2014 California
English Language Arts/English
Language Development Curriculum
Framework in Action Grades 9–12
ACSA Leadership Summit
Nancy Brynelson, Jo Ann Isken, and Cynthia Gunderson
Friday, November 7, 2014
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
TOM TORLAKSON
• “Even if you are on the right track,
you’ll get run over if you just sit there.”
State Superintendent
of Public Instruction
- Will Rogers
• “Sometimes the questions are
complicated and the answers are
simple.”
- Dr. Seuss
Purpose of the
ELA/ELD Framework
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
The ELA/ELD Framework’s
Five Guiding Principles
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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.
What’s Unique About This
Framework
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
5
Table of Contents
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
6
Table of Contents
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
7
Table of Contents
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
8
Table of Contents
TOM TORLAKSON
State Superintendent
of Public Instruction
•
•
•
•
•
•
•
•
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
9
Table of Contents
TOM TORLAKSON
State Superintendent
of Public Instruction
•
•
•
•
•
•
•
•
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
10
Introduction to the Framework
TOM TORLAKSON
State Superintendent
of Public Instruction
• Vision and goals for California’s children
and youth
• Principles guiding the Framework
development
• The special emphasis on English
Learners in the Framework
11
Chapter 1:
Overview of the Standards
TOM TORLAKSON
State Superintendent
of Public Instruction
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
12
Chapter 2:
TOM TORLAKSON
State Superintendent
of Public Instruction
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
13
Organization and Content
Circles of Implementation
Figure 2.1
TOM TORLAKSON
State Superintendent
of Public Instruction
14
Meaning
Making
TOM TORLAKSON
State Superintendent
of Public Instruction
Language
Development
Content
Knowledge
Effective
Expression
Foundational
Skills
15
Activity #1
Discuss Figure 2.1
TOM TORLAKSON
State Superintendent
of Public Instruction
• What resonates with you?
• What is new or different?
• What are some implications for teaching
and learning?
• What questions or comments do you
have?
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The CA ELD
Standards
AMPLIFY
the CA CCSS for
ELA/Literacy.
TOM TORLAKSON
State Superintendent
of Public Instruction
Integrated & Designated ELD:
Working in Tandem
TOM TORLAKSON
State Superintendent
of Public Instruction
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.
Grade-Span Chapters 3–7
At-A-Glance
TOM TORLAKSON
State Superintendent
of Public Instruction
Grade-Span
Overview
Grade-Level
Sections
• Integrated and Interdisciplinary
Approach
• Key Themes of ELA/Literacy and ELD
Instruction
• Supporting Students Strategically
• ELD in the Grade Span
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TOM TORLAKSON
State Superintendent
of Public Instruction
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TOM TORLAKSON
State Superintendent
of Public Instruction
Literacy in History/Social Studies,
Science, and Technical Subjects:
Grades 6–12
• Set the expectation that students will read and
write in non-ELA classrooms and develop
informational/technical writing skills
• Provide an acknowledgement of unique text
structures found in informational text
• Maintain the focus on discipline-specific
vocabulary, critical analysis, and the use of
evidence across the curriculum
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Understanding Disciplinary Literacy
TOM TORLAKSON
State Superintendent
of Public Instruction
• The use of reading, reasoning, investigating,
speaking, and writing required to learn and
form complex content knowledge appropriate
to a particular discipline. (McConachie and
Petrosky 2010)
• Disciplinary Literacy section (Chapter 7, pages
50-53) highlights that each content area has
its own culture and ways of reading, writing,
speaking, thinking, and reasoning and
describes some of the features and strategies
of literacy in the different disciplines.
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Understanding Disciplinary Literacy
TOM TORLAKSON
State Superintendent
of Public Instruction
• Scientists construct theoretical explanations
of the physical world through investigations
that describe, model, predict, and control
natural phenomena.
• The task of … historians, on the other hand,
is interpretive, investigating events in the past
in order to better understand the present by
reading documents and examining evidence,
looking for corroboration across sources, and
carefully thinking about the human motivations
and embedded attitudes and judgments in the
artifacts examined.
(Fang, Schleppegrell, and Moore 2013, 1-2)
23
Understanding Disciplinary Literacy
TOM TORLAKSON
State Superintendent
of Public Instruction
• Mathematicians see themselves as problemsolvers or pattern-finders who prize precision
and logic when working through a problem or
seeking proofs for mathematical axioms,
lemmas, corollaries, or theorems.
• Language arts experts attach great
significance to the capacity for creating,
responding to, and evaluating texts of various
kinds.
• These varied ways of meaning-making call on
particular ways of using spoken and written
language as well as a range of multimodal
representations.
(Fang, Schleppegrell, and Moore 2013, 1-2)
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Activity #2
ELA/ELD Framework Snapshots
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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:
1. What are students doing?
2. What is the teacher doing?
3. How does this compare to current
instruction in the classroom?
25
Longer Vignettes:
Integrated and Designated ELD in Action
TOM TORLAKSON
State Superintendent
of Public Instruction
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Chapter 8
Assessment
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
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Chapter 9
Equity and Access
• California’s student diversity, including
TOM TORLAKSON
State Superintendent
of Public Instruction
–
–
–
–
–
–
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 MultiTiered Systems of Supports (MTSS)
• Instructional practices for supporting students
experiencing difficulty reading
28
Chapter 10
Learning in the 21st Century
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
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Chapter 11
TOM TORLAKSON
State Superintendent
of Public Instruction
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
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Activity #3
ELA/ELD Framework Figures
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Skim: Two people skim the same figure.
2. Talk: Discuss your figure with your
partner. Then, decide upon the most
important thing you will both tell other
people about it?
3. Mingle: Tell at least two other people
about your figure.
31
Chapter 12
Criteria for Evaluating Instructional
Materials
TOM TORLAKSON
State Superintendent
of Public Instruction
• 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
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TOM TORLAKSON
State Superintendent
of Public Instruction
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Online Resources
TOM TORLAKSON
State Superintendent
of Public Instruction
• ELA/ELD Framework:
http://www.cde.ca.gov/ci/rl/cf/
• ELA/ELD Framework Overview with the
Writers:
http://schoolsmovingup.wested.org/aclose-encounter-through-the-writerseyes-of-the-new-elaeld-framework/
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Online Resources (cont)
TOM TORLAKSON
State Superintendent
of Public Instruction
• CA ELD Standards Online Professional
Learning Modules (with videos and
information on/materials from the ELA/ELD
Framework):
– Getting Started:
https://www.mydigitalchalkboard.org/por
tal/default/Content/Viewer/Content?actio
n=2&scId=509334
– A Deeper Dive:
https://www.mydigitalchalkboard.org/por
tal/default/Content/Viewer/Content?actio
n=2&scId=509621
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TOM TORLAKSON
State Superintendent
of Public Instruction
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CDE ELA/ELD Framework
Staff
TOM TORLAKSON
State Superintendent
of Public Instruction
Kristen Cruz Allen
Curriculum Frameworks & Instructional
Resources Division
California Department of Education
[email protected]
916-323-4867
Cynthia Gunderson
Curriculum Frameworks & Instructional
Resources Division
California Department of Education
[email protected]
916-319-0451
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