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English Language Arts/ English Language Development Framework Update. Accountability Leadership Institute Burlingame, CA December 9, 2013 Presenters: Tom Adams, Kristen Cruz Allen, and Cynthia Gunderson - California Department of Education. General Purpose of Frameworks.

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english language arts english language development framework update

English Language Arts/English Language Development Framework Update

Accountability Leadership Institute

Burlingame, CA

December 9, 2013

Presenters: Tom Adams, Kristen Cruz Allen, and

Cynthia Gunderson - California Department of Education

general purpose of frameworks
General Purpose of Frameworks
  • Provide support for teachers and guidelines for educational programs
  • Guidance to school districts in the development of local curriculum
  • Direction to publishers for the development of instructional materials
  • Guidelines for local selection of instructional resources (Grades 9–12)
  • Reflect current and confirmed research
  • Guidance for teacher professional development programs, in-service, pre-serviceand teacher licensing standards
slide3

CALIFORNIA DEPARTMENT OF EDUCATION

English Language Arts/English Language Development Framework

Development Process

This chart shows the major steps of the curriculum framework development process.

All meetings are open to the public.

focus group meetings
Focus Group Meetings
  • Purpose is to gather input on revision of framework (CCR Title 5 requirement)
  • Four meetings, open to the public, held May–June 2012
  • All focus group members current educators
  • Focus Group Report used to develop guidelines for work of the framework committee

http://www.cde.ca.gov/ci/rl/cf/

guidelines for 2014 revision of the ela eld framework
Guidelines for 2014 Revision of the ELA/ELD Framework
  • Based on input from the focus group meetings, written comments received, and statutory requirements
  • Reviewed and recommended by the Instructional Quality Commission (IQC) in September, and approved by the State Board of Education (SBE) in November
  • ELA/ELD CFCC members develop the framework based on the CFCC Guidelines

http://www.cde.ca.gov/ci/rl/cf/elaeldfwguidelines.asp

curriculum framework and evaluation criteria committee
Curriculum Framework and Evaluation Criteria Committee
  • Over 125 applications received between June–August 2012
  • 20 members appointed by SBE in November 2012
  • Teachers: 4 Elementary teachers, 4 middle school teachers; 5 high school teachers
  • Others: 5 county educators, 1 university professor, 1 self-employed consultant

http://www.cde.ca.gov/ci/rl/cf/elaeladcfccapplicants.asp

curriculum framework and evaluation criteria committee1
Curriculum Framework and Evaluation Criteria Committee
  • Co-Chairs: Becky Sullivan and Martha Hernandez
  • Writers: Nancy Brynelson and HallieYoppSlowik from the Center for the Advancement of Reading
  • Writers: Pam Spycher, Rachel Lagunoff, Marcia Kosanovich, Sarah Feldman, Dona Minders, and Sharen Bertrando from WestEd
curriculum framework and evaluation criteria committee2
Curriculum Framework and Evaluation Criteria Committee

Meeting Dates in 2013

February 28–March 1

March 27–28

May 30–31

June 27–28

July 25–26

September 26–27

All meetings held at the CDE Office in Sacramento

organization and content ela eld framework
Organization and ContentELA/ELD Framework
  • Based on the guidelines and other frameworks
  • Dynamic document
  • Focus on key themes of CA CCSS for ELA/Literacy standards in grade spans and individual grade levels
  • Integration of CA ELD Standards
  • Chapters on professional learning and support, 21st century learning and technology, equity and access, assessment, and criteria for evaluating instructional materials
new features
New Features
  • Use of snapshots and vignettes in all chapters to demonstrate integration of ELA and ELD, examples of implementation of standards in the classroom, and demonstration of different types of assessment
  • Links to resources and Web sites for additional support
  • Organizational design around key themes
table of contents chapters
Table of Contents - Chapters

1: Introduction

2: CCSS for ELA/Literacy & CA ELD Standards Overview

3: Key Considerations for ELA/Literacy and ELD Instruction

4-7: Content and Pedagogy for Grades K–1; 2–3; 4–5; 6–8; and 9–12

8: Assessment

table of contents chapters cont
Table of Contents – Chapters (Cont.)

9: Access and Equity

10: Learning in the 21st Century

11: Implementing High-Quality ELA/Literacy and ELD Programs: Professional Learning and Distributed Leadership

12: Criteria for Evaluating Instructional Materials

Glossary

Resources

slide13
Goals, Themes, and Contexts for Implementation of the CA CCSS for ELA/Literacy and the CA ELD Standards
chapter 2 overview of the standards
Chapter 2 Overview of the Standards

CA CCSS for ELA/Literacy

  • includes background, intent, nature, and organization/structure

CA ELD Standards

  • includes background, intent, nature, and organization/structure
  • Interrelationship of the CA CCSS for ELA/Literacy and the CA ELA Standards
chapter 3 key considerations for ela literacy and eld curriculum instruction and assessment
Chapter 3 Key Considerations for ELA/Literacy and ELD Curriculum, Instruction, and Assessment
  • Context Considerations
  • Key Themes and Practices for ELA/Literacy and ELD Instruction

(Meaning Making, Language Development, Effective Expression, Content Knowledge, Foundational Skills; Crosscutting Practices in Instruction)

  • Approaches to Teaching and Learning
  • English Language Development
grade span chapters 4 7 at a glance
Grade-Span Chapters 4–7 At-A-Glance

Grade-Span Overview

  • Integrated and Interdisciplinary Approach
  • Key Themes of ELA/Literacy and ELD Instruction (Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills)
  • ELD in the Grade Span
  • Grade-Level Content and Practice
grade span chapters 4 7 cont
Grade-Span Chapters 4–7 (Cont.)

Within each grade level section:

  • Key Themes of ELA/Literacy and ELD Instruction (Meaning Making; Language Development; Effective Expression; Content Knowledge; Foundational Skills)
  • Integrated and Interdisciplinary Approach
  • ELD in the Grade Level
  • ELA/Literacy and ELD in Action
chapter topics
Chapter Topics

Chapter 8: Assessment

  • Purpose and types of assessments
  • Assessment cycles, highlighting the use of formative assessment to guide instruction
  • Information on student involvement
  • Assessment for intervention
  • Mandated California assessments and Smarter Balanced Assessment System
  • Technical quality of assessments
chapter topics1
Chapter Topics

Chapter 9: Equity and Access

  • California’s student diversity
  • Planning and support for range of leaners using Universal Design for Learning (UDL) and Multi-Tiered Systems of Supports (MTSS)
  • Instructional practices for supporting students experiencing difficulty reading
chapter topics2
Chapter Topics

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
chapter topics3
Chapter Topics

Chapter 11: Implementing High-Quality ELA/Literacy and ELD Instruction: Professional Learning, Leadership, and Program Supports

  • Implementing within a collaborative culture
  • Professional learning, including sources, research, and critical content
  • Leadership and professional collaboration
  • Other programs of support (e.g., libraries, extended learning, parents and families)
activity ela eld framework take a snapshot
ActivityELA/ELD Framework “Take a Snapshot”
  • Select one of the handouts of a snapshot or figureat your table (different content on different colored paper)
  • Read your snapshot/figure and then share with your elbow partner(s) or table:
  • How you could use the snapshot/figure in your classroom?
  • How could the snapshot(s)/figure(s) be used for professional development?
  • Share out with whole group
chapter 12 criteria for evaluating instructional materials
Chapter 12Criteria 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: BiliteracyLanguage 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
ela eld framework
ELA/ELD Framework
  • More information available at http://www.cde.ca.gov/ci/rl/cf/
ccss listserv
CCSS ListServ

Join the ListServs to receive information and updates regarding the implementation of the Common Core State Standards and the SBAC Assessment

To join the CCSS Resources Updates:

Send a "blank" message to:

join-commoncore@mlist.cde.ca.gov

To join the SBAC/Assessment Updates:

Send a "blank" message to:

subscribe-sbac@mlist.cde.ca.gov

questions
Questions?

Tom Adams, Director

Curriculum Frameworks & Instructional Resources Division

California Department of Education

tadams@cde.ca.gov

916-319-0663

Kristen Cruz Allen, Manager

Curriculum Frameworks Unit

California Department of Education

kcruzallen@cde.ca.gov

916-323-4867

Cynthia Gunderson, Education Programs Consultant

Curriculum Frameworks Unit

California Department of Education

cgunderson@cde.ca.gov

916-319-0451