LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/ ENGLISH … · LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK . SESSIONS AT-A-GLANCE . Session 1: Tuesday,

LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK

SESSIONS AT-A-GLANCE

Session 1: Tuesday, December 9, 2014

1:00 – 2:00 pm Registration – Atlas Foyer

2:00 – 2:15 pm Opening Remarks – Atlas Ballroom: Town & Country/San Diego Rooms CDE: Lupita Cortez Alcalá, Tom Adams; San Diego County Office of Education: Barbara Boone

2:15 – 3:00 pm Introduction to the ELA/ELD Framework – Atlas Ballroom: Town & Country/San Diego Rooms

Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher

3:00 – 3:30 pm Snack Break

3:30 –

4:45

pm

Session A Session B Session C Session D Session E Session F Session G ELA/ELD Framework Focus: Elementary Grades TK–5 Kristyn Bennett, Hallie Yopp Slowik

ELA/ELD Framework Focus: Middle School Grades 6–8 Carlos Ulloa, Cynthia Gunderson

ELA/ELD Framework Focus: High School Grades 9–12 Lauryn Wild, Kristen Cruz Allen

Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Nancy Brynelson, Jo Ann Isken

Ensuring Equity: California’s Vision for Our Culturally and Linguistically Diverse Students Rindy DeVol, Maria Larios-Horton, Pam Spycher

Integrating Formative Assessment into Instruction Robert Linquanti, Pete Callas

Access for All: Universal Design for Learning in a Multi-tiered System of Supports World Kevin Schaefer

5:00 – 5:30 pm Spotlight on the Writers: Questions and Answers – Atlas Ballroom: Town & Country/San Diego Rooms Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher

On-site Internet Access Network Name: AALI2014 Password: aaliattendee “By reading widely across many disciplines and genres students increase their background knowledge and understanding of the world; they increase their vocabulary and familiarity with varied grammatical and text organizational structures; they build habits for reading and stamina; they practice their reading skills; and perhaps, most importantly, they discover interests they can carry forward into a lifetime of reading and enjoying books and texts of all types.”

2014 ELA/ELD Framework

Session 2: Wednesday, December 10, 2014 2:4

5 – 4:

00 pm

Reading Closely: Supporting Elementary School Students to Make Meaning with Complex Texts (Grades TK–5) Kristen Cruz Allen, Hallie Yopp Slowik

Implementing Content Instruction (Grades TK–5) Jean Brletic, Charlene Stringham

Empowering Students for Effective Expression (Grades 6–12) Rindy DeVol, Jayne Marlink

Ensuring Equity: California’s Vision for Our Culturally and Linguistically Diverse Students Pam Spycher, Karin Linn-Nieves

Access for All: Universal Design for Learning in a Multi-tiered System of Supports World Kevin Schaefer

Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Nancy Brynelson, Jo Ann Isken

4:15 – 4:45 pm Spotlight on the Writers: Questions and Answers – Atlas Ballroom: Town & Country/San Diego Rooms Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher

7:30 – 8:30 am Registration and Continental Breakfast – Atlas Foyer (Late/On-site Registration – Terrace Salon One)

8:30 – 9:00 am Opening Remarks – Atlas Ballroom: Town & Country/San Diego Rooms CDE: Lupita Cortez Alcalá, Tom Adams; San Diego County Office of Education: Antonio Mora; State Board of Education: Ilene Straus

9:00 – 10:00 am Introduction to the ELA/ELD Framework – Atlas Ballroom: Town & Country/San Diego Rooms Nancy Brynelson, Hallie Yopp Slowik, Pam Spycher

Session A Session B Session C Session D Session E Session F

10:15

– 11

:30 am

Ensuring Equity: California’s Vision for Our Culturally and Linguistically Diverse Students Rindy DeVol, Maria Larios-Horton

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) Gina Chavez, Elva Hennessee, Deborah Costa Hernandez

Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12) Nancy Brynelson, Lauryn Wild

Foundational Skills Part 1: What’s New in the Standards, Terminology, and Grade-Level Expectations (Grades TK–5) Kristyn Bennett, John Shefelbine

Integrating Formative Assessment into Instruction Margaret Heritage, Jo Ann Isken, Robert Linquanti, Pete Callas

“Both/And”…English Language Development in the New Framework Vanessa Girard, Karin Linn-Nieves

11:45 – 12:45 pm Lunch – Atlas Ballroom: Town & Country/San Diego Rooms

Session A Session B Session C Session D Session E Session F

1:00 –

2:15

pm Reading Closely:

Supporting Middle and High School Students to Make Meaning with Complex Texts (Grades 6–12) Pam Spycher, Kristen Cruz Allen

Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12) Gina Chavez, Elva Hennessee, Deborah Costa Hernandez

Empowering Students for Effective Expression (Grades TK–5) Rindy DeVol, Jayne Marlink

Foundational Skills Part 2: I Know They Can’t Read But What Do I Do Now? (Grades TK–12) Kristyn Bennett, John Shefelbine

Integrating Formative Assessment into Instruction Margaret Heritage, Jo Ann Isken, Robert Linquanti, Pete Callas

“Both/And”…English Language Development in the New Framework Vanessa Girard, Karin Linn-Nieves

2:15 – 2:45 pm Snack Break Session A Session B Session C Session D Session E Session F

LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/

ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK SESSION 1: OPENING REMARKS Tuesday, December 9, 2014 2:00 – 2:15 pm Atlas Ball room – Town & Country Room/San Diego Room Lupita Cortez Alcalá, Deputy Superintendent

Instructional and Learning Support Branch, California Department of Education

Tom Adams, Director Curriculum Frameworks & Instructional Resources Division, California Department of Education

Barbara Boone, Director San Diego County Office of Education

Introduction to the ELA/ELD Framework

2:15 – 3:00 pm Atlas Ball room – Town & Country Room/San Diego Room

Description: Learn about California’s new English Language Arts/English Language Development Framework from its three lead authors. The authors will provide an overview of the content and organization of the framework, along with explanations of key principles and practices emphasized through its chapters.

Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author

Hallie Yopp Slowik, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author

Pam Spycher, Senior Research Associate, California Comprehensive Center (CA CC) at WestEd; Framework Co-Author

On-site Internet Access Network Name: AALI2014

Password: aaliattendee

Session 1 Workshops

Tuesday, December 9, 2014 3:30 – 4:45 pm

Session A

ELA/ELD Framework Focus: Elementary Grades TK–5 Location: Sunrise Room Description: Time to go a little deeper into some of the resources and examples offered in the elementary grade-level chapters. Explore grade-level chapters including chapter 3, for transitional kindergarten through grade 1; chapter 4, for grades 2–3; and chapter 5, for grades 4–5. This session will highlight key instructional practices and resources, including informational figures and sample lesson snapshots. Participants will also learn about the foundational skills “white paper” developed as a supporting resource to highlight selected key concepts and discussions from the framework.

Presenters: Kristyn Bennett, K–2 Reading Intervention Specialist, Grace Thille Elementary School, Santa Paula Elementary School District


“The adoption of the CA CCSS in ELA/Literacy and the CA ELD Standards and the development of the ELA/ELD Framework represent California’s commitment to ensure that all its students receive an education that will enable them to take advantage of possibilities, pursue their dreams, and contribute to the well-being of California and the world.” -ELA/ELD Framework

Session B ELA/ELD Framework Focus: Middle School Grades 6–8 Location: Royal Palm Salon Three & Four Description: Students in middle school present unique needs and exciting opportunities for growth. Participants will examine some of the resources, guidance, and examples offered in chapter 6 for grades 6–8. This session will highlight key instructional practices and shared literacy possibilities with other content teachers, including informational figures and sample lesson snapshots.

Presenters: Carlos Ulloa, Principal, Loma Vista Immersion Academy, Old Adobe Union School District Cynthia Gunderson, Education Programs Consultant, Curriculum Frameworks Unit, CDE

Session 1 Workshops Tuesday, December 9, 2014

3:30 – 4:45 pm

Session C ELA/ELD Framework Focus: High School Grades 9–12 Location: Royal Palm Salon Five & Six Description: The framework goal of developing students’ readiness for college, career, and civic life takes on special meeting for high school students and is highlighted in chapter 7. Participants will examine some of the resources, guidance, and examples offered for grade spans 9–10 and 11–12. This session will identify some key instructional practices and shared literacy possibilities with other content teachers, including informational figures and sample lesson snapshots.

Presenters: Lauryn Wild, District Program Specialist-ELA Secondary Instruction, San Bernardino City Unified School District

Kristen Cruz Allen, Administrator, Curriculum Frameworks Unit, CDE “In a world that increasingly values speed over all else, literature demands that students slow down, stop to think, pause to ponder and reflect on important questions that have puzzled humankind for a very long time.”

-ELA/ELD Framework

Session D Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Location: Atlas Ballroom/California Room Description: Successful implementation of the new ELA/ELD Framework requires skilled leadership and collaboration. School leaders—teachers, specialists, administrators, and others—need to share responsibility for envisioning and implementing the CA CCSS for ELA/Literacy and the CA ELD Standards. During this session participants will learn how the framework defines shared responsibility and high-quality professional learning. Tools for assessing a school’s learning culture will be shared as well as strategies for designing a professional learning program and establishing an effective leadership team. Participants will leave the session having outlined their next best steps for learning about and implementing the framework in their schools and districts. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Jo Ann Isken, Chair, Instructional Quality Commission


3:30 – 4:45 pm

Session E Ensuring Equity: California’s Vision for our Culturally and Linguistically Diverse Students Location: Sunset Room Description:

In the session, participants will learn about California’s vision for equity for California’s culturally and linguistically diverse learners, as articulated throughout the ELA/ELD Framework and emphasized in chapter 9, Access and Equity. Participants will interact with snapshots of “equity in action” and other resources from the framework that support teachers to implement culturally and linguistically responsible pedagogy so that all students can thrive in each and every California classroom. Presenters: Rindy DeVol, ELA/ELD Coordinator, Butte County Office of Education

Maria Larios-Horton, Director of Multilingual and Migrant Education Programs, Santa Maria Joint Union High School District

Pam Spycher, Senior Research Associate, CA CC at WestEd; Framework Co-Author

Session F Integrating Formative Assessment into Instruction Location: Atlas Ballroom/Golden West Room Description: The ELA/ELD Framework introduces California’s new vision of a comprehensive assessment system. This workshop explores that vision as it pertains to formative assessment, or assessment for learning. Presenters will provide an overview of assessment purposes and cycles, and how these differ by methods, information gathered, and corresponding uses and actions. Presenters then systematically examine formative assessment as a process teachers and students use during instruction that provides feedback to adjust ongoing teaching and learning with the goal of moving students’ learning forward toward achieving the standards. Key practices of formative assessment are illustrated using video as well as vignettes of practice drawn from the framework. Participants will discuss these practices and actively explore the implications of formative assessment for teacher and administrator professional learning. Presenters: Robert Linquanti, Project Director & Senior Researcher, CA CC at WestEd

Pete Callas, Administrator, Assessment Programs Support & Outreach Office, CDE

“Although beyond the scope of this framework, it should be noted that literacy and language proficiency in languages other than English are highly desirable and advantageous for California’s students and the state.” -ELA/ELD Framework


3:30 – 4:45 pm

Session G Access for All: Universal Design for Learning in a Multi-tiered System of Supports World Location: Royal Palm Salon One & Two

Description: In order for all students to acquire 21st century skills to succeed in college, career, and civic life, organizational structures, initiatives, and priorities must be aligned and supported within the inclusive context of a Multi-tiered System of Supports (MTSS). In order to accomplish this, the implementation of Universal Design for Learning (UDL), a proactive lesson planning framework based in the latest neurocognitive science research, professional development for all teachers in support of all students is an imperative. Participants will deepen their understanding of and make connections between necessary 21st century workforce skills, development of a MTSS, and the three principles of UDL.

Presenter: Kevin Schaefer, Assistant Director of Special Programs, WestEd Center for Prevention and Early Intervention “Bridging the literate worlds of adolescents outside of school and inside school is a way to build students’ motivation to write and engage them as members of the academic community.” -ELA/ELD Framework

Session 1 Tuesday, December 9, 2014

Spotlight on the Writers: Questions and Answers 5:00 – 5:30 p.m.

Atlas Ballroom – Town & Country Room/San Diego Room Description: An interactive opportunity to discuss with the framework writers, your questions and comments about the organization and content of the ELA/ELD Framework, and share insights for implementing the framework in the classroom. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author



“Students’ language develops when students have ample opportunities to hear, read, and use language in speaking and writing.” -ELA/ELD Framework

LAUNCHING the

2014 ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK

SESSION 2: OPENING REMARKS Wednesday, December 10, 2014 8:30 – 9: 00 am Atlas Ball room – Town & Country Room/San Diego Room Lupita Cortez Alcalá, Deputy Superintendent

Instructional and Learning Support Branch, California Department of Education

Tom Adams, Director Curriculum Frameworks & Instructional Resources Division, California Department of Education

Antonio Mora, Director San Diego County Office of Education

Ilene Straus, Vice President, State Board of Education Introduction to the ELA/ELD Framework

9:00 – 10:00 am Atlas Ball room – Town & Country Room/San Diego Room

Description: Learn about California’s new English Language Arts/English Language Development Framework from its three lead authors. The authors will provide an overview of the content and organization of the framework, along with explanations of key principles and practices emphasized through its chapters.

Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author


Pam Spycher, Senior Research Associate, California Comprehensive Center (CA CC) at WestEd;, Framework Co-Author

On-site Internet Access Network Name: AALI2014

Password: aaliattendee

Session 2 Workshops Wednesday, December 10, 2014

10:15 – 11:30 am

Session A Ensuring Equity: California’s Vision for our Culturally and Linguistically Diverse Students Location: Royal Palm Salon Four, Five & Six Description: In the session, participants will learn about California’s vision for equity for California’s culturally and linguistically diverse learners, as articulated throughout the ELA/ELD Framework and emphasized in chapter 9, Access and Equity. Participants will interact with snapshots of “equity in action” and other resources from the framework that support teachers to implement culturally and linguistically responsible pedagogy so that all students can thrive in each and every California classroom. Presenters: Rindy DeVol, ELA/ELD Coordinator, Butte County Office of Education

Maria Larios-Horton, Director of Multilingual and Migrant Education Programs, Santa Maria Joint Union High School District

Session B Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades TK–5) Location: Royal Palm Salon One,

Two & Three Description: This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language including vocabulary as well as grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Gina Chavez, Director, California Reading and Literature Project, CSU Los Angeles

Elva Hennessee, Title III, Kern County Superintendent of Schools

Deborah Costa Hernandez, Executive Director, California Reading and Literature Project

“Moreover, skill in literacy and language provides individuals with access to extraordinary and powerful literature that widens perspectives, illuminates the human experience, and deepens understandings of self and others.”

-ELA/ELD Framework


10:15 – 11:30 am

Session C Secondary Content Knowledge: Share, Show, Know, Go! (Grades 6–12) Location: Sunset Room Description: Participants will use the ELA/ELD Framework to explore the characteristics of content knowledge, while focusing on disciplinary literacy, engaging with literature and informational texts, engaging in research, and planning for wide reading. In addition, they will reflect on various strategies and resources that can be used in the classroom when designing content and literacy-based lessons. Finally, participants will analyze interdisciplinary classroom snapshots in order to plan, design, or coach learning experiences for students. By the end of the session, participants will share framework resources and show how to apply what they know about content knowledge in order to go and plan effective CA CCSS ELA/ELD lessons—no matter what 6–12 subject area that they teach or support! Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author

Lauryn Wild, District Program Specialist-ELA Secondary Instruction, San Bernardino City Unified School District “The integrated and interdisciplinary approach calls for the very type of the 21st century learning that engages active and passionate middle grades students—learning that fosters creativity, collaboration, communication, and critical thinking, is globally focused, and utilizes technology in meaningful ways.” -ELA/ELD Framework

Session D Foundational Skills Part 1: What’s New in the Standards, Terminology, and Grade-Level Expectations (Grades TK–5) Location: Atlas Ballroom/California Room Description: In this session, the presenters will begin with an overview of the role of the foundational skills among the other CA CCSS for ELA/Literacy. Next, they will closely examine the four components of the foundational skills: print concepts, phonological awareness, word recognition and phonics, and fluency. Connections will also be made to the spelling standards listed under the Language Standards for K–5. Subtopics will include: a) new terminology; b) changes in grade-level expectations; and c) related explanatory and instructional resources in the ELA/ELD Framework, including the foundational skills white paper. There will be multiple opportunities for interaction among those in attendance. Presenters: Kristyn Bennett, Santa Paula Unified School District John Shefelbine, Co-director, California Reading and Literature Project, CSU Sacramento


10:15 – 11:30 am

Session E Integrating Formative Assessment into Instruction Location: Atlas Ballroom/Golden West

Room Description: The ELA/ELD Framework introduces California’s new vision of a comprehensive assessment system. This workshop explores that vision as it pertains to formative assessment, or assessment for learning. Presenters will provide an overview of assessment purposes and cycles, and how these differ by methods, information gathered, and corresponding uses and actions. Presenters then systematically examine formative assessment as a process teachers and students use during instruction that provides feedback to adjust ongoing teaching and learning with the goal of moving students’ learning forward toward achieving standards. Key practices of formative assessment are illustrated using video as well as vignettes of practice drawn from the framework. Participants will discuss these practices and actively explore the implications of formative assessment for teacher and administrator professional learning. Presenters: Margaret Heritage, Senior Scientist, WestEd Jo Ann Isken, Chair, Instructional Quality Commission Robert Linquanti, Project Director & Senior Researcher, CA CC at WestEd Pete Callas, Administrator, Assessment Programs Support & Outreach Office, CDE

Session F “Both/And”…English Language Development in the New Framework Location: Sunrise Room Description: This session focuses on the guidance provided in the ELA/ELD Framework on the implementation of a comprehensive approach to English language development (ELD). This approach includes both integrated and designated ELD. We will discuss the key ideas behind each and how they are powerfully combined to provide effective instruction for English learners throughout the day. We highlight tools from the framework that can be used in professional learning around this topic.

Presenters: Vanessa Girard, Director of Multilingual Education, Sacramento City Unified School District

Karin Linn Nieves, Director of Multilingual Education, San Joaquin County Office of Education

Lunch: 11:45 – 12:45 pm Location: Atlas Ballroom –

Town & Country Room/ San Diego Room


1:00 – 2:15 pm Session A Reading Closely: Supporting Middle and High School Students to Make Meaning with Complex Texts (Grades 6–12) Location: Sunset Room Description: Meaning making is at the heart of ELA/Literacy and ELD instruction and should be the central purpose for interacting with text, producing text, participating in discussions, giving presentations, and engaging in research. In this session, participants will explore the theme of meaning making with a focus on supporting students to understand complex texts in grades 6–12. Participants will learn useful strategies from the framework to use in their classrooms tomorrow. Presenters: Pam Spycher, Senior Research Associate, CA CC at WestEd; Framework Co-Author

Kristen Cruz Allen, Administrator, Curriculum Frameworks Unit, CDE

“Meaning making should be the central purpose for interacting with text, producing text, participating in discussions, giving presentations, and engaging in research.”

-ELA/ELD Framework

Session B Language at the Core: Why ALL Students Need Development of Academic Use of Language (Grades 6–12) Location: Royal Palm Salon One,

Two & Three Description: This session addresses the pivotal role of academic language in both the CA CCSS for ELA/Literacy and the CA ELD Standards. Through interactive activities, presenters will discuss how the ELA/ELD Framework defines academic language including vocabulary as well as grammatical discourse-level understandings. The presentation will address how the CA ELD Standards build linguistic resources for all levels and content areas. Presenters: Gina Chavez, Director, California Reading and Literature Project, CSU Los Angeles

Elva Hennessee, Title III, Kern County Superintendent of Schools

Deborah Costa Hernandez, Executive Director, California Reading and Literature Project


1:00 – 2:15 pm

Session C Empowering Students for Effective Expression (Grades TK–5) Location: Royal Palm Salon Four, Five & Six Description: Teachers will acquire skills to facilitate structured student interactions and incorporate academic language into discussions and writing. More than activities, such interactions help students across grade-level spans clarify academic ideas and construct knowledge that is necessary for collaborative or individual research and writing. The use of scaffolds and supports for all students, including English learners and students with disabilities, will also be addressed to ensure that teachers incorporate Universal Design for Learning principles to allow students opportunities to express their learning in multiple ways. Presenters: Rindy DeVol, ELA/ELD Coordinator, Instructional Resource Center, Butte County Office of Education

Jayne Marlink, Executive Director, California Writing Project, University of California Berkeley

“Grade one children are provided rich content instruction that deepens their knowledge of the world; expands their language; familiarizes them with diverse ways of thinking about, pursuing, and expressing information; and ignites their interests.” -ELA/ELD Framework

Session D Foundational Skills Part 2: I Know They Can’t Read But What Do I Do Now? (Grades TK–12) Location: Atlas Ballroom/California Room Description: After a brief overview of the foundational skills, the presenters will explain and illustrate how the four components (print concepts, phonological awareness, phonics and word recognition, and fluency) along with the spelling standards are distributed across four distinct levels of learning to decode and spell. These four levels play a critical role in assessment, instruction, and intervention. There will be examples of how formative assessments can be used to determine where students are in this continuum of foundational skill development. A final subtopic will address basic principles of instruction and intervention, including differentiated instruction and the role of mastery learning. Presenters: Kristyn Bennett, Santa Paula Unified School District John Shefelbine, CSU Sacramento


1:00 – 2:15 pm Session E Integrating Formative Assessment into Instruction Location: Atlas Ballroom/Golden West

Room Description: The ELA/ELD Framework introduces California’s new vision of a comprehensive assessment system. This workshop explores that vision as it pertains to formative assessment, or assessment for learning. Presenters will provide an overview of assessment purposes and cycles, and how these differ by methods, information gathered, and corresponding uses and actions. Presenters then systematically examine formative assessment as a process teachers and students use during instruction that provides feedback to adjust ongoing teaching and learning with the goal of moving students’ learning forward toward achieving standards. Key practices of formative assessment are illustrated using video as well as vignettes of practice drawn from the framework. Participants will discuss these practices and actively explore the implications of formative assessment for teacher and administrator professional learning. Presenters: Margaret Heritage, Senior Scientist, WestEd Jo Ann Isken, Chair, Instructional Quality Commission

Robert Linquanti, Project Director & Senior Researcher, CA CC at WestEd

Pete Callas, Administrator, Assessment Programs Support & Outreach Office, CDE

Session F “Both/And”…English Language Development in the New Framework Location: Sunrise Room Description: This session focuses on the guidance provided in the ELA/ELD Framework on the implementation of a comprehensive approach to English language development (ELD). This approach includes both integrated and designated ELD. We will discuss the key ideas behind each and how they are powerfully combined to provide effective instruction for English learners throughout the day. We will highlight tools from the framework that can be used in professional learning around this topic.

Presenters: Vanessa Girard, Director of Multilingual Education, Sacramento City Unified School District

Karin Linn Nieves, Director of Multilingual Education, San Joaquin County Office of Education


2:45 – 4:00 pm

Session A Reading Closely: Supporting Elementary School Students to Make Meaning with Complex Texts (Grades TK–5) Location: Atlas Ballroom/California Room Description: All children should be provided the opportunity and the appropriate differentiated instruction that best enables them to interact successfully with complex text. Ample successful and satisfying experiences with complex text contribute to children’s progress toward achieving the skills and knowledge required of college, the workforce, and responsible citizenship. In this session, participants will explore the theme of meaning making in the framework with an emphasis on supporting students to understand complex texts in transitional kindergarten through grade five. Participants will learn useful strategies from the framework to use in their classrooms tomorrow. Presenters: Kristen Cruz Allen, Administrator, Curriculum Frameworks Unit, CDE


“Research projects provide the opportunity for students to pursue their interests (thus contributing to motivation and engagement), make authentic use of texts and online resources, and engage in purposeful communication and collaboration with others, both virtually and in person.”

-ELA/ELD Framework

Session B Implementing Content Instruction (Grades TK–5) Location: Royal Palm Salon One, Two

& Three Description: A key instructional shift for the CA CCSS for ELA/Literacy is to develop rich content knowledge, one of the key organizational; themes highlighted in the framework. The CA ELD standards call for educators to build content knowledge and language in tandem for English learners in both designated and integrated instruction. Using the framework, participants will gain an understanding and definition of content knowledge and identify useful resources and models that can be used to guide planning and implementation of literacy-rich content instruction. Presenters: Jean Brletic, Co-Director, California Reading and Literature Project, CSU Fresno

Charlene Stringham, Assistant Superintendent, Tulare County Office of Education

.


2:45 – 4:00 pm

Session C Empowering Students for Effective Expression (Grades 6–12) Location: Royal Palm Salon Four, Five

& Six Description: Teachers will acquire skills to facilitate structured student interactions and incorporate academic language into discussions and writing. More than activities, such interactions help students across grade-level spans clarify academic ideas and construct knowledge that is necessary for collaborative or individual research and writing. The use of scaffolds and supports for all students, including English learners and students with disabilities, will also be addressed to ensure that teachers incorporate UDL principles to allow students opportunities to express their learning in multiple ways. Presenters: Rindy DeVol, ELA/ELD Coordinator, Instructional Resource Center, Butte County Office of Education

Jayne Marlink, Executive Director, California Writing Project, UC Berkeley

Session D Ensuring Equity: California’s Vision for our Culturally and Linguistically Diverse Students Location: Sunrise Room Description: In the session, participants will learn about California’s vision for equity for California’s culturally and linguistically diverse learners, as articulated throughout the ELA/ELD Framework and emphasized in chapter 9, Access and Equity. Participants will interact with snapshots of “equity in action” and other resources from the framework that support teachers to implement culturally and linguistically responsible pedagogy so that all students can thrive in each and every California classroom. Presenter: Pam Spycher, Senior Research Associate, CA CC at WestEd; Framework Co-Author

Karin Linn Nieves, Director of Multilingual Education, San Joaquin County Office of Education “Regardless of the source—literary or informational text—the love of reading should be instilled and nurtured from a child’s first moments of school through his or her last days of high school.”

-ELA/ELD Framework


2:45 – 4:00 pm

Session E Access for All: Universal Design for Learning in a Multi-tiered System of Supports World Location: Sunset Room Description: In order for all students to acquire 21st century skills to succeed in college, career, and civic life, organizational structures, initiatives, and priorities must be aligned and supported within the inclusive context of a Multi-tiered System of Supports (MTSS). In order to accomplish this, the implementation of Universal Design for Learning (UDL), a proactive lesson planning framework based in the latest neurocognitive science research, professional development for all teachers in support of all students is an imperative. Participants will deepen their understanding of and make connections between necessary 21st century workforce skills, development of a MTSS, and the three principles of UDL. Presenter: Kevin Schaefer, Assistant Director of Special Programs, WestEd Center for Prevention and Early Intervention

Session F Leading the Implementation of the New ELA/ELD Framework: Shared Responsibility and Professional Learning Location: Atlas Ballroom/Golden West

Room Description: Successful implementation of the new ELA/ELD Framework requires skilled leadership and collaboration. School leaders—teachers, specialists, administrators, and others—need to share responsibility for envisioning and implementing the CA CCSS for ELA/Literacy and the CA ELD Standards. During this session participants will learn how the framework defines shared responsibility and high-quality professional learning. Tools for assessing a school’s learning culture will be shared as well as strategies for designing a professional learning program and establishing an effective leadership team. Participants will leave the session having outlined their next best steps for learning about and implementing the framework in their schools and districts. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author Jo Ann Isken, Chair, Instructional Quality Commission

Session 2 Wednesday, December 10, 2014

Spotlight on the Writers: Questions and Answers 4:15 –4:45 pm Atlas Ball room – Town & Country Room/San Diego Room Description: An interactive opportunity to discuss with the framework writers, your questions and comments about the organization and content of the ELA/ELD Framework, and share insights for implementing the framework in the classroom. Presenters: Nancy Brynelson, Co-Director, Center for the Advancement of Reading, CSU Chancellor’s Office; Framework Co-Author



Thank you to our Collaborative Partners

Butte County Office of Education

California Comprehensive Center at WestEd

California Reading and Literature Project

California Writing Project

Center for the Advancement of Reading

Fresno County Office of Education

Kern County Superintendent of Schools

Sacramento City Unified

San Bernardino City Unified District

San Bernardino County Superintendent of Schools

San Joaquin County Office of Education

Santa Maria Joint Union High School

San Mateo County Office of Education Tehama County Department of Education

Tulare County Office of Education

Figure 2.1. The ELA/ELD Framework’s Circles of Implementation Graphic and Description

In the center of the graphic are the CA CCSS for ELA/Literacy and the CA ELD Standards, which define

year-end expectations for student knowledge and abilities and guide instructional planning and observation of

student progress. The CA ELD Standards also identify proficiency level expectations (Emerging, Expanding, and

Bridging) and ensure that EL students have full access to the CA CCSS for ELA/Literacy and other content

standards.

Circling the standards are the key themes of the standards: meaning making, language development, effective

expression, content knowledge, and foundational skills. These themes highlight the interconnections among the

strands of CA CCSS for ELA/Literacy (reading, writing, speaking and listening, and language) and the parts of the

CA ELD Standards (interacting in meaningful ways, learning about how English works, and using foundational

skills). The themes are organizing components for the grade level discussions (chapters 3-7).

The white field represents the context in which instruction occurs. This framework asserts that the context for

learning should be integrated, motivating, engaging, respectful, and intellectually challenging.

The outer ring identifies the overarching goals of ELA/literacy and ELD instruction. By the time California’s

students complete high school, they have developed the readiness for college, career, and civic life; attained the

capacities of literate individuals; become broadly literate; and acquired the skills for living and learning in the 21st

century.

2014 English Language Arts/English Language Development Framework

Key Themes Meaning Making Meaning making is at the heart of ELA/Literacy and ELD instruction. Meaning making must be the central purpose for interacting with text, producing text, participating in discussion, giving presentations, and engaging in research. Meaning making includes literal comprehension but is not confined to it at any grade or with any student. Inference making and critical reading are given substantial and explicit attention in every discipline. Language Development Language development, especially in the areas of vocabulary, academic language, syntax, and text structure is crucial for learning. It is the medium of literacy and learning; it is with and through language that students learn, think, and express. The strands of the CA CCSS for ELA/Literacy – reading, writing, speaking and listening, and language – all have language at the core, as do the parts of the CA ELD Standards, interacting in meaningful ways, learning about how English works, and using foundational literacy skills. Growth in meaning making, effective expression, content knowledge, and foundational skills depends on students increasing proficiency and sophistication in language. Effective Expression Reading, writing, speaking and listening, and language are tools for effective communication across the disciplines. The CA CCSS for ELA/Literacy make this clear by including standards for both literature and informational text in kindergarten through grade five and grades six through twelve and by including standards for literacy in history/social studies, science, and technical subjects in grades six through twelve. Students express their understandings and thinking in a variety of ways – through writing, speaking, digital media, visual displays, movement, and more. These expressions are both the products of students’ learning and the ways in which they learn. The reciprocal nature of reading, writing, speaking, and listening is such that each is constantly informed by the others. Content Knowledge Content knowledge is built as students become proficient readers, writers, speakers, and listeners. Providing a place for content instruction within the school schedule is critical. In the CA CCSS for ELA/Literacy students learn that texts are structured differently in different disciplines, which words have different meanings depending on the topics, and that sentences may be patterned in ways unique to particular fields. Content knowledge is also built by reading a wide range of texts both in school and independently as well as providing students opportunities to engage in inquiry-and project-based learning to read and hear content texts within real world contexts. Foundational Skills Acquisition of the foundational skills of literacy—print concepts, phonological awareness, phonics and word recognition, and fluency—is crucial for literacy achievement. For students to independently learn with and enjoy text and express themselves through written language they must develop facility with the alphabetic code. Students acquire foundational skills through excellent systematic instruction and ample opportunities to practice.

July, 2014

As described when initially presented as Figure 1.2, the outer ring of the figure on the

left represents the goals of ELA/ELD programs for all students. The white field illustrates

some of the context characteristics of high quality instruction for all students, as called

for by the CA CCSS for ELA/Literacy, as well as other content standards. The center

and core of the figure represents how the CA ELD Standards are both nested within and

amplify the CA CCSS for ELA/Literacy. Both sets of standards integrate reading, writing,

speaking and listening, and language as expressed in the key themes of meaning

making, language development, effective expression, content knowledge, and

foundational skills. Depicted on the right are the key premises, or instructional aims, of

the CA ELD Standards—using English purposefully, interacting in meaningful ways, and

understanding how English works. These overarching aims, which are explained in the

following sections and illustrated in action in the grade level chapters, correspond with

and amplify the CA CCSS for ELA/Literacy.

Figure 1.8. Three Premises of the CA ELD Standards

Documents

LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/ ENGLISH … · LAUNCHING the 2014 ENGLISH LANGUAGE ARTS/ ENGLISH LANGUAGE DEVELOPMENT FRAMEWORK . SESSIONS AT-A-GLANCE . Session 1: Tuesday,