2014 ela/eld framework activity - scoe for all students and routinely engage in intellectually rich...

2014 ELA/ELD Framework Activity

CHAPTER 1 – Introduction 3, Lines 334-338: Expanding on the goals shared in the CA ELD Standards, the

following values frame California’s work in educating ELs in all transitional kindergarten

through grade 12 classrooms across the disciplines.

Figure 1.2. Values for Educating ELs

Valuing Language and Culture as Assets: English learners receive instruction that values their home cultures

and primary languages as assets and builds upon them for new learning.

Equity in Intellectual Richness: English learners benefit from the same high expectations of learning

established for all students and routinely engage in intellectually rich tasks and texts across the disciplines.

Building Content Knowledge and Language in Tandem: English learners engage in instruction that promotes

content and language learning in tandem in all disciplines, including ELA, mathematics, social studies, science,

the fine arts, and other subjects.

Attending to Specific Language Learning Needs: English learners’ content and language learning is fostered

when targeted language instruction builds into and from content learning and attends specifically to English

language proficiency levels and prior educational experiences in the primary language and English.

Integrating Domains of Communication: English learners develop full proficiency in English in the domains of

listening, speaking, reading, and writing, consistent with expectations for all students.

Providing Appropriate Scaffolding: English learners thrive in instructional environments where teachers

intentionally support them to fully engage with intellectually challenging content using strategic scaffolding.

Scaffolding is tailored to student needs with the ultimate goal of student autonomy.

Evaluating Progress Appropriately: English learners’ progress in developing content knowledge and academic

English are best evaluated with intentional, appropriate, and valid assessment tools that take into account

English language proficiency levels and cultural backgrounds. Formative assessment practices allow teachers

to adjust instruction and provide feedback in a timely manner.

Sharing the Responsibility: English learners’ positive educational experiences and academic success is a

responsibility shared by all educators, the family, and the community.

These values are derived from current research and theory. (See for example, Anstrom,

Di Cerbo, Butler, Katz, Millet, and Rivera 2010; Genesee, Lindholm-Leary, Saunders, and

Christian 2006; George Washington University Center for Equity and Excellence in

Education 2009; Understanding Language Initiative 2013.)


CHAPTER 2 – Overview of the Standards Page 43, Lines 852-859: Figure 2.12 is presented here as a reminder of the goals, context,

framework organizers, and standards initially presented in Figures 2.1 and 2.6. Figure 2.12

presents further detail on the big ideas of the CA ELD Standards and the critical activities ELs

need to be engaged in in all classrooms.

Figure 2.12. Interrelationship of the CA CCSS for ELA/Literacy and the CA ELD

Standards


CHAPTER 3 – Key Considerations in ELA/Literacy and ELD Curriculum, Instruction and Assessment

Page 83, Line 2081: Figure 3.18 captures the essential features of Designated English

language development.

Figure 3.18. Designated ELD Instruction Essential Features

Essential Features of Designated English Language Development

1. Intellectual Quality: Students are provided with intellectually motivating, challenging, and

purposeful tasks, along with the support to meet these tasks.

2. Academic English Focus: Students’ proficiency with academic English and literacy in the content

areas, as described in the CA ELD Standards, the CA CCSS for ELA/Literacy, and other content

standards, should be the main focus of instruction.

3. Extended Language Interaction: Extended language interaction between students with ample

opportunities for students to communicate in meaningful ways using English is central. Opportunities

for listening/viewing and speaking/signing must be thoughtfully planned and not left to chance. As

students progress along the ELD continuum, these activities must also increase in sophistication.

4. Focus on Meaning: Instruction predominantly focuses on meaning, makes connections to language

demands of ELA and other content areas, and identifies the language of texts and tasks critical for

understanding meaning.

5. Focus on Forms: In alignment with the meaning focus, instruction explicitly focuses on learning

about how English works, based on purpose, audience, topic, and text type. This includes attention

to the discourse practices, text organization, grammatical structures, and vocabulary that enable us

to make meaning as members of discourse communities.

6. Planned and Sequenced Events: Lessons and units are carefully planned and sequenced in order

to strategically build language proficiency along with content knowledge.

7. Scaffolding: Teachers contextualize language instruction, build on background knowledge, and

provide the appropriate level of scaffolding based on individual differences and needs. Scaffolding is

both planned in advance and provided ‘”just-in-time.”

8. Clear Lesson Objectives: Lessons are designed using the CA ELD Standards as the primary

standards and are grounded in the appropriate content standards.

9. Corrective Feedback: Teachers provide students with judiciously selected corrective feedback on

language usage in ways that are transparent and meaningful to students. Overcorrection or arbitrary

corrective feedback is avoided.

10. Formative Assessment Practices: Teachers frequently monitor student progress through informal

observations and on-going formative assessment practices, and they analyze student writing, work

samples, and oral language production in order to prioritize student instructional needs.

, Lines 696-697 and 715: Deciding which words to teach is important. Figure

3.5 displays a model for conceptualizing categories of words (Beck, McKeown, and

Kucan 2002, 2013).

Figure 3.5. Categories of Vocabulary

Vocabulary Definition Examples

Conversational (Tier One)

Words of everyday use happy, dog, run, family, boy,

play, water General Academic (Tier Two)

Words that are far more likely to

appear in text than in everyday

use, are highly generalizable

because they appear in many

types of texts, and often

represent precise or nuanced

meanings of relatively common

things

develop, technique, disrupt, fortunate, frightening, enormous,

startling strolled, essential

Domain-Specific (Tier Three)

Words that are specific to a

domain or field of study and key

to understanding a new concept

equation, place value, germ,

improvisation, tempo,

percussion, landform,

thermometer


CHAPTER 4 – Content and Pedagogy: Transitional Kindergarten Through Grade One Page 41&44, Lines 971-973 and 976: Examples of designated ELD that builds into and from content instruction are provided in brief below. Lengthier vignettes for LA/Literacy and aligned Designated ELD instruction are provided in the grade level sections.

Snapshot 4.3 Designated ELD Connected to ELA/Social Studies

In Social Studies, Mr. Dupont’s class has been learning about how being a good citizen involves

acting in certain ways. Through teacher read alouds of informational and literary texts (including stories

and folktalkes), as well as viewing videos and other media, the children experience examples of honesty,

courage, determination, individual responsibility, and patriotism in American and world history. Mr. Dupont

takes care to emphasize American and international heroes that reflect his students’ diverse

backgrounds. He frequently has the children discuss their ideas and opinions, and he is preparing them to

write an opinion piece about a historical figure from one of the texts they admire and to explain why they

admire the person.

Mr. Dupont’s EL children are at the Bridging level of English language proficiency, and during

designated ELD, he provides his students with extended opportunities to discuss their ideas and opinions,

as he knows that this will support them in writing their ideas. He strategically targets particular language

that he would like for students to use in their opinion pieces by constructing sentence frames that contain

specific vocabulary and grammatical structures that stretch his students to be more precise and detailed

(e.g., My favorite hero is ___ because ___. ___ was very courageous when ___.). He explains to the

children how they can expand their ideas in different ways by adding information about where, when,

how, and so forth. For example, he explains that instead of simply saying, “She worked on a farm,”

children could say, “She worked on a farm in California,” or they could add even more detail and precision

by saying, “She worked on a farm in the central valley of California.” He provides his students with many

opportunities to construct these expanded sentences as the students discuss the historical figures they

are learning about and then write short summaries of their discussions at the end of lessons.

Mr. Dupont also delves deeper into some of the general academic and domain-specific vocabulary

critical for discussing and writing opinions and ideas on the topic (e.g., courage, determined, honest). He

teaches the words explicitly, and he pays careful attention to the conceptual understanding of the terms,

rather than merely providing short definitions. He structures opportunities for his students to engage in

collaborative conversations where they use several of the words in extended exchanges, and he supports

the children to use the words accurately and appropriately by providing sentence frames that contain the

words (e.g., I show responsibility when I ___, Honesty is important because ___).

Mr. Dupont thinks strategically about how oral language can serve as a bridge to written language in

order to prepare his students for writing their opinion texts, and he observes his students during social

studies and ELA to see how they are applying the language they are learning in designated ELD.

Primary ELD Standards addressed in Designated ELD: ELD.PI.K-1.1, 3, 6, 10, 12b (Br); ELD.PII.K-

1.4-5,6 (Br)

143, Lines 2895-2904: …When planning lessons, teachers should enact the

principles and practices discussed in this chapter and throughout the framework.

Lesson planning should look forward to year-end and unit goals, be responsive to

assessed needs, and incorporate the framing questions in Figure 4.36.

Figure 4.36. Framing Questions for Lesson Planning

Framing Questions for All Students Add for English Learners

• What are the big ideas and culminating performance

tasks of the larger unit of study, and how does this lesson

build toward them?

• What are the learning targets for this lesson, and what

should students be able to do at the end of the lesson?

• Which clusters of CA CCSS for ELA/Literacy does this

lesson address?

• What background knowledge, skills, and experiences do

my students have related to this lesson?

• How complex are the texts and tasks I’ll use?

• How will students make meaning, express themselves

effectively, develop language, learn content? How will

they apply or learn foundational skills?

• What types of supports (such as scaffolding),

accommodations, or modifications,* will individual

students need for effectively engaging in the lesson

tasks?

• How will my students and I monitor learning during and

after the lesson, and how will that inform instruction?

• What are the English language

proficiency levels of my

students?

• Which CA ELD Standards

amplify the CA CCSS for

ELA/Literacy at students’

English language proficiency

levels?

• What language might be new

for students and/or present

challenges?

• How will students interact in

meaningful ways and learn

about how English works in

collaborative, interpretive,

and/or productive modes?

*Scaffolding, accommodations, and modifications are discussed in Chapters 3 and 9.


CHAPTER 5 – Content and Pedagogy: Grades Two and Three Page 29-30, Lines 702-707 and 714: Figure 5.8 from the NGA/CCSSO (2010, 33) provides a

sample set of texts appropriate for grades two and three that may be used to systematically

build knowledge of the human body. Figure 5.9 provides suggestions for other topics. The

California Department of Education provides a database*—searchable by, among other things,

discipline, grade span, and language—of literature for students in preschool through grade 12.

Figure 5.9. Texts to Build Knowledge on Topics in Science Grade Two – Rock Cycle Grade Three – Solar System

Rocks: Hard, Soft, Smooth and Rough by Natalie

Rosinsky (2004)

Comets, Meteors, and Asteroids by Seymour

Simon (1994)

Everybody Needs a Rock by Byrd Baylor (1995) The Moon by Seymour Simon (2003)

Cool Rocks: Creating Fun and Fascinating

Collections by Kompelien (2007)

Eyewitness Books: Astronomy by Kristen Lippincott

(1994)

A Gift From the Sea by K. Banks (2008) Postcards from Pluto: A Tour of the Solar System

by Loreen Leedy (2006)

If You Find A Rock by P. Christian (2008) Solar System by Gregory Vogt

Rocks by Sally M. Walker(2007) What Makes Day Night by Franklyn Branley (1961)

Earthshake – Poems From the Ground Up by L.

Westberg Peters (2003)

The Usborne Complete Book of Astronomy and

Space by Lisa Miles, Alastair Smith and Judy

Tatchell (2010)

What Is The Rock Cycle? by Natalie Hyde (2010) Stargazers by Gail Gibbons (1999)

The Rock Factory by Jacqueline Bailey (2006) The Moon Book by Gail Gibbons (1998)

What Are Igneous Rocks? by Molly Aloian (2010) The Moon by Michael Carlowicz (2007)

What Are Sedimentary Rocks? by Natalie Hyde

(2010)

The Big Dipper by Franklyn Branley (1991)

What Are Metamorphic Rocks? by Molly Aloian

(2010)

The Magic School Bus: Gets Lost in Space,

The Magic School Bus: Lost in the Solar System by

Joanna Cole (1992)

*Note: in framework you can click on this word and be linked to the CDE database.

Pages 90-91, Lines 1761-1763 and 1765: The following snapshots are illustrative of the integration of the ELA/Literacy strands and the integration of ELA/Literacy and other content areas.

Snapshot 5.7 Integrated ELA/History-Social Science/Theatre in Grade Three After reading or listening to short biographies of American heroes, including Thomas Jefferson,

Abraham Lincoln, Frederick Douglass, and Harriet Tubman, small groups of third grade students select

one of the individuals for focused study. The students revisit and reread portions of the relevant text and

work together to identify major events from the person's life. With assistance from the teacher, they

summarize and list the events on a chart. The students then select two of the events to represent in a

morphing tableau and present it to the class.

The group that reviewed Harriet Tubman's biography include her birth in Maryland in the early

1820s, separation from her family at age 6, severe head injury as an adolescent, escape from slavery,

and activity leading runaway slaves to freedom along the Underground Railroad on their list of major

events. They decide to depict escaping from slavery and leading runaway slaves on the Underground

Railroad in their morphing tableau. Students identify the figures that will appear in each tableau,

determine who will play each role, and problem solve how to depict the events. They choreograph a

transition from one tableau to the other and rehearse their tableaux and the transition. They also prepare

and practice with one another several times what they will say about their character and activity in each

tableau. The teacher supports each group and observes and comments on their rehearsals.

The day of the performance, each group introduces their tableaux by sharing the name of their

hero. They strike their first pose and the teacher invites the audience to comment on the tableau. What do

they see? What do they think is happening based on their knowledge of the figure and events in his or her

life? The teacher then taps each of the performers on the shoulder, one at a time, and the students turn to

the audience and tell who they are and what they are doing in the tableau. Speakers return to their poses.

Then the performers slowly transition, or morph, from their first pose to their second. The audience again

comments and the performers share. The class applauds the performance and the next group presents.

CA CCSS for ELA/Literacy: RI.3.2, RI.3.3, SL.3.1, SL.3.2, SL.4, SL.3.6, L.3.1, L.3.3, L.3.6

CA ELD Standards: PI.3.1, 4, 9, 12; PII.3.3, 4, 5

History-Social Science Content Standard: 3.4 (6): Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne

Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet

Tubman, Martin Luther King, Jr.).

Visual and Performing Arts Content Standards:

Theatre 5.1: Use problem-solving and cooperative skills to dramatize a story or a current event from

another content area, with emphasis on the five Ws.

Theatre 5.2: Develop problem-solving and communication skills by participating collaboratively in

theatrical experiences.


CHAPTER 6 – Content and Pedagogy: Grades Four and Five

Pages 37-38, Lines 988-995: Designated ELD is an opportunity to amplify the language ELs need to develop in order to be successful in school and to augment instruction in order to meet the particular language learning needs of ELs at different English language proficiency levels. Examples of designated ELD that builds into and from content instruction are provided in brief snapshots below. Lengthier vignettes for ELA/Literacy and aligned Designated ELD instruction are provided in the grade level sections.

Snapshot 6.1 Designated ELD Connected to ELA

In English Language Arts, Mrs. Thomas is teaching her fourth graders to read short

stories more carefully. The students have learned to mark up their texts with their ideas about

what the text is about, what they think the author wants them to think (e.g., about a character),

and wording or ideas they have questions about. She structures many opportunities for her

students to re-read the short stories and discuss their ideas.

In designated ELD, Mrs. Thomas works with a group of EL students at the Expanding

level of English language proficiency. She knows that it can sometimes be difficult to know what

is really going on in a story because the language used to describe characters, settings, or

behavior is not always explicit, and inferences must be made based on the language that is

provided. She shows her students some ways to look more carefully at the language in the short

stories they’re reading in order to make these inferences. For example, she explains that in

literary texts, authors frequently express characters’ attitudes and feelings not by “telling” (e.g.,

She was afraid.) but by “showing” through actions or feelings (e.g., She screamed. She felt a

chill trickling down her spine.).

After modeling several examples and engaging her students in a whole class discussion

about the inferences and language, Mrs. Thomas has the students work in pairs to mark up a

short story they’ve been reading. She has the students focus on the language used to describe

the characters and to highlight both explicit descriptions (e.g. he was a tall, thin man) and less

explicit descriptions (e.g., he was a string bean of a man). Once they’ve marked up their texts

together, she asks the partners to compare and to discuss their notes with another set of

partners. Finally, she asks the small groups to evaluate the examples they found, discuss how

well the author used language to describe the characters, and to then generate an opinion

statement about their evaluation, using evidence from their notes and the text to support it.

Primary ELD Standards addressed in Designated ELD: ELD.PI.4-5.1, 6a, 7, 10b, 11

, Lines 1056-1065: As discussed previously in this framework, teachers develop

non-trivial text dependent questions that take students into the text and help them

wrestle with difficult sections. See Figure 6.9 for a brief guide on creating questions.

Figure 6.9. A Brief Guide for Creating Questions for Close Analytic Reading of Complex

Text

1. Think about what you think is the most important learning to be drawn from the text. Note this

as raw material for the culminating assignment and the focus point for other activities to build

toward.

2. Determine the key ideas of the text. Create a series of questions structured to bring the

reader to an understanding of these.

3. Locate the most powerful academic words in the text and integrate questions and discussions

that explore their role into the set of questions above.

4. Take stock of what standards are being addressed in the series of questions above. Then

decide if any other standards are suited to being a focus for this text. If so, form questions that

exercise those standards.

5. Consider if there are any other academic words that students would profit from focusing on.

Build discussion planning or additional questions to focus attention on them.

6. Find the sections of the text that will present the greatest difficulty and craft questions that

support students in mastering these sections. These could be sections with difficult syntax,

particularly dense information, and tricky transitions or places that offer a variety of possible

inferences.

7. Develop a culminating activity around the idea or learning identified in #1. A good task should

reflect mastery of one or more of the standards, involve writing, and be structured to be done by

students independently.

Source: achievethecore.com

Students also generate their own questions, which promotes active engagement with

the text.


CHAPTER 7 – Content and Pedagogy – Grades Six Through Twelve

Page 75, Lines 1798-1802: The Five Word Summary is a strategy that starts with five words

and contains four steps as seen in Figure 7.10 below.

Figure 7.10. Five Word Summary Strategy

Step 1—Using words from the reading, create a list of the five most important words. These

should all be words that explain and/or clarify the main point of the reading.

Step 2—Choose a partner, and compare your five-word list to a partner’s. The two of you

will now have five minutes to create a new list of the five most important words by

synthesizing your two original lists. Be sure to choose those terms from your lists that

represent the reading’s main idea.

Step 3—In pairs, now join another set of partners to form a group of four. Each pair will

share its five-word list; then the group of four will once again discuss which words are really

most essential to the main idea of the reading. Each group will also have five minutes to

create a newly synthesized list of five key words. While you can try to persuade your peers

that your word choices are the best, your group must be in agreement about its final list.

Step 4—On your own, use the final list of five key words that your group of four agreed on,

and write a summary paragraph of the reading. Use all five words from your final list in your

paragraph. Underline each of the five key words in your summary. Be sure that the words

you chose support/explain/clarify the main point of the reading.

Expository Reading and Writing Course, CSU

Pages 84-85, Line 2039-2041 and 2046-2050: For those students whose reading achievement is two or more years below grade level, placement in an intensive intervention program in reading/language arts should be considered. …

Snapshot 7.5 Eighth grade reading intervention class

After reviewing their IEP goals and assessing the foundational skills of her students with

special needs, Ms. Rivera separates her students into groups with similar needs. A group of four

students works with Ms. Rivera at the reading table; another small group of students works

collaboratively with word cards; a third small group reads in the classroom library, and three other

students work independently at computers using reading software.

Ms. Rivera leads a small group discussion about morphology and specific roots. She

uses a stand-alone, intensive language arts program designed for specific learners whose

academic performance is two or more years below grade level. She has consulted the language

arts teacher about what specific roots are being addressed in the general education classroom to

help determine her focus.

Another small group of students works in pairs to sort word cards by syllable types, a skill

and activity previously taught by Ms. Rivera during small group instruction. They select a word

card that has a syllable underlined (e.g., participate), read the word, identify the underlined

syllable type, and then place it under the proper syllable type category (i.e., r-controlled). The

students also create their own word cards, underlining syllables and then asking their partners to

identify the underlined syllable type.

In the next group, each student in the classroom library is engaged in reading a different

leveled book from a genre of their choice, to practice the foundational reading skills already

taught. The books are categorized in baskets on the shelves. An instructional assistant

individually discusses with the students what they are reading, asking clarifying questions to

gauge comprehension, and records the data to help gauge progress on goals and guide future

instruction.

Finally, the students working at computers are engaged in the individualized reading

software which adapts to students’ responses. Each student works at a different point in the

software on specific skills identified in their IEP goals and present levels.

Ms. Rivera periodically observes all groups to gather observational data. She shares the

data she gleans from her observations and that of the instructional assistant with IEP team

members, including the general education teachers, providing insight into the instructional levels

and needs of the students. Adapted from Kosanovich and Miller 2010

In this snapshot, the teacher provides direct, explicit, and differentiated instruction as she

works with small groups who share the same reading difficulties. …


CHAPTER 8 – Assessment

Page 14, Line 262 (Section on Short-Cycle Formative Assessment)

Snapshot 8.2 Formative Assessment in Grade Two

In a second-grade classroom comprised of native English speaking children and children who are English

learners, the children have been working on retelling folktales they have read together in class and

conveying the central message of the tale (CA CCSS Reading Standard for Literature). The EL children,

in particular, have been working on using the past tense to indicate the tales happened in the past

(ELD.PII.2.3). In this lesson, students are engaged in small group work, and during this time, the teacher

selects groups of three students to recount one of the folktales the class has read that week. In this

situation, she wants to give each student sustained opportunities to use language while she and the

others in the group listen. She asks the first student to begin, then after a while asks the second child to

carry on and so on. When the students have finished, the teacher asks them to say what they think the

main message of the story is. Each child offers an opinion and there follows a discussion about whether

there is agreement about the main message or not. From the recounting activity, the teacher has

evidence that one student uses the past tense consistently and mostly with accuracy, while the other two

do not. Two of the children are able to convey the message of the text, but another has not really grasped

it. After her discussion with the group, she makes quick notes about each student and what is next for

them instructionally. She continues this process with one more group before independent reading time is

over, and she will find other opportunities during the week to assess other small groups in the same way.

Page 14, Line 263

Snapshot 8.3 Formative Assessment with EL Newcomers

In a secondary designated English Language Development (ELD) class, with newcomers whose

experience in the United States ranges from three months to one year, the ELD teacher has worked

collaboratively with the science teacher to create a five-week unit on animal behavior with the purpose of

guiding his students through a deep exploration of the content through the language resources used to

convey meaning. The two teachers have agreed that during science instruction, the science teacher will

provide appropriate and strategic support so to his EL students so that they can fully participate in the

science activities he has designed, gain understanding from the science textbook, and engage in

collaborative discussions about the text and content. This strategic support includes using graphic

organizers, providing increased opportunities for the students to discuss their ideas in small groups or

pairs, and primary language support, including drawing attention to cognates.

During designated ELD instruction, the ELD teacher has agreed to analyze the science textbook

and the activities the science teacher has designed in order to identify the language demands they

present and then to address the language demands in her class. This is the third class of the first week

on the unit. Having formulated questions they would like to explore around the science topic, students

have then perused a variety of texts on the topic to identify meanings and have charted language they

think is critical for conveying their understanding of the topic. They now work in pairs to collaboratively

write a description about what they have learned so far about one aspect of animal behavior, using as

much of the language they have charted as they can. Before the lesson is over, the pairs write their

description drafts on large sheets of paper to enable a discussion on what they have done and where

they may go next to refine or add to their descriptions. The pairs read their descriptions to the class, and

time is provided for the other students to ask questions and make comments. When one pair shares their

description about animals and language, an animated conversation develops on whether animals have

language or not. Julio, explains the thinking that went into the description that caused the lively

discussion.

Julio: …First of all, I think that language is a way to inform others around you, your feelings or

just a simple thing that you want to let know people what is the deal. And it can be expressed by

saying it, watching a picture, or hearing it, you know what I’m saying? I don’t know if you have

heard about the kangaroo rat that stamps its feet to communicate with other rats. It’s really funny

cause we humans have more characteristics to communicate to each other, but we still have

problems to understand other people. Characteristics like sound, grammar, pitch, and body

language are some of them, while the rat only uses the foot (he stamps the ground).

The teacher, who has been taking notes on the language students are using in the conversation, also

notes that Julio is using some of the academic language the class has charted in both his writing and

speaking and has, more importantly, done an effective job of conveying his understanding of the

information from his research and persuading his peers using evidence. The ELD teacher decides to

examine more closely the students’ written descriptions, as well as the language they have used in their

conversations, in order to make decisions about what language features of the science texts to focus on

as she progresses in the unit. She also plans to make a copy of her notes to share with the science

teacher when they meet later that week during collaboration time.

Page 29, Line 577 (Section on Feedback) Snapshot 8.7 Student Involvement in Assessment in Grade Four

Miss Nieto, a fourth grade teacher, has a discussion with each of her students about their reading

scores from the interim assessment. In her meeting with Henry, she notes that the student has done well

on the items related to using explicit details about the text and summarizing central ideas and is on track

to meet the associated standards. She also discusses with the student that his scores indicate that he is

not as strong in using supporting evidence to justify or interpret how information is presented. Miss Nieto

and Henry have a conversation about why he thinks he scored lower on those items. He tells her that he

thinks he is getting the idea of using evidence for justification but he still thinks it is difficult for him. She

suggests that this will be a focus for the student between now and the next interim assessment and gives

the student some ideas that can support his learning.


CHAPTER 9 – Access and Equity Pages 12-14, Lines 317-18, 338-341, and 343: As indicated in Figure 9.3, California’s ELs are enrolled in a variety of different school and instructional settings that influence the application of the CA ELD Standards. … Whether EL students are enrolled in alternative bilingual or mainstream English programs, all California educators have the dual obligation to provide EL students with meaningful access to grade-level academic content via appropriate instruction and to develop students’ academic English language proficiency. Figure 9.3. Instructional Characteristics in Programs for English Learners (partial chart)

Instructional Characteristics

Type of Program

Two-Way Immersion

Developmental Bilingual

Transitional Bilingual

Mainstream English-only

Lang

uage

of I

nstr

uctio

n

Home Language Literacy in the home language taught

across the disciplines

Strategic use of home language

English Literacy in English introduced sequentially or

simultaneously

All content

instruction in

English

English

Language

Development

Instruction

Occurs daily

Careful scope and sequence designed to ensure students

can fluently decode and comprehend grade-level texts in

English by the late elementary grades

Includes Parts I and II of the ELD Standards

May include instruction in foundational literacy skills (ELD

Standards, Part III), where appropriate

Occurs daily

Includes Parts I

and II of the ELD

Standards

Part III of the ELD

Standards is

addressed during

ELA (some

students may

need specialized

attention during

ELD)

Pages 26- 27, Line 582-586 and Line 591: The authors of the CCSS provided specific

recommendations for ensuring that students with disabilities have appropriate access to the

standards. Their statement, Application to Students with Disabilities, is provided in Figure 9.6.

See Figure 9.7 for information about students with autism spectrum disorders, the fastest

growing population of students with disabilities.

Figure 9.7. Supporting Students with Autism Spectrum Disorders Students with Autism Spectrum Disorders (ASD) represent the fastest growing population of students with

disabilities. Students with ASD experience many challenges, especially in the area of social awareness –

understanding how their behavior and actions affect others and interpreting the nonverbal cues (body

language) of others (Constable, Grossi, Moniz, and Ryan 2013). Having difficulty in recognizing and

understanding the thoughts, feelings, beliefs, and intentions of others can be problematic in regards to

achieving the ELA/Literacy standards that require communication and collaboration as well as those that

require interpreting the feelings, thoughts, and intentions of characters or real persons. Teachers of

students with ASD need to understand how these difficulties manifest themselves in the classroom in

relation to the standards as well as how to provide instruction for these students to comprehend and write

narratives related to the task at hand. Although some students with ASD are able to answer questions such

as ‘who’, ‘what’, and ‘where,’ they often struggle answering questions asking ‘how’ and ‘why.’ These issues

become progressively more challenging as the demands to integrate information for various purposes

increases at the secondary level. Teachers can find supports to enhance comprehension and ameliorate

potentially anxious and stressful experiences by incorporating cognitive behavioral strategies identified by

the National Professional Development Center on Autism Spectrum Disorders. Among important

considerations are the following;

• physically positioning oneself for face-to-face interactions and establishing attention

• providing verbal models for specific tasks

• responding to students’ verbal and nonverbal initiations

• providing meaningful verbal feedback

• expanding students’ utterances

• ensuring students have the prerequisite skills for a task

• breaking down tasks into manageable components

• knowing and using what students find motivating

• ensuring the use of appropriately challenging and interesting tasks

http://autismpdc.fpg.unc.edu/content/briefs


CHAPTER 10 – Learning in the 21st Century

Page 4-5, Lines 49-59 & 71-73: The Committee on Defining Deeper Learning and 21st Century Skills…organized the skills into three broad categories or domains of competence: 1) cognitive competencies, including cognitive processes and strategies, knowledge, and creativity; 2) intrapersonal competencies, including intellectual openness, work ethic/conscientiousness, and positive core self-evaluation; and 3) interpersonal competencies, including teamwork and collaboration leadership. Figure 10.3 provides information on these clusters.

Figure 10.3. Competencies Identified by the Committee on Defining Deeper Learning and

21st Century Skills (2012) Cognitive Competencies Intrapersonal Competencies Interpersonal Competencies

Cognitive Processes and Strategies

Critical thinking, problem solving,

analysis, reasoning,

argumentation, interpretation,

decision making, adaptive

learning, executive function

Knowledge Information literacy (research

using evidence and recognizing

bias in sources); information and

communications technology

literacy; oral and written

communication; active listening1

Creativity

Creativity, innovation

Intellectual Openness Flexibility, adaptability, artistic

and cultural appreciation,

personal and social responsibility

(including cultural awareness and

competence), appreciation for

diversity, continuous learning,

intellectual interest and curiosity

Work Ethic/Conscientiousness

Initiative, self-direction,

responsibility, perseverance,

productivity, grit, Type 1 self-

regulation (metacognitive skills,

including forethought,

performance, and self-reflection),

professionalism/ethics, integrity,

citizenship, career orientation

Positive Core Self-Evaluation

Type 2 self-regulation (self-

monitoring, self-evaluation, self-

reinforcement) physical and

psychological health

Teamwork and Collaboration Communication, collaboration,

teamwork, cooperation,

coordination, interpersonal skills,

empathy/perspective taking,

trust, service orientation, conflict

resolution, negotiation

Leadership Leadership, responsibility,

assertive communication, self-

presentation, social influence

with others

1 As noted throughout this framework, speaking and listening should be broadly interpreted to include signing and viewing for Deaf and hard of hearing students whose primary lnaguage is American Sign Language (ASL).

Pages 33-34, Lines 628-630: The payoffs for these efforts will be the preparation of

students who can contribute to and participate in whatever the future delivers.

Snapshot 10.1 Integrating Technology into an Extended Writing Project in Grade Two

After reading and discussing several informational books about reptiles, second graders work in pairs to

write their own informational text about a reptile of their choice. They gather books from the library and

explore the Internet together, using search terms discussed with the teacher. They write a list of key ideas

in several categories, such as appearance, habitat, and eating habits. They also record special

vocabulary. Students researching the common snapping turtle, for example, record the terms rigid

carapace, freshwater, and omnivore because they want to be sure to use them in their text. Each team

creates a draft modeled after the texts the teacher had read aloud and discussed with the class. Students’

drafts are shared with the teacher who provides feedback and guidance. When ready, each student pair

develops a final version, having made presentation decisions, and includes informational text features

appropriate to their piece of writing, such a Table of Contents, bolded words, captions, and headings. As

a finishing touch on their projects, students add Quick Response (QR) Codes to each page of their books,

a technology with which they previously had gained experience. Each code allows viewers of the book

use a class QR scanner (such as an app installed on a tablet or Smartphone) to listen to translations that

bilingual students record. This is important as some of the students in the classroom will be more

comfortable interacting with the book in their home language. Similarly, the books may be shared with

family members who are developing English.

CA CCSS for ELA/Literacy: W.2.7, W.2.2, W.2.6, RI.2.5, SL.2.5 , LS.2.6 L.2.1, L.2.2, L.2.3

CA ELD Standards: ELD.PI.2.1, 2, 4, 10, 12; ELD.PII.2.1-7

Next Generation Science Standard:

2-LS4-1: There are many different kinds of living things in any area, and they exist in different places on

land and in water.

21st Century Skills: communication and collaboration, creativity, problem solving, media and technology

skills


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

Pages 24-25, Lines 575-577: The snapshot that follows offers an examples of professional learning and collaboration.

Chapter 11 - Snapshot 11.1 Using the CA ELA/ELD Curriculum Framework as a Resource for

Site-based Professional Learning

King Elementary School’s principal and teacher leaders have been preparing year-long professional

learning on the CA ELA-ELD Curriculum Framework for the school’s faculty. In the first session, they

provided an overview of the framework and facilitated a conversation about how to begin integrating the

vision and principles of the framework into existing practice. Today, the teacher leaders are facilitating

collaborative conversations with their colleagues on the grade span chapters, which all of the teachers

have read prior to the session. The grade level teams were asked to take notes as they were reading

their grade span chapters and to annotate the ELA and ELD vignettes in their grade level section. As they

discuss the vignettes, the teachers share where they’ve highlighted using the following questions:

• Which CA CCSS for ELA/Literacy and CA ELD standards are in action at different points in the

vignettes?

• How are teachers collaborating with one another and with parents, administrators, and others?

• How are students interacting meaningfully with others and with content?

• How are students using language, and what types of new language are they developing?

• How does the teacher determine when students need additional support and how is the support

provided?

• What is the role of content, and what is the role of language?

• How does this connect to your current practice?

An excerpt from the fourth grade teaching team’s discussion and analysis of a vignette from their grade

level section is provided below.

Vignette 1 Integrated ELA & Social Studies Instruction in Grade Four: Writing Biographies

Fourth grade team’s notes

Background: Mrs. Patel’s class of 32 fourth graders write many different

text types during the course of the school year.

Lesson Context: At this point in the “Biographies” unit, Mrs. Patel’s

students are researching a historical figure of their choice. Ultimately, each

student will individually write a biography on the person they selected and

provide an oral presentation based on what they wrote. They research their

person in small research groups where they read books or articles and view

multimedia about them; discuss the findings they’ve recorded in their notes;

and work together to draft, edit, and revise their biographies and oral

Lots of writing in this

classroom

W.4.7 - Conduct short

research projects …;

SL.4.4 - Report on a

topic or text …

SL.4.1 - Engage

effectively in a range of

collaborative

presentations. Texts are provided in both English and in the primary

languages of students (when available) because Mrs. Patel knows that the

knowledge students gain from reading in their primary language can be

transferred to English and that their biliteracy is strengthened when they are

encouraged to read in both languages …

discussions

Primary language

support (scaffolding)

and promoting

biliteracy

After the grade level discussions about the vignettes, each teaching team reports out to the rest of the

staff on their findings. The principal then facilitates a discussion where the staff come to a consensus on

the instructional principles and practices they will all agree to implement in their classrooms. The grade

level teacher leaders and the principal provide support to their colleagues over the next month as they try

things out. At the next professional learning session, the staff shares successes and challenges, as well

as student work they’ve gathered, to determine next steps.

2014 ela/eld framework activity - scoe for all students and routinely engage in intellectually rich...

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