborative culture.
Also included is an overview of new standards and possible sources for professional learning.
Shared leadership and support for working with the many different partners and programs are discussed. These include working with libraries and the model school library standards, collaborating with after school and extended learning programs, and developing strong collaborations with parents, families, and community members.

25. Activity #3 ELA/ELD Framework Figures
Skim: Two people skim the same figure.
Talk: Discuss your figure or snapshot with your partner. Then, decide upon the most important thing you will both tell other people about it.
Mingle: Tell at least two other people about your figure or snapshot.
Angel
Before we move on we wanted to share some example figures and from the framework.
[Go over directions.]
You will have XX minutes to talk and mingle with your colleagues. We will ask for volunteers to share out with the whole group. The goal at the end of the activity is for everyone to get a flavor of some of the figures and snapshots, their content, and how the content can benefit teachers in the classroom.
[Have groups share out at end, summarize any other key topics or topics of interest from the chapters.]

26. Chapter 12 Criteria for Evaluating Instructional Materials
Program 1: English Language Arts Basic Program, K–8
Program 2: English Language Arts/English Language Development Basic Program, K–8
Program 3: Biliteracy Language Arts/English Language Development Basic Program, K–8
Program 4: Intensive Intervention Program in English Language Arts, 4–8
Program 5: Specialized Designated English Language Development Program, 4–8
Cynthia
Finally, before we end, we did want to touch on Chapter 12, since it does contain the criteria for evaluating instructional materials.
This chapter is the bible for publishers, the state, and local educational agencies, for developing and evaluating instructional materials. Obviously, with the recent legislative change that does not require districts to purchase state-adopted materials, we need to make sure the criteria addresses new opportunities for integration of print and digital alternatives, is specific enough to address the needs of all the students, while also allowing publishers some freedom to develop materials that are not cost prohibitive.
Listed on the slide are the recommendations for the five types of programs. FYI―new instructional materials are not due to be adopted by the SBE until November 2015.
We are just beginning the review process for the adoption of new instructional materials.

27. Cynthia 27 27

28. Online Resources ELA/ELD Framework: http://www.cde.ca.gov/ci/rl/cf/
ELA/ELD Framework Overview with the Writers:
Cynthia

29. Online Resources (cont)
CA ELD Standards Online Professional Learning Modules (with videos and information on/materials from the ELA/ELD Framework):
Getting Started:
A Deeper Dive:
Cynthia

30. Jo Ann
Highlight the ELA/ELD Framework launch event in San Diego on December 9&10.
Note that there will also be events on January 20 in San Mateo and February 10 in Tulare County. Links to the events are on our ELA/ELD Framework page. 30 30

31. CDE ELA/ELD Framework Staff
Kristen Cruz Allen
Curriculum Frameworks & Instructional Resources Division
California Department of Education
Cynthia Gunderson
Cynthia 31