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CII Council for Instructional Improvement. San Mateo County Office of Education Friday, January 10, 2014. Agenda. Updates. Introduction of STEM Center Director CCSS Leadership Series Professional Development Offerings for Winter/Spring/Summer Zap the Gap.

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cii council for instructional improvement
CIICouncil for Instructional Improvement

San Mateo County Office of Education

Friday, January 10, 2014

updates

Updates

  • Introduction of STEM Center Director
  • CCSS Leadership Series
  • Professional Development Offerings for Winter/Spring/Summer
  • Zap the Gap
slide6

StatutoryRequirements

  • CA CCSSforELA/Literacy
  • CA ELD Standards
  • StudentswithDisabilities
  • 21stCenturySkills
  • TransitionalKindergarten
draft ela eld framework chapters

Draft ELA/ELD Framework Chapters

  • Chapter 1: Introduction to the Framework
  • Chapter 2: Overview of the Standards
  • Chapter 3: Key Considerations in the ELA Literacy and ELD Curriculum, Instruction, and Assessment
  • Chapter 4: Content and Pedagogy: Transitional Kindergarten and Grade 1
  • Chapter 5: Content and Pedagogy:

Grades 2 and 3

  • Chapter 6: Content and Pedagogy:

Grades 4 and 5

chapters continued

Chapters Continued

  • Chapter 7: Content and Pedagogy: Grades 6 - 12
  • Chapter 8: Assessment
  • Chapter 9: Equity and Access
  • 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 and Glossary
slide10

Implications

  • Integration
    • Reading,Writing,SpeakingandListening,and Language
    • ELA/ELD(IntegratedandDesignated)
    • 21stCenturySkills
    • ContentAreas
  • Assessmentand Planning
  • Collaboration
  • ProfessionalLearning
slide11

HelpfulWebSites

  • CommonCoreStateStandards
    • http://www.cde.ca.gov/re/cc/
  • CaliforniaEnglish LanguageDevelopment Standards
    • http://www.cde.ca.gov/sp/el/er/eldstandards.asp
  • CCSSProfessionalLearningModulesforEducators
    • http://www.cde.ca.gov/re/cc/ccssplm.asp
  • ELA/ELDCurriculumFramework
    • http://www.cde.ca.gov/ci/rl/cf/
implementing the ela and eld ccss
Implementing the ELA and ELD CCSS

Tracy Wilson

twilson@smcoe.org

Katherine Strach

Kstrach@smcoe.org

slide13

Themes and Contexts for Implementing the ELA/ELD Common Core Standards

Framework Table of Contents

Chapter 3

Key Considerations in ELA/Literacy and ELD

Curriculum, Instruction, and Assessment

Annotate the text: 3 2 1

3 -Observations

2 -Wonders

1 -Question

slide14

CCSS TK-Grades 1 ELA Framework

Decades of research indicate that knowledge contributes to reading and writing achievement. The more an individual knows about a topic, the more success he or she will have engaging meaningfully with text and others about the topic. Furthermore, knowledge of subject matter is accompanied by, indeed, cannot be separated from, language development. Words, sentence structures, and discourse structures differ across subject matter (Shanahan and Shanahan 2012) and so content learning contributes to the development of language, especially academic language. In short, content knowledge facilitates literacy and language development.

On the other hand, literacy and language development provide students with the tools to independently access, acquire, and construct domain and general world knowledge. The more skilled children are in the language arts (that is, reading, writing, speaking, listening), the more they can learn about the world.

Two points about content area instruction are crucial. First, content area instruction must be given adequate time in the school day, including during the earliest years of schooling. Second, content area instruction should include attention to literacy and language development in the subject matter.

slide15

Goals, Themes, and Contexts for Implementation of the CA CCSS for ELA/Literacy and the CA ELD Standards

slide16

WHAT?

CCSS

Clear and progressive learning objectives that are integrated and routinely practiced

across content areas

Reading

Writing

Speaking and Listening

Language

Reading Foundations

slide18

WHAT?

Clear and progressive learning objectives that are integrated and routinely practiced across content areas

  • Longitudinal View
  • Planning with two-way vision
  • Develop deep outcome awareness, anchor standard
  • Growth model: Assess current student readinessand design learning targets to grow competence
slide19

WHAT?

Clear and progressive learning objectives that are integrated and routinely practiced across content areas

Planning with aLongitudinal View

DO Now: Select a lesson objective, CCSS. Use the CCSS progression resources to develop appropriate learning targets for emerging students and developed students.

  • TCOE: ELA CCCCSSContinuums
  • http://www.tcoe.org/ers/ccss/ela/resources.shtm
slide20

WHAT?

Clear and progressive learning objectives that are integrated and routinely practiced across content areas

Do Now: Examine “curriculum” guides

Look for evidence of… 6 T’s

Theme: Integration- How is the lesson/unit developed to build knowledge?

Texts: F/NF? Quality? Universal Access? Developmentally appropriate texts?

Tasks: CCSS- aligned, Rigor and Relevant? Text-driven? Integrated literacies?

Talk: Build language awareness and capacity? Academic vocabulary?

Time: Sufficient time on task/text to develop increasing independence?

Tests: What is being monitored? Strategic learning targets, short/long term?

slide21

Moving Forward!

Sweep or Keep Texts

Sweep: material that does not meet enough of the criteria to keep it; it may be poorly developed, or loosely connected to a theme, or does not build knowledge or human understanding, or does not lend itself well to a series of focused lessons

Keep: material that is strong in a variety of capacities; rich, relevant, promotes critical conversation, elicits strong writing, easily connected to other standards and helps build knowledge

Modify or Magnify Practices

Modify: needs to be altered to be aligned with the more rigorous/relevant expectations of the CCSS or needs to modified to be an effective component of the lesson strand

Magnify: should be elevated because it is a strong component of the lesson but it is often over-looked or under played

slide22

WHAT?

Outcomes

Crosscutting behaviors of students

Making Meaning

Developing Language

Expressing Themselves Effectively

Building Content Knowledge

Developing Strong Foundational Skills

english language development

English Language Development

Designated ELD

Specialized instruction that builds into and from content instruction in ELA and other disciplines

Integrated ELD

Content instruction that supports development of language uses specified in CCSS for ELA/Literacy & CA ELD Standards

slide25

WHAT?

What is Important? Determining and describing observable student behaviors consistent with the demands of the CCSS

Do Now, Lesson Study: Use the lesson vignette to identify examples of…

Making Meaning

Developing Language

  • Expressing Themselves Effectively
  • Building Content Knowledge
  • Developing Strong Foundational Skills
slide26

HOW?

Effective Learning Environment

Teachers intentionally and reflectively

craft the learning environment

Intellectually challenging contexts

Integrated learning experiences

Motivating environments

Engaging texts, tasks and talk

Respectful learning opportunities for all

across the disciplines el experiences

Integrated ELD

Across the disciplines, EL experiences

Are interactive and engaging, meaningful and relevant, and intellectually rich and challenging

Are appropriately scaffolded in order to provide strategic support that moves learners toward independence

Build both content knowledge and academic English

Value and build on primary language and culture and other forms of prior knowledge

instructional planning

Integrated ELD

Instructional planning

Routinely examine the texts and tasks used for instruction in order to identify language that could be challenging for ELs

Determine where there are opportunities to highlight and discussparticular language resources

Observe students to determine how they’re using the language teachers are focusing on

Adjust whole group instruction or work with small groups or individuals in order to provide adequate and appropriate support

slide29

HOW?

Effective Learning Environment

Teachers intentionally and reflectively craft the learning environment

Next Steps:

Develop rituals and routines that support instruction in language awareness and that build language capacities

slide35

HOW?

What is Important? Designing an engaged classroom and an effective learning environment

http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

Do Now: 2-Way Observation

  • Learning focused observation: Observe the students-
    • How do you know they are engaged and that the learning environment is effective for all students?
  • Teaching focused observation: Observe the teacher-
  • What rituals and routines are in place to support student engagement and effective learning opportunities?
slide37

WHY?

Students who are broadly literate and ready for college, career and citizenship in the 21st century

Demonstrate independence

Build strong content knowledge

Respond to varying demands of audience, task, purpose, and discipline

Comprehend as well as critique

Value and use evidence

Use technology and digital media strategically and capably

Understand other perspectives and cultures

slide38

WHY?

What is Important? Designing curriculum that promotes critical literacies in readiness for 21st century contexts.

Do Now: Collaboration, audit your lesson vignette or rethink the video

What would you do to enhance or enrich learning?

Students develop critical thinking when they

Students develop creative thinking when they

Students develop communication and collaboration skills when they

Students develop social and cross-cultural skills and global competence when they

Students develop technology skills when they

slide39

Themes and Contexts for Implementing the ELA/ELD Common Core Standards

WHAT: Clear and progressive learning objectives and learning outcomes

HOW: Engaging and Effective Learning Environment

WHY: Broadly Literate Students Ready for the 21st Century

slide40

Themes and Contexts for Implementing the ELA/ELD Common Core Standards

Next Steps

Design progressive learning targets

Audit curriculum resources, 6 T’s

Construct rituals and routines

2-Way Observations

Collaborative lesson study and development

next meeting february 7 th 2014 common core state standard mathematics with david foster
Next meeting:

February 7th, 2014

Common Core State Standard Mathematics

with

David Foster