SOAR TEACHING FRAMES
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TM:
nexus befrrye en the Common Core Sfafe Standards (CCSS) and fhe
California Standards for the Teaching Profession 1,CSIP)
Jrd-llth Grade
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HIGH.IMPACT PRACTICE - ACQUISITION OF DISCIPLINARY LANGUAGE
This practice focuses on structuring, strengthening, and su pporting the acquisition and use of the language needed to participate in knowledge construction and disciplinary
tasks. Disciplinary language has three distinctive features: vocabulary, syntax, and discourse. Effective teachers provide extended and supported opportunities for students
to use all three features of disciplinary language. They also consistently introduce, define, and highlight target disciplinary language.
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CSTP 3 Understanding and Organ izing Subject Matter for Student Learning: Teachers exhibit in-depth working knowledge of subject matter, academic content standards, ãn6 curr¡cult¡m
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content.
Level I
Provides No Evidence
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Provide extended and
supported
opportunities for
students to acquire
and use features of
disciplinary language
Teacher does not provide
opportunities for students to
acquire disciplinary language.
Use a variety of
communication
strategiesr to make
target disciplinary
language
understandable
Teacher does not use
communication strategies that
focus on target disciplinary
language.
Level 2
Level 3
Level 4
Provides Limited Evidence
Provides Acceotable Evidence
Provides Strong Evidence
Teacher provides supported
opportunities for students to
acquire and use disciplinary
language of the discourse feature,
and these opportunities are
structured to engage most
students.
Teacher provides extended and
supported opportunities for
Teacher uses a variety of
Teacher consistently uses a
variety of communication
strategies that focus on target
disciplinary language, and they
are differentiated for the levels of
language proficiency represented
in the class.
Teacher provides unsupported
opportunities for students to
acquire and use disciplinary
language and/or these
opportunities only address
vocabulary and/or syntax.
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Teacher uses a limited variety of
communication strategies that
focus on target disciplinary
language.
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communication strategies that
focus on target disciplinary
language.
students to acquire and use
disciplinary language of the
discourse feature, and these
opportunities are structured to
engage allstudents.
Using gestures, realia, images, and synonyms; adjusting intonation and rate of speech
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HIGH-IMPACT PRACTICE
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DISCIPLINARY THINKING PROCESSES
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language. Effective teachers engage students in a detailed analysis of text to examine how the language features of disciplinary thinking processes2 work together to convey
meaning and/or purpose. They provide explicit instruction about one or more disciplinary thinking processes including how, why, or when to use them, and require their use.
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CSTP 1 Engaging and Supporting All Students in Learning: Teachers know and care about thei r students in order to engage them in learning. They connect learning to students' prior
knowledge, backgrounds, life experiences, and interests. They connect subject matter to meaningfu l, real life context. Teachers use a variety of instructional strategies, resources, and
technologies, to meet the diverse learning needs of students. They promote critical thinking through inquiry, problem solving and reflection. They monitor learning and adjust instruction while
teaching.
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content.
2
1
Provides no evidence
Engage students in
an analysis of text to
examine how the
language features of
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disciplinary thinking
processes work
together to convey
meaning and/or
purpose
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Provide and support
multiple opportunities
for students to
develop and use a
repertoire of thinking
processes
appropriate to task,
purpose, and
audience
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Teacher does not engage students
in an analysis of text to examine the
language features of disciplinary
thinking processes.
Teacher does not refer to or provide
instruction about
d
isciplinary
thinking processes.
Provides limited evidence
4
3
Provides acceptable evidence
Provides strong evidence
Teacher engages students in an
analysis of text to examine the
language features of disciplinary
thinking processes, but does not
explain how the features work
together to convey meaning
and/or purpose.
Teacher engages students in
analysis of text to examine how
the language features of
disciplinary thinking processes
Teacher engages students in a
detailed analysis of text to
examine how the language
features of disciplinary thinking
work together to convey meaning
and/or purpose. The analysis is
structured to be accessible to
most students.
processes work together to
convey meaning and/or purpose
The analysis is structured to be
accessible to all students.
Teacher introduces or refers to
one or more thinking processes.
However, the teacher does not
provide explicit instruction on how
to use the processes and/or does
not require students to use them.
Teacher provides instruction
about one or more disciplinary
thinking processes including how,
why, or when to use them, and
requires their use. lnstruction is
structured to enable most
students to implement thinking
Teacher provides explicit
instruction about one or more
disciplinary thinking processes
including how, why, or when to
use them. Teacher prompts for,
and requires, their use as needed
throughout instruction. lnstruction
processes independently.
is structured to enable all
students to implement thinking
processes independently.
Compare and contrast, argue, persuade, reason, justify, synthesize
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- DISCIPLINARY PERSEVERANCE
This practice focuses on structuring, strengthening, and supporting students' ability to persevere, which i ncludes setting long-term goals, accepting ambiguity, sustaining
stamina, and adjusting approaches. Effective teachers intentionally build disciplinary perseverance skills and create complex tasks that require long-term goal setting,
intellectual rigor, iterative learning, and the generation of new thinking.
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H.IMPACT PRACTICE
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CSTP 3 Understanding and Organizing Subject Matter for Student Learning: Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum
frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the
subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the
content.
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Build skills that
foster disciplinary
perseverance
including setting
long-term goals,
accepting ambiguity,
sustaining stamina,
and adjusting
approaches
Provide and support
complex and
extended tasks that
require intellectual
rigor, iterative
learning, and
generation of new
1
2
3
4
Provides no evidence
Provides limited evidence
Provides acceptable evidence
Provides strong evidence
Teacher does not introduce or
refer to disciplinary perseverance
skills.
Teacher introduces or refers to
disciplinary perseverance skills, but
does not provide support for their
use.
Teacher introduces and/or refers
to disciplinary perseverance skills,
and provides support for most
students to use them during tasks
and activities,
Teacher does not provide tasks
that require intellectual rigor,
iterative learning, and/or
generation of new thinking,
Teacher provides tasks that require
intellectual rigor, iterative learning, or
generation of new thinking. But the
tasks are not supported.
Teacher provides and supports
tasks that require intellectual rigor,
iterative learning, and generation
of new thinking, These tasks are
designed to be accessible to most
students,
Teacher introduces and/or refers to
disciplinary perseverance skills,
provides support for all students to
use them, and prompts for their use,
as needed, during tasks and
activities.
Teacher provides and supports
complex and extended tasks that
require intellectual rigor, iterative
learning, and generation of new
thinking. These tasks are designed
to be accessible to all students.
thinking
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IGH.IMPACT PRACTIC E - DISCIPLINARY COMMUNICATION
This practice focuses on structuring, strengthening , and supporting the quantity and qual ity of students' oral and written output using academic language. Oral and written
output should include a variety of text types, including those defined in the CCSS. Examples of disciplinary oral output include asking and answering questions, think-pair
share, and oral presentations. Examples of disciplinary written output include blog posts, visual representations, and essays (including multimodaltexts). Effective teachers
provide multiple, supported opportunities for students to fortify their academic output and produce original, disciplinary messages that require academic language.
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where each student is
CSTP 2 c reati g and Maintaining Effective Environments for Student Learn tng Teachers promote social development and responsibility with tn canng c0mmu
treated fairly and respectfully They create ph ysical 0r virtual learning environments that promote student learning reflect d iversity and encourage con structi VE and productive interactions
am0ng students. They establish and maintain learning environments that are physical ly intellectually, and emotionally safe. Teachers create a ngor0us learn ng enur0n ment with high
expectations and appropriate support for all stud ents. T eachers d evelop, communicate, and maintain hig h standards for ind ivid ual and gr0up behavior They employ classroom routines,
procedures, norms, and supports for positive beh avror to ensure a climate n wh ich all students can learn. They use instruction al time to optimize learning.
CSTP 3 U nderstandi ng and Organ t¿tng Su bject Matter for Student Learn tng Teachers exh bit in-depth working knowled ge of subject matter, academ rc content stand ards and curriculum
frameworks. ïhey apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the
subject matter Teach ers utilize instruction al strategies that are ap propriate to the SU bject matter They use and adapt res0urces, technologies, and standards-alig ned instructional materials,
includ ng adopted materials, to make SU bject matter accessi ble to all students They address the needs of English learn ers and students with special needs to provide equ itable access to the
content.
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2
3
4
Provides no evidence
Provides limited evidence
Provides acceptable evidence
Provides strong evidence
Provide multiple and
supported
opportunities for
students to produce
and fortify original
disciplinary oral
output appropriate to
task, purpose, and
audience
Teacher does not provide
opportunities for students to
produce disciplinary oral output.
Teacher provides limited and/or
unsupported opportunities for
students to produce disciplinary oral
output and/or there are limited
opportunities for original production.
Teacher provides supported
opportunities for students to
produce original disciplinary oral
output appropriate to task,
purpose, and audience. These
opportunities are structured to
engage most students.
Teacher provides multiple and
supported opportunities for
students to produce and fortify
original disciplinary oral output
appropriate to task, purpose, and
audience. These opportunities are
structured to engage all students.
Provide extended
and supported
opportunities for
students to produce
and fortify original
disciplinary written
output appropriate to
task, purpose, and
audience
Teacher does not provide
opportunities for students to
produce disciplinary written
Teacher provides limited and/or
unsupported opportunities for
students to produce disciplinary
written output, and/or there are
Teacher provides supported
Teacher provides extended and
supported opportunities for
students to produce and fortify
original disciplinary written output
appropriate to task, purpose, and
audience and the opportunities are
structured to engage all students.
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output.
limited opportunities for original
production.
opportunities for students to
produce and fortify original
disciplinary written output
appropriate to task, purpose, and
audience, These opportunities are
structured to engage most
students.
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HIGH.IMPACT PRACTICE - DISCIPLINARY DISCUSSIONS
This practice focuses on structuring, strengthening, and supporting students' abi lity to engage in student-to-student disciplinary discussions3. Disciplinary discussions can
consist of face-to-face interactions, online dialogues, and written conversations. Effective teachers build disciplinary conversation skills and provide extended, and supported
opportunities for students to participate in disciplinary discussions.
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CSTP 1 Engaging and S upporting All Students in Learning: Teachers know and care about their students in order to engage them in learning. They connect leaming
to students' prior
knowledge, backgrounds, life experiences, and interests. They connect subject matter to meaningful, real life context. Teachers use a variety of instructional strategies, resources,
and
technologies, to meet the diverse learning needs of students. Th ey promote critical thinking through inquiry, problem solving and reflection. They monitor learning and
adjust instruction while
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teaching
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content.
Build disciplinary
conversation skillsa
1
2
3
Provides no evidence
Provides limited evidence
I
Provides acceptable evidence
Provides strong evidence
Teacher does not introduce or
refer to disciplinary conversation
skills.
Teacher introduces and/or refers to
disciplinary conversation skills, but
does not provide supports for
students to use them,
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Teacher introduces and/or refers
to disciplinary conversation skills,
and provides support for most
students to use them during tasks
and activities,
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Provide multiple,
extended, and
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supported
opportunities for
students to engage in
disciplinary
Teacher does not provide
opportunities for disciplinary
discussions.
Teacher provides limited and/or
unsupported opportunities for
students to engage in disciplinary
discussions. Routines for discussion
are not evident, or students are not
required to use them.
discussions
Teacher provides supported
opportunities for students to
participate in disciplinary
discussions. Routines for
discussion are evident, and
teacher provides support for most
students to use them during tasks
and activities.
3
4
Teacher introduces and/or refers to
disciplinary conversation skills,
provides support for all students to
use them with diverse partners, and
consistently prompts for their use
during tasks and activities.
Teacher provides extended, and
supported opportunities for
students to participate in
disciplinary discussions. Routines
for discussions are evident, and
teacher provides support for all
students to use them during tasks
and activities.
Disciplinary discussions refer to building and elaborating on others' ideas, expressing their own clearly, and negotiating meaning
Conversation skills needed to engage in discussion are: create, clarifi, fortify, negotiate.
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HIGH.IMPACT PRACTICE. DISCIPLINARY USES OF EVIDENCE
This practice focuses on structuring, strengthening, and supporting uses of multiple pieces of evidence in disciplinary writing and speaking. Effective teachers provide multiple,
supported opportunities for students to identiff, analyze, and use relevant and sufficient evidence to su pport claims and to constructively evaluate others' use of evidence.
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CSTP 1 Engaging and Supporting All Students in Learning: Teachers know and care about their students in order to engage them in learning. They connect leaming to students' prior
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Foster students'
ability to analyze
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multiple pieces of
textual and oral
evidence for the
criteria of accuracy,
relevancy, and
purposefulness
1
2
3
4
Provides no evidence
Provides limited evidence
Provides acceptable evidence
Provides strong evidence
Teacher does not engage
students in an analysis of
evidence.
Teacher engages students in a
cursory analysis of evidence. The
analysis does not address all three
criteria and/or is unclear and
inaccessible to most students.
Teacher engages students in a
complete and accurate analysis of
multiple pieces of evidence for all
three criteria. The analysis is clear
and structured to be accessible to
most students.
Teacher engages students in a
complete and accurate analysis of
multiple pieces of evidence for all
three criteria. ln addition, the
teacher deconstructs the evidence
by explaining why and how it is or
is not accurate, relevant, and
purposeful. The analysis is
structured to be accessible to all
students.
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Provide and support
a variety of
opportunities for
students to identify
and use multiple
pieces of evidence to
develop and support
claims in disciplinary
writing and speaking
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Teacher does not provide
opportunities for students to
identify and/or use evidence
Teacher provides opportunities for
students to identify and use
evidence, but the opportunities are
not structured to help students
understand the connection between
claims and evidence.
connection between claims and
Teacher provides and supports a
variety of opportunities for students
to identify and use multiple pieces
of evidence to develop and support
claims. These opportunities are
structured to help all students
understand and explain the
connection between claims and
evidence.
evidence,
Teacher provides and supports
opportunities to identify and use
multiple pieces of evidence to
develop and support claims,
These opportunities are
structured to help most students
understand and explain the
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CROSS.CUTTING PRACTICE. PROMOTING A CULTURE OF DISCIPLINARY LEARNING
This practice focuses on the process of enacting established norms of interaction ( e.9., respectful language, attentive listening, collegial discussions, positive dialog and
interactions, dignified respo nses) that promote a culture of disciplinary learning and intellectual rigor. This practice also focuses on how the teacher supports all students'
participation. Effective teachers establish high expectations and foster in students the willingness to participate in alltasks and take risks.
CSTP 2 Creating and Maintaining Effective Environments for Student Learning: Teachers promote social development and responsibility within a caring community where each student is
treated fairly and respectfully. They create physical or virtual learning environments th at promote student learning, reflect diversity, and encourage constructive and productive interactions
among students. They establish and maintain learning environments that are physically, intellectual ly, and emotionally safe. Teachers create a rigorous learning environrnent with high
expectations and appropriate support for all students. Teachers develop, communicate, and mai ntain high standards for individual and group behavior. They employ classroom routines,
procedures, norms, and supports for positive behavior to en sure a climate in which all students can learn. They use instructional time to optimize learning
CSTP 3 Understanding and Organizing Subject Matter for Student Learning: Teachers exhibit in-depth working knowledge of subject matter, academic content standards, and curriculum
frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of th e
subject matter. Teachers utilize instructional strategies that are appropriate to the subject matter. They use and adapt resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students. They address the needs of English learners and students with special needs to provide equitable access to the
content.
Build norms of
interaction
1
2
3
4
Provides no evidence
Provides limited evidence
Provides acceptable evidence
Provides stronq evidence
Teacher does not introduce or
refer to norms of interaction.
Teacher introduces and/or refers to
norms of interaction, but does not
provide support for students to use
them.
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Teacher introduces and/or refers
to norms of interaction, and
provides support and guidance for
most students to use them during
tasks and activities.
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support and guidance for all
students to use them with diverse
partners, and prompts for their use,
as needed, during tasks and
activities.
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Teacher introduces and/or refers to
norms of interaction, provides
Establish high
expectations and
maintain the
intellectual rigor of
classroom activities
Teacher does not establish high
expectations.
Teacher establishes high
expectations, but the activities and
tasks are almost entirely rote or
routine.
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Teacher establishes high
expectations and provides
intellectually rigorous activities and
tasks. These tasks are structured
to help most students meet these
expectations.
Teacher establishes high
expectations and consistently
provides intellectually rigorous
activities and tasks that are
structured to help all students meet
these expectations.
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FOSTERING METACOGNITION FOR DISCIPLINARY LEARNING
This practice focuses on the degree to which a teacher visibly enacts and deconstructs metacognitive processes and strategies that foster students' metacognitive knowledge.
Effective teachers make the enactment of metacognitive processes and/or strategies visible to all students and explain how, why, or when to use these in support of
CROSS.CUTTING PRACTICE
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disciplinary learning.
CSTP 3 U nderstandi n g and Organ tztng Su bject Matter for Stu dent Learn ing Teachers exh bit in-depth working knowled ge of subject matter, academ rc content stand ards and curriculum
frameworks. They apply knowledge of student development and proficiencies to ensure student understanding of content. They organize curriculum to facilitate students' understanding of the
subject matter Teachers utilize instruction al strategies th at are ap propriate to the SU bject matter They use and adapt res0urces, technologies, and stan dards-aligned instructional materials,
includ ng adopted materials, to make SU bject matter accessr ble to al students They address the needs of English learners and students with special needs to p rovide equ itable access to the
content.
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2
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Provides no evidence
Visibly enact
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metacognitive
processes and/or
strategies students
are expected to use
in support of
disciplinary learnlng
Deconstruct
metacognitive
processes and/or
strategies that
support disciplinary
learning
Teacher does not enact
metacog nitive processes and/or
strategies students are expected
to use in support of disciplinary
learning.
Provides limited evidence
Provides acceptable evidence
Provides strong evidence
Teacher partially enacts
metacognitive processes and/or
Teacher clearly and completely
enacts metacognitive processes
Teacher clearly, and completely
enacts metacog nitive processes
strategies students are expected to
use and/or it is not clear how these
support disciplinary learning.
and/or strategies students are
expected to use in support of
disciplinary learning.
and/or strategies students are
expected to use in support of
disciplinary learning. Teacher
overtly makes enactment visible to
all students.
Teacher does not draw attention
to metacognitive processes
and/or strategies that support.
disciplinary learning.
Teacher draws attention to
metacognitive processes and/or
strategies that support d isciplinary
learning, but does not explain how,
why, or when to use them.
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Teacher deconstructs
metacognitive processes and/or
strateg ies that support disciplinary
learning by explaining how, why,
or when to use them.
Teacher deconstructs specific
metacog nitive processes and/or
strategies that support disciplinary
learning by explaining how, why, or
when to use them. The
deconstruction is structured to
enable all students to use strategies
independently.
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MONITORING AND GUIDING DISCIPLINARY LEARNING
Th ts practice focuses on how effectively teacher monitors and gu id es the disciplinary learning thro ug hout each task and thro ug hout the lesson as a whole Effective
teachers
adjust a nd su pport d iscip linary tasks to meet the needs of all stud ents tn the cl assroom They provide written and/or oral feedbacks and g radua lly re move supp0 rts
to foster
stude nts' ability to work flexibly and indepe nd ently
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1 Engaging and Su pporti ng Ail Students
Learni ng Teachers know and care about their students tn order to engage th em ln learning They connect
to students pnor
knowledge, backg rounds, life experien ces, and interests. They connect su bject matter to meaningful, real life context. Teachers use variety of instructional
strategies, res0u rces, and
technologies, to meet the diverse learning n eeds of students. They p romote critical thinking through tnq u try problem solving and reflection. They m0n itor learning and
adjust instruction wh le
teaching
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2
Provides no evidence
Provides limited evidence
Monitor learning and
adjust instruction,
supports, and
disciplinary tasks to
meet student needs
Teacher does not monitor
student learning.
Provide written
and/or oral feedback
during lessons to
promote disciplinary
learning
Teacher does not provide
feedback during lessons or
provides only evaluative
feedback.
3
Teacher monitors student learning
but does not adjust instruction or
disciplinary tasks as needed to meet
student needs.
Provides
4
evidence
Teacher monitors student learning
and adjusts instruction, supports,
and/or disciplinary tasks, as
needed to meet the needs of most
students.
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Provides
evidence
Teacher monitors student learning
throughout instruction and adjusts
instruction, supports, and/or
disciplinary tasks, as needed to
meet the needs of all students.
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Teacher provides feedback that is
vague and/or nonspecific.
specific and substantive.
Teacher provides constructivè,
clear, and timely feedback during
lessons. Suggestions for how to
improve disciplinary learning are
specific and primarily substantive
Feedback is constructed to meet
the specific needs of all students.
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Teacher provides constructive,
clear, and timely feedback during
lessons. Suggestions for how to
improve disciplinary learning are
Feedback may include asking probing questions and the involvement of students in providing feedback
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FOUNDATIONAL PRACTICE
-
DESIGNING INSTRUCTION FOR DISCIPLINARY THINKING AT.¡D UNDERSTANDING
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students to meet the disciplinary language demands of texts and tasks.
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content.
Set disciplinary
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learning targets that
are aligned with
ELA/Literacy CGSS
and the target highimpact practice
Structure and
connect tasks that
support the learning
targets
1
2
3
4
Provides no evidence
Provides limited evidence
Provides acceptable evidence
Provides stronq evidence
Learning targets are not
apparent and/or do not align with
the ELA/Literacy CCSS.
Learning targets are apparent and
align with ElA/Literacy CCSS, but
do not support the target high-impact
practice.
Learning targets are apparent,
align with ElA/Literacy CCSS, and
support the target high-impact
practice.
Learning targets are apparent, align
with ElA/Literacy CCSS, and
support the target high-impact
practice. Teacher strateg ically
attends to the learning targets
durinq the lesson.
Teacher structures tasks that do
not support learning targets.
Teacher structures discrete tasks
that support learning targets, but the
tasks do not work in conjunction with
one another.
Teacher structures tasks that
support the learning targets. The
tasks work in conjunction with one
another.
Teacher structures tasks that
support the learning targets and the
tasks work in conjunction with one
another. The teacher makes explicit
to students how tasks are
connected to each other and to the
Teacher does not design
supports to help students meet
the disciplinary language
demands of texts and tasks.
Teacher designs supports but they
do not align with the disciplinary
language demands of texts and/or
tasks.
Teacher designs supports to help
students meet the disciplinary
language demands of texts and
tasks.
t¡J
30
E
(l,
gE
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Design supports to
help students meet
the disciplinary
language demands
of texts and tasks
learninq tarqets.
Teacher designs supports to help
students meet the disciplinary
language demands of texts and
tasks. These supports are
differentiated for the levels of
language proficiency represented in
the class.
o EPF 2015
11
3-t2
RTEJI
RESOURCING
IN EDUCATION