Chapter Twelve
English Language Arts/ English Language Development
Framework
Adopted by the California State Board of Education, July 2014
Published by the California Department of Education Sacramento, CA
Instructional Materials to Support Instructional Materials to Support Instructional Materials to Support Instructional Materials to Support Instructional Materials to Support Instructional Materials to Support Instructional Materials to Support the CA CCSS for ELA/Literacythe CA CCSS for ELA/Literacythe CA CCSS for ELA/Literacythe CA CCSS for ELA/Literacythe CA CCSS for ELA/Literacythe CA CCSS for ELA/Literacythe CA CCSS for ELA/Literacy
and CA ELD Standardsand CA ELD Standardsand CA ELD Standardsand CA ELD Standardsand CA ELD Standardsand CA ELD Standardsand CA ELD Standards
Chap
ter 12
Page Chapter at a Glance 1008 State Adoption of Instructional Materials 1009 Criteria for Evaluating Instructional Materials for Kindergarten Through Grade Eight 1010 Types of Programs 1011 Program 1: English Language Arts Basic Program, Kindergarten Through Grade Eight 1011 Program 2: English Language Arts/English Language Development Basic Program,
Kindergarten Through Grade Eight 1011 Program 3: Biliteracy Language Arts/English Language Development Basic Program,
Kindergarten Through Grade Eight 1011 Program 4: Intensive Intervention Program in English Language Arts, Grades Four
Through Eight 1012 Program 5: Specialized Designated English Language Development Program, Grades
Four Through Eight 1012 Criteria for Instructional Materials Aligned to the Standards 1013 Category 1: English Language Arts and English Language Development Content/
Alignment with the Standards 1019 Category 2: Program Organization 1020 Category 3: Assessment 1021 Category 4: Universal Access 1023 Category 5: Instructional Planning and Teacher Support 1025 Guidance for Instructional Materials for Grades Nine Through Twelve 1025 Common Core Shifts for English Language Arts/Literacy 1026 Criteria for Materials and Tools Aligned to the Standards 1028 Process for Selection of Instructional Materials 1029 Social Content Review 1029 Supplemental Instructional Materials
1030 OpenSource Electronic Resources (OERs)
1031 Accessible Instructional Materials
1032 Appendix 12A: Optional Criteria, Program 3 Basic Biliteracy: Spanish/English Language Development Program
1033 Appendix 12B: Matrix 1, Program 4: Intensive Intervention Program in English Language Arts, Grades Four Through Eight
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Page Chapter at a Glance (cont.) 1035
1038
Appendix 12B: Matrix 2, Program 5: Specialized Designated English Language Development Program, Grades Four Through Eight
Works Cited
W h ile stand ard s d escrib e w h at stud ents are ex p ected to k now and b e ab le to d o, th ey do not define curriculum and how teachers should teach. The previous chapters in this framework have helped to provide some of that guidance – how the standards
w ould look insid e a classroom , h ow to use assessm ent strateg ies to p rom ote stud ent learning , h ow tech nolog y can b e integ rated for eng ag em ent and learning , and h ow to sup p ort all stud ents to reach th eir learning g oals. A noth er im p ortant instructional resource to h elp teach ers instruct and all stud ents to learn is th e d ev elop m ent and careful selection of h ig h - q uality instructional m aterials to sup p ort th e im p lem entation of th e California Com m on Core S tate S tand ard s for E ng lish L ang uag e A rts and L iteracy in H istory / S ocial S tud ies, S cience, and T ech nical S ub j ects ( CA CCS S for E L A / L iteracy ) ( CD E 2 0 1 4 ) and th e California E ng lish L ang uag e D ev elop m ent ( CA E L D ) S tand ard s ( CD E 2 0 1 3 a) . Instructional m aterials are broadly defined to include textbooks, technology-based materials, other educational materials, and tex ts.
T h is ch ap ter p rov id es g uid ance for th e selection of instructional m aterials, includ ing th e state ad op tion of instructional m aterials for g rad es k ind erg arten th roug h g rad e eig h t, g uid ance for local ed ucational ag encies ( L E A s) on th e ad op tion of instructional m aterials for stud ents in g rad es nine th roug h tw elv e, th e social content rev iew p rocess, sup p lem ental instructional m aterials, and accessib le instructional m aterials.
State Adoption of Instructional Materials T h e S tate B oard of E d ucation ( S B E ) ad op ts instructional m aterials for use b y stud ents in
kindergarten through grade eight. LEAs—school districts, charter schools, and county offices of ed ucation— are not req uired to p urch ase state- ad op ted instructional m aterials accord ing to Education Code (EC) S ection 6 0 2 1 0 ( a) . H ow ev er, if an L E A ch ooses to use non- ad op ted m aterials, it h as th e resp onsib ility to ad op t m aterials th at b est m eet th e need s of its stud ents and to cond uct its ow n ev aluation of instructional m aterials. A s p art of th e ev aluation p rocess cond ucted b y th e L E A , th e rev iew m ust includ e a m aj ority of classroom teach ers from th at content area or g rad e- lev el [ EC S ection 6 0 2 1 0 ( c) ] .
T h ere is no state- led ad op tion of instructional m aterials for use b y stud ents in g rad es nine th roug h tw elv e, and L E A s h av e th e sole resp onsib ility and auth ority to ad op t instructional m aterials for th ose stud ents.
It sh ould b e noted , h ow ev er, th at th e selection of instructional m aterials at any g rad e lev el is an im p ortant p rocess th at is g uid ed b y b oth local and state p olicies and p roced ures. A s p art of th e p rocess for selecting instructional m aterials, EC S ection 6 0 0 0 2 req uires th e L E A to p rom ote th e inv olv em ent of p arents and oth er m em b ers of th e com m unity in th e selection of instructional m aterials, in ad d ition to th e sub stantial teach er inv olv em ent.
T h e p rim ary resource w h en selecting instructional m aterials is th e Criteria for Evaluating Instructional Materials for Kindergarten through Grade Eight ( Criteria) and is d iscussed in th e nex t section. T h e Criteria includ e com p reh ensiv e d escrip tions of effectiv e instructional p rog ram s th at are alig ned to th e CA CCS S for E L A / L iteracy and th e CA E L D S tand ard s and w ill b e th e b asis for th e 2 0 1 5 A d op tion of E ng lish L ang uag e A rts/ E ng lish L ang uag e D ev elop m ent Instructional Materials. T h e Criteria are a useful tool for L E A s cond ucting th eir ow n instructional m aterials ev aluations. A n ad d itional ev aluation resource th at can b e used to ensure th at all stud ents h av e access to h ig h q uality and w ell
1008 | Ch ap ter 1 2 Criteria for Instructional Materials
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alig ned instructional m aterials is th e Toolkit for Evaluating Alignment of Instructional and Assessment Materials developed by Achieve, the Council of Chief State School Officers, and Student Achievement P artners ( 2 0 1 4 ) . Inform ation ab out th e toolk it, ad d itional g uid ance for ev aluating instructional m aterials for g rad es nine th roug h tw elv e, cond ucting th e social content rev iew , and inform ation reg ard ing sup p lem ental instructional m aterials are p rov id ed later in th is ch ap ter.
Criteria for Evaluating Instructional Materials for Kindergarten Through Grade Eight
S tate- ad op ted instructional m aterials h elp teach ers to p resent and stud ents to learn th e content set forth in CA CCSS for ELA/Literacy, as modified pursuant to California EC S ection 6 0 6 0 5 . 1 0 ( ad d ed b y S enate B ill 1 2 0 0 , S tatutes of 2 0 1 2 ) and , w h ere ap p rop riate, th e inclusion of th e CA E L D S tand ard s, p ursuant to California EC S ection 6 0 2 0 7 ( c) .
T h e CA CCS S for E L A / L iteracy are com p rised of th ree m ain sections: a com p reh ensiv e E ng lish language arts/literacy K–5 section and two content area-specific sections for grades 6–12 (one for E ng lish lang uag e arts and one for literacy in h istory / social stud ies, science, and tech nical sub j ects) . F or th is ad op tion of E ng lish lang uag e arts instructional m aterials, reference to th e CA CCS S for E L A / Literacy includes only the K–5 English language arts/literacy and the 6–8 English language arts stand ard s ( CA CCS S for E L A ) .
T h ese criteria for ev aluating instructional m aterials are only for alig nm ent to th e CA CCS S for E L A for k ind erg arten th roug h g rad e eig h t. W h ile th ese instructional m aterials p rov id e sup p ort and op p ortunities for teach ers of E ng lish lang uag e arts to w ork collab orativ ely w ith oth er content- area teach ers to d ev elop stud ent literacy , th ey are not intend ed to rep lace content- b ased instructional m aterials. G uid ance to assist local ed ucational ag encies in selecting stand ard s- alig ned instructional m aterials for g rad es nine th roug h tw elv e are d iscussed later in th is ch ap ter. T h e stand ard s for L iteracy in History/Social Studies, Science, and Technical Subjects in grades 6–12 will be addressed in other content- area instruction alth oug h th ere sh ould b e sup p ortiv e m aterials such as nov els, b iog rap h ies, essay s, and assistance on tex t structure and lang uag e in th e oth er d iscip lines. T h ese stand ard s m ay be viewed on pages 79–89 in the CA CCSS for ELA/Literacy (CDE 2013a, 79-89) (h ttp : / / w w w . cd e. ca.gov/be/st/ss/documents/finalelaccssstandards.pdf ) .
T h is d ocum ent estab lish es criteria for ev aluating instructional m aterials for th e eig h t- y ear ad op tion cy cle b eg inning w ith th e ad op tion in 2 0 1 5 . T h ese criteria serv e as ev aluation g uid elines for th e statew id e ad op tion of E L A and E L D instructional m aterials for k ind erg arten th roug h g rad e eig h t, as called for in EC S ection 6 0 2 0 7 .
T h e criteria in th is section d raw from criteria used for p ast instructional m aterials ad op tions and from th e Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K–2 ( R ev ised 5 / 1 6 / 2 0 1 2 ) ( h ttp : / / w w w . corestand ard s. org / assets/ P ub lish ers_ Criteria_ for_ K - 2 . p d f ) ( Colem an and P im entel 2 0 1 2 a) and Grades 3–12 ( R ev ised 4 / 1 2 / 2 0 1 2 ) ( h ttp : / / w w w . corestand ard s. org / assets/ P ub lish ers_ Criteria_ for_ 3 - 1 2 . p d f ) ( Colem an and P im entel 2 0 1 2 b ) . T h ere are a num b er of sup p ortiv e and ad v isory d ocum ents th at are av ailab le for p ub lish ers and producers of instructional materials that define the depth and shifts of instruction. These documents include “Preliminary Test Blueprints” and “Item/Task Specifications” found on the Smarter B alanced A ssessm ent Consortium W eb site ( w w w . sm arterb alanced . org ) ( S B A C 2 0 1 3 ) and th is English Language Arts/English Language Development Framework for California Public Schools ( ELA/ELD Framework) . In ad d ition, p ub lish ers sh ould recog niz e h ow th e structure of th e ELA/ELD Framework org aniz es th e top ic of curriculum and instruction into a d iscussion of th e stand ard s for E L A and E L D around five themes: Meaning Making, Language Development, Effective Expression, Content
Criteria for Instructional Materials Ch ap ter 1 2 1009 |
K now led g e, and F ound ational S k ills. T h is fram ew ork sup p orts content w h ich can b e d eliv ered to b uild th e sk ills of creativ ity and innov ation, critical th ink ing and p rob lem solv ing , collab oration, com m unication, and construction and new und erstand ing of k now led g e across content areas.
It is th e intent of th e S B E th at th ese criteria b e seen as neutral reg ard ing th e form at of instructional m aterials. P rint- b ased , d ig ital, and interactiv e online p rog ram s m ay all b e sub m itted for ad op tion as long as th ey are alig ned to th e ev aluation criteria. A ny g ross inaccuracies or d elib erate falsification revealed during the review process may result in disqualification, and any found during the ad op tion cy cle m ay sub j ect th e p rog ram to rem ov al from th e list of state- ad op ted tex tb ook s. G ross inaccuracies and deliberate falsifications are defined as those requiring changes in content. All authors listed in th e instructional p rog ram are h eld resp onsib le for th e content. B ey ond th e title and p ub lish ing com p any ’ s nam e, th e only nam e to ap p ear on a cov er and title p ag e sh all b e th e actual auth or or auth ors.
Types of Programs This adoption process will consider five types of programs. Publishers may submit programs in any
or all of the five types of programs: • P rog ram 1 : E ng lish L ang uag e A rts B asic P rog ram , K ind erg arten T h roug h G rad e E ig h t P rog ram
1 B asic E A ; • P rog ram 2 : E ng lish L ang uag e A rts/ E ng lish L ang uag e D ev elop m ent B asic P rog ram , K ind erg arten
roug h rad e ig t rog ram 2 asic ; • P rog ram 3 : B iliteracy L ang uag e A rts/ E ng lish L ang uag e D ev elop m ent B asic P rog ram
K ind erg arten T h roug h G rad e E ig h t P rog ram 3 B asic B iliteracy • P rog ram 4 : Intensiv e Interv ention P rog ram in E ng lish L ang uag e A rts, G rad es F our T h roug h
ig t rog ram 4 Intensiv e Interv ention and • rog ram ecializ ed esig nated ng lish ang uag e ev elop m ent rog ram rad es our
roug h ig t rog ram 5 ecializ ed D . 1
For Programs 2, 3, and 5, designated English language development (ELD) instruction is defined as a p rotected tim e d uring th e reg ular sch ool d ay w h ere teach ers use th e CA E L D S tand ard s as th e focal stand ard s in w ay s th at b uild into and from content instruction in ord er to d ev elop critical E ng lish lang uag e sk ills, k now led g e, and ab ilities need ed for content learning in E ng lish . D uring d esig nated
(L )
T h G E h ( P B E L A / E L D ),
( ) ;
E h ( P E L A ) ;P 5 : S p D E L D P , G FT h E h ( P S p E L )
E L D — and only d uring d esig nated E L D — E ng lish learners sh ould b e g roup ed at sim ilar E ng lish lang uag e proficiency levels so that teachers can strategically target their language learning needs. Designated E L D instruction tim e is intend ed to b e used as a p rotected tim e w h ere E ng lish learners receiv e th e ty p e of instruction th at w ill accelerate th eir E ng lish lang uag e and literacy d ev elop m ent. D esig nated E L D instruction is for th ose stud ents m ak ing p rog ress in E ng lish lang uag e acq uisition th roug h th e b asic p rog ram ’ s curriculum . F or th is fram ew ork , integ rated E L D refers to E L D instruction th roug h out th e d ay and across th e d iscip lines. A ll teach ers w ith E ng lish learners in th eir classroom s sh ould use th e CA E L D S tand ard s in ad d ition to th eir focal E L A / L iteracy and oth er content stand ard s to sup p ort th e ling uistic and acad em ic p rog ress of E ng lish learners. ( S ee ch ap ter 2 in th is ELA/ELD Framework for m ore d etailed d escrip tions of d esig nated and integ rated E L D . )
Specialized ELD instruction in Program 5 is defined as instruction that is recommended for those stud ents in g rad es four th roug h eig h t w h o are at risk of b ecom ing or are long - term E ng lish learners. In g rad es four th roug h eig h t, sp ecializ ed E L D instructional m aterials w ill sup p ort instruction th at serv es as th e d esig nated E L D curriculum .
1 F or th e p urp ose of assessing p ub lish er fees, p ub lish ers p articip ating in th e 2 0 1 5 A d op tion of E L A / E L D Instructional Materials sh ould note th at P rog ram 4 and P rog ram 5 instructional m aterials are consid ered eq uiv alent to tw o g rad e lev els.
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2
Program 1: English Language Arts Basic Program, Kindergarten Through Grade Eight) (Program 1 Basic ELA)
This basic grade-level program is the comprehensive curriculum in English language arts for kindergarten through grade eight. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA adopted by the SBE August 2010, and modified March 2013 (CDE 2013a). It addresses the needs of students working at or near grade level. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.
Program 2: English Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 2 Basic ELA/ELD)
This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012 (CDE 2014). It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards, and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.
Program 3: Biliteracy Language Arts/English Language Development Basic Program, Kindergarten Through Grade Eight (Program 3 Basic Biliteracy)
This basic grade-level biliteracy language program provides instructional materials in English and in a language other than English, is consistent with the content of the CA CCSS for ELA, and includes linguistic modifications for the non-English language.2 These materials are designed to ensure that students are successful in developing literacy in English and another language. The materials also provide instruction consistent with the CA ELD Standards. English language development instruction should assist students in acquiring English as quickly and efficiently as possible. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.
Program 4: Intensive Intervention Program in English Language Arts, Grades Four Through Eight (Program 4 Intensive Intervention ELA)
This program supports a basic program and provides an accelerated, intensive intervention pathway that supports the needs of students in grades four through eight whose academic performance, including proficiency in English language arts and literacy in reading and writing, is two or more years below grade level.This program could be used as a temporary replacement core where students are non-readers in the first- and second-grade level as evidenced in a broad set of measures. The materials are not intended to be a substitute for English language development instruction.The materials in this program are designed for students to gain two grade levels for each year of instruction while providing a rich curriculum supporting the five themes: Meaning Making, Language
2 Spanish translations of the CCSS for ELA/Literacy, Common Core en Español (SDCOE 2013), are posted at https://commoncore-espanol.sdcoe.net/. Linguistic augmentations for Spanish are indicated in the document in blue text. Also, see the Optional Criteria for developing a Program 3 Basic Biliteracy: Spanish/English Language Development Program in Appendix 12-A.
Criteria for Instructional Materials Chapter 12 | 1011
D ev elop m ent, E ffectiv e E x p ression, Content K now led g e, and F ound ational S k ills. T h e m aterials are d esig ned to accelerate stud ents’ successful reentry into a b asic p rog ram and includ e clear instructional p lans and tools for entering and ex iting th e p rog ram .
Program 5: Specialized Designated English Language Development Program, Grades Four Through Eight (Program 5 Specialized ELD)
T h is p rog ram for a sp ecializ ed d esig nated E L D instructional p eriod p rov id es an intensiv e, accelerated p ath w ay th at sup p orts th e need s of E ng lish learners, includ ing th ose at risk of b ecom ing or w h o are long - term E ng lish learners3 , w h ose acad em ic p erform ance is b elow g rad e lev el, are m ak ing minimal progress towards English proficiency, and whose lack of language proficiency precludes them from p erform ing at g rad e lev el. T h e m aterials in th is p rog ram are d esig ned to sup p ort stud ents in th eir movement to grade-level proficiency in English within 12–18 months and include clear instructional p lans and tools for entering and ex iting th e p rog ram .
Criteria for Instructional Materials Aligned to the Standards T h e criteria for th e ev aluation of E ng lish lang uag e arts and E ng lish lang uag e d ev elop m ent
instructional resources for kindergarten through grade eight are organized into five categories: Categ ory 1: English Language Arts and English Language Development Content/ Alignment with the Standards Instructional materials include content as specified in the CA CCSS for ELA and the CA ELD Standards, as appropriate for the program type. Programs must meet all identified standards fully for th e ap p rop riate p rog ram ty p e to b e elig ib le for ad op tion. Catetory 2: Program Organization Instructional m aterials sup p ort instruction and learning of th e stand ard s and includ e such features as th e org aniz ation and d esig n of th e p rog ram s and stand ard s; ch ap ter, unit, and lesson ov erv iew s; and g lossaries. Categ ory 3 : Assessment Instructional m aterials includ e assessm ents for m easuring w h at stud ents k now and are ab le to d o and p rov id e g uid ance for teach ers on h ow to use assessm ent results to g uid e instruction. Categ ory 4: Universal Access Instructional m aterials p rov id e access to th e stand ard s- b ased curriculum for all stud ents, includ ing E ng lish learners, stud ents w ith d isab ilities, ad v anced learners, stud ents b elow g rad e lev el in any strand s of E ng lish lang uag e arts, and stud ents w h o sp eak A frican A m erican E ng lish ( A A E ) . Categ ory 5 : Instructional Planning and Teacher Support Inform ation and m aterials contain a clear road m ap for teach ers to follow w h en p lanning instruction and are d esig ned to h elp teach ers p rov id e effectiv e stand ard s- b ased instruction.
Materials th at fail to m eet th e criteria in Categ ory 1 : E ng lish L ang uag e A rts and E ng lish L ang uag e D ev elop m ent Content/ A lig nm ent w ith th e S tand ard s w ill not b e consid ered suitab le for ad op tion. A ll criteria statem ents in categ ory 1 th at are ap p rop riate for th at p rog ram ty p e m ust b e m et for a p rog ram to b e ad op ted . T h e criteria for categ ory 1 m ust b e m et in th e core m aterials or v ia th e p rim ary m eans of instruction, rath er th an in ancillary com p onents. In ad d ition, p rog ram s m ust h av e streng th s in each of categ ories 2 th roug h 5 to b e suitab le for ad op tion.
3 S ee California Education Code Section 313.1 for the definition of long-term English learner and English learner at risk of b ecom ing a long term E ng lish learner.
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Category 1: English Language Arts and English Language Development Content/Alignment with the Standards
A ll p rog ram s m ust includ e th e follow ing features, as ap p rop riate for p rog ram ty p e. 1 . Instructional materials as defined in EC S ection 6 0 0 1 0 ( h ) are d esig ned to ensure th at all
stud ents m aster each of th e CA CCS S for E L A , as ad op ted b y th e S tate B oard of E d ucation August 2, 2010, and modified March 13, 2013. Submissions for Program 1 Basic ELA, Program 2 B asic E L A / E L D , and P rog ram 3 B asic B iliteracy m ust d em onstrate alig nm ent w ith all CA CCS S for E L A . P rog ram 4 Intensiv e Interv ention E L A and P rog ram 5 S p ecializ ed E L D m ust d em onstrate cov erag e of th ose stand ard s th at are includ ed on th e stand ard s m ap s b ased on A p p end ix 1 2 - B : Matrix 1 for P rog ram 4 : Intensiv e Interv ention P rog ram in E L A and A p p end ix 1 2 - B : Matrix 2 for P rog ram 5 : S p ecializ ed D esig nated E L D P rog ram sub m issions.
2 . Instructional m aterials for P rog ram 2 B asic E L A / E L D , P rog ram 3 B asic B iliteracy , and P rog ram 5 S p ecializ ed E L D are alig ned to th e CA E L D S tand ard s, as ad op ted b y th e S tate B oard of E d ucation N ov em b er 7 , 2 0 1 2 . S ub m issions m ust d em onstrate alig nm ent w ith all of th e CA E L D S tand ard s ind icated on th e ap p rop riate stand ard s m ap s.
3 . Instructional materials reflect and incorporate the content of this English Language Arts/English Language Development Framework for California Public Schools ( ELA/ELD Framework) . S ev eral k ey th em es and p ractices ty p ify effectiv e curriculum and instruction and ap p ear as org aniz ers d em onstrating th e integ rated nature of th e CA CCS S for E L A / L iteracy and th e CA E L D S tand ard s in th is ELA/ELD Framework. T h ese k ey th em es of E L A / L iteracy and E L D instruction are: Meaning Mak ing , L ang uag e D ev elop m ent, E ffectiv e E x p ression, Content K now led g e, and F ound ational S k ills.
.4 P rog ram 3 B asic B iliteracy p rog ram s are alig ned w ith th e CA CCS S for E L A and th e CA E L D Standards with appropriate modifications for the non-English language.
5 . Instruction reflects current and confirmed research in English language arts instruction as defined in EC S ection 4 4 7 5 7 . 5 ( j ) 4
6 . Instructional m aterials use p rop er g ram m ar and sp elling ( EC S ection 6 0 0 4 5 ) . .7 Reading selections and suggested texts are of high quality, depth and breadth, and reflect a
b alance5 of instructional tim e for b oth literary and inform ational tex t ap p rop riate to th e g rad e lev el and consistent w ith th e g rad e- lev el stand ard s. T ex ts sh ould sp an m any g enres, cultures, and eras, and , w h ere ap p rop riate, tie into oth er content- area stand ard s to b uild a b road rang e of k now led g e and literacy ex p eriences b oth w ith in and across g rad e lev els. F or P rog ram 3 B asic B iliteracy , read ing selections are of p arallel q uality and q uantity and includ e auth entic literature of b oth lang uag es.
8 . Materials includ e read - aloud selections of m ore com p lex tex ts to b uild k now led g e and illustrations or g rap h ics to d ev elop com p reh ension, as ap p rop riate.
4 Definition of current and confirmed research: “Research on how reading skills are acquired” means research that is current and confirmed with generalizable and replicable results. “Current” research is research that has been conducted and is reported in a manner consistent with contemporary standards of scientific investigation. “Confirmed” research is research th at h as b een rep licated and th e results d up licated . “ R ep licab le” research is research w ith a structure and d esig n th at can b e rep rod uced . “ G eneraliz ab le” research is research in w h ich sam p les h av e b een used so th at th e results can b e said to b e true for th e p op ulation from w h ich th e sam p le w as d raw n. 5 F or ad d itional g uid ance on p rov id ing a b alance of literary and inform ational tex ts ap p rop riate to th e g rad e- lev el and con-sistent with the grade-level standards, see the CA CCSS for ELA/Literacy, pages 42–43 and 78, h ttp : / / w w w . cd e. ca. g ov / b e/ st/ ss/documents/finalelaccssstandards.pdf.
Criteria for Instructional Materials Ch ap ter 1 2 1013 |
9 . Materials are d esig ned to sup p ort stud ents’ ind ep end ent read ing of increasing ly com p lex tex ts as th ey p rog ress tow ard colleg e and career read iness. P rog ram s sh ould m eet th e follow ing , as ap p rop riate to th e g rad e: a. P rov id e a p rog ression of tex ts w ith increasing com p lex ity w ith in g rad e- lev el b and s th at
ov erlap to a lim ited d eg ree w ith earlier b and s and alig n w ith th e com p lex ity req uirem ents outlined in th e stand ard s, i. e. , R ead ing S tand ard 1 0 .
b . L iterary and inform ational tex t are of an ap p rop riate tex t com p lex ity , w ith scaffold s d esig ned to serv e a w id e rang e of read ers, for th e g rad e lev el ( b ased on research - b ased q uantitativ e and q ualitativ e m easures or th e criteria in A p p end ix A of th e CCS S [ N G A / CCS S O 2 0 1 0 a] to m easure tex t com p lex ity and A p p end ix B of th e CCS S [ N G A / CCS S O 2 0 1 0 b ] for tex t ex em p lars, illustrating th e com p lex ity , q uality , and rang e of read ing ap p rop riate for v arious g rad e lev els) .
c. A llow all stud ents op p ortunities to encounter g rad e- lev el com p lex tex t. . Includ e sh orter, ch alleng ing tex ts th at allow for close read ing and re- read ing reg ularly at
each g rad e. e. P rov id e nov els, p lay s, p oetry , and oth er ex tend ed full- leng th tex ts for close read ing
op p ortunities and b road er and enrich ing literary op p ortunities. f. P rov id e m aterials th at ap p eal to stud ents’ interests w h ile d ev elop ing th eir k now led g e b ase
w ith in and across g rad e lev els. g P rov id e an org aniz ed ind ep end ent read ing p rog ram as outlined in th is ELA/ELD Framework.
0 . Materials includ e effectiv e, research b ased instruction for all asp ects of found ational read ing sk ills, p rov id ing ex p licit, seq uential, ling uistically log ical, and sy stem atic p ractice and instruction, assessm ent op p ortunities, and d iag nostic sup p ort in th e follow ing R ead ing Standards for Foundational Skills, kindergarten through grade five of the CA CCSS for ELA: print concepts, phonological awareness, phonics and word recognition, and fluency. Further d etails are outlined in th is ELA/ELD Framework and end ix A of th e CCS S CCS O 2 0 1 0 a) , includ ing b ut not lim ited to, th e ex p licit teach ing of d ecod ing , includ ing th e sp eech
d
.1 -
A p p ( N G A / S
sound s of E ng lish orth og rap h y , instruction in th e nature of th e sp eech sound sy stem , and instruction in letter form ation as w ell as letter nam ing and alp h ab etic ord er.
1 1 . A p p rop riate to th e g rad e lev els, m aterials p rov id e effectiv e, research - b ased instruction in reading fluency, including oral reading fluency, and the skills of word recognition, accuracy, p acing , rate, and p rosod y . P rog ram s offer research - b ased teach ing strateg ies and v aried opportunities to engage with different text types for improving student fluency, including but not lim ited to d ecod ab le tex t.
1 2 . A s p art of a com p lete curriculum th at includ es a v ariety of tex t, instructional m aterials for foundational skills include sufficient pre-decodable and decodable text at the early stages of reading instruction to allow students to develop automaticity and practice fluency. For greater clarification, see this ELA/ELD Framework, ch ap ter 3 , P h onics and W ord R ecog nition section. (Sufficiency of pre-decodable and decodable texts refers only to available instructional materials and does not define class instruction. Instruction should be based on student needs.)
1014 | Ch ap ter 1 Criteria for Instructional Materials 2
a. Those materials designated as decodable must have text with at least 75–80 percent of th e w ord s consisting solely of p rev iously taug h t letter- sound and sp elling - sound correspondences and in which 20–25 percent of the words consist of previously taught h ig h - freq uency , irreg ularly sp elled w ord s and story or content w ord s. H ig h - freq uency w ord s introd uced in p re- d ecod ab le and d ecod ab le tex ts are tak en from a list of th e m ost com m only used w ord s in E ng lish , p rioritiz ed b y th eir utility . F or th ose sound s w ith m ultip le sp elling s, tw o sound - sp elling s m ay b e p aired in one d ecod ab le b ook or read ing p assag e.
b . E ach d ecod ab le tex t contains at th e b ack a list of all th e h ig h - freq uency w ord s and sound -sp elling corresp ond ences introd uced in th at tex t.
c. Sufficient is defined as follows: ( 1 ) Kindergarten—At least 15 pre-decodable books (pre-decodable is defined as small
b ook s used to teach sim p le, b eg inning , h ig h - freq uency w ord s usually coup led w ith a reb us) .
( 2 ) K ind erg arten— A p p rox im ately 2 0 d ecod ab le b ook s, integ rated w ith th e seq uence of instruction.
( 3 ) F irst g rad e— T w o b ook s p er sound - sp elling , totaling a m inim um of 8 , 0 0 0 w ord s of d ecod ab le tex t ov er th e course of a y ear.
( 4 ) S econd g rad e— A p p rox im ately 9 , 0 0 0 w ord s of d ecod ab le tex t: tw o d ecod ab le b ook s p er sound - sp elling d eterm ined b y th e instructional seq uence of letter- sound corresp ond ence for stud ents w h o still need th is instruction.
( 5 ) Intensiv e interv ention p rog ram — A p p rox im ately 9 , 0 0 0 w ord s of d ecod ab le tex t: tw o d ecod ab le read ing selections/ p assag es p er sound - sp elling d eterm ined b y th e instructional seq uence of letter- sound corresp ond ence for stud ents w h o still need th is instruction. Careful attention m ust b e g iv en to th e ag e g roup for w h ich th ese d ecod ab les are d esig ned to ensure th e content is ag e- ap p rop riate and eng ag ing for stud ents in g rad es four th roug h eig h t.
1 3 . To build a comprehensive language arts program in grades K–2, a sufficiency of materials is need ed to cov er all asp ects of lang uag e and literacy d ev elop m ent. In ad d ition to d ecod ab le texts, K–2 materials shall be aligned to this ELA/ELD Framework’ s sup p ort for m eaning m ak ing , lang uag e d ev elop m ent, effectiv e ex p ression, and acq uisition of content k now led g e b y p rov id ing a w id e array of tex t ty p es, as d escrib ed in ch ap ters 3 and 4 of th is ELA/ELD Framework. Com p reh ensiv e instruction w ith all of th ese tex ts and tools, in concert w ith d ecod ab le tex t, defines a comprehensive language and literacy program to be implemented based on individual stud ent need .
.41 Materials includ e d irect, ex p licit instruction of sp elling using research - b ased , d ev elop m entally ap p rop riate w ord s for each g rad e lev el and , w h ere ap p rop riate, link sp elling ( encod ing ) w ith d ecod ing as recip rocal sk ills. S p elling task s are b ased on th e p h onem ic and m orp h olog ic concepts taught at appropriate grade levels as defined in the CA CCSS for ELA.
1 5 . Materials p rov id e d irect, ex p licit, and sy stem atic w ord - learning strateg ies and op p ortunities for stud ent p ractice and ap p lication in k ey v ocab ulary connected to read ing , w riting , listening , and sp eak ing , includ ing acad em ic v ocab ulary ( d escrib ed in m ore d etail as T ier 2 w ord s in A p p end ix A of the CCSS), discipline-specific words from content areas, and high frequency words.
Criteria for Instructional Materials Ch ap ter 1 2 1015 |
1 6 . Materials are aligned with the specific types of writing required by the CA CCSS for ELA, including the specific academic language and structures associated with the different genres of read ing and w riting . D irect instruction and assig nm ents sh ould p rov id e scaffold ing and progress in breadth, depth, and thematic development as specified by the grade-level stand ard s.
Materials includ e a v ariety of stud ent w riting sam p les w ith corresp ond ing m od el rub rics or ev aluation tools for use b y stud ents and teach ers.
1 8 . A v ariety of w riting activ ities and assig nm ents, ad d ressing th e g rad e- lev el p rog ressions of all th ree ty p es of w riting , sh ould b e p rov id ed th at integ rate read ing , sp eak ing , listening , and lang uag e instruction, v ary in leng th , h ig h lig h t d ifferent req uirem ents of th e w riting p rocess, em p h asiz e w riting to sources, incorp orate research p roj ects, and connect to literature and inform ational tex ts th at serv e as m od els of w riting .
1 9 . A v ariety of w riting activ ities and assig nm ents sh ould b e p rov id ed th at ask stud ents to d raw on th eir life ex p erience, th eir im ag ination, and th e tex ts th ey encounter th roug h read ing or read aloud s.
2 0 . Materials are d esig ned to p rom ote relev ant acad em ic d iscussions around g rad e- lev el top ics and texts, as specified by the grade-level standards, and include speaking and listening prompts, q uestions, and ev aluation tools to streng th en stud ents’ listening sk ills and th eir ab ility to resp ond to and ch alleng e follow up resp onses and ev id ence.
2 1 . F or P rog ram 1 B asic E L A , P rog ram 2 B asic E L A / E L D , and P rog ram 3 B asic B iliteracy , m aterials p rov id e g uid ance for d ifferentiated instruction b y teach ers to sup p ort success for all stud ents in read ing , w riting , sp eak ing , listening , and lang uag e in th e b asic p rog ram . T h e d ifferentiated instruction is em b ed d ed as p art of th e b asic p rog ram and includ es th e follow ing : a. T each er ed ition and stud ent m aterials th at reinforce and ex tend th e reg ular classroom
curriculum and instruction in all strand s. Instruction to increase b ack g round k now led g e and p rereq uisite sk ills.
c. A d d itional op p ortunities for th e teach er to p reteach p lanned content, to ch eck for stud ents’ und erstand ing , to reteach m aterials alread y taug h t, and for stud ents to p ractice k ey sk ills and strateg ies.
. Additional support in areas where students are likely to have difficulty, including p h onolog ical b ased sp elling ; listening and read ing com p reh ension; org aniz ation and d eliv ery of oral com m unication; sp eak ing and w riting ap p lications; acad em ic lang uag e; sentence structure and sy ntax ; and th e k now led g e of lang uag e and its conv entions.
. or rog ram 1 asic rog ram 2 asic and rog ram 3 asic iliteracy m aterials p rov id e a read ing interv ention sup p lem ent for g rad es k ind erg arten th roug h g rad e six . T h e instructional strateg ies sh ould b e consistent w ith th ose used in th e b asic p rog ram and includ e th e follow ing : a. Intervention materials for efficient and effective use in tutorial or small-group instructional
setting s. T h ese m aterials focus on stud ents w h o need reteach ing and p ractice in one or more of the four identified key foundational skills that are part of the Reading Standards: ound ational ills in th e CA CCS for rint concep ts; onolog ical a areness;
(3) phonics and word recognition; and (4) fluency. G rad e- related found ational sk ills m aterials are d esig ned for ex p licit, seq uential, and
sy stem atic instruction and includ e p eriod ic p rog ress- m onitoring assessm ents for
.71
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b .
d
2 2 F P B E L A , P B E L A / E L D , P B B ,
F S k S E L A : ( 1 ) p ( 2 ) p h w
b .
d eterm ining attainm ent of th e sk ill or sk ills taug h t.
1016 | Ch ap ter 1 Criteria for Instructional Materials 2
c. F or k ind erg arten th roug h g rad e th ree, each g rad e- related set of m aterials w ill b e d istinct, b uild ing on th e p rev ious g rad e- related instruction. A s a result, th ere w ill b e four sets of grade-related supplement reading intervention materials: a. kindergarten; b. first grade with kindergarten materials; c. second grade with first grade and kindergarten materials; and d. third grade with second, first, and kindergarten materials.
d . O ne set of m aterials for g rad es four th roug h six , w h ich includ es found ational stand ard s from grades two through five.
2 3 . In P rog ram 2 B asic E L A / E L D , P rog ram 3 B asic B iliteracy , and P rog ram 5 S p ecializ ed E L D , th e E L D instructional m aterials: a. S h ould refer to and ad d ress th e g uid ance p rov id ed in th e CA E L D S tand ard s.
S h ould refer to and ad d ress th e g uid ance p rov id ed in th is ELA/ELD Framework, ch ap ter 2 , F ig ure 2 . 2 3 “ E ssential F eatures of D esig nated E L D Instruction. ”
c. ould ad ress ifferentiation of th e m er ing and ing and rid ing lev els of proficiency in Programs 2 and 3 to ensure English acquisition as quickly and effectively as p ossib le. F or P rog ram 5 , th e E L D instructional m aterials sh ould ad d ress d ifferentiation of the Expanding and Bridging levels of proficiency to ensure English acquisition as quickly and effectiv ely as p ossib le.
. Provide guidance for instruction that targets a proficiency level while progressing towards attainm ent of g rad e- lev el E L A stand ard s.
e. P rov id e ex p licit ling uistic instruction, p ractice, and sk ills d ev elop m ent includ ing th ose th at are transferab le from stud ents’ p rim ary lang uag e to th e targ et lang uag e.
f. ro id e ex licit, irect teach ing of stand ard form s of ng lish e. ocab ulary sy ntax , m orp h olog y , functions and conv entions, and found ational sk ills) .
g Includ e an em p h asis on acad em ic lang uag e as w ell as conv ersational lang uag e. . P rov id e op p ortunities for activ e eng ag em ent w ith a focus on oral and w ritten lang uag e
d ev elop m ent, em p h asiz ing listening and sp eak ing and incorp orating read ing and w riting . i. Integ rate m eaning and com m unication to sup p ort ex p licit teach ing of lang uag e and to
facilitate and m otiv ate second lang uag e acq uisition and use of targ eted lang uag e form s. j . P rov id e g uid ance on th e use of form ativ e assessm ent strateg ies to m eet E L D learning
g oals. or rog ram 2 asic D and rog ram 3 asic iliteracy op tional sup lem ental m aterials
m F P B E L A / E L P B B , p
ay b e p rov id ed for th e need s of new com ers to th e E ng lish lang uag e, includ ing : a. E x p licit instruction in b asic interp ersonal and social uses of E ng lish ( e. g . , ask and answ er
surv iv al q uestions, id entify ob j ects, id entify sch ool w ork ers, and ex p ress lik es/ d islik es) , w ith an em p h asis on oral lang uag e.
S up p ort for acculturation to U . S . society , sch ool, and th e local com m unity . c. S creening assessm ents of stud ents’ lev el of literacy in th eir h om e lang uag e and E ng lish and
th eir sch ooling h istory to d eterm ine need ed sup p ort. d . Instructional sup p ort in b asic read ing found ational sk ills for th ose stud ents w ith low literacy
in h om e lang uag e and / or g ap s in p rior sch ooling . e. Guidance for individualized, flexible instruction, which may include the use of technology. f. Sufficient instructional content and guidance for 120 days of supplemental instruction. g . G uid ance for com m unications b etw een sch ool and h om e, includ ing orientation to th e
sch ool sy stem and ex p ectations of stud ent b eh av ior ( e. g . , h om ew ork , th e roles of stud ents, teach ers, and sch ool staff) .
Criteria for Instructional Materials Ch ap ter 1 2 1017
b .
.42
S h d d E g , E x p , B g
d
P v p d E ( g . , v ,
.h
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b .
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h . G uid ance on m ax im iz ing th e use of E ng lish d uring instruction, using th e p rim ary lang uag e strateg ically .
2 5 . P rog ram 4 Intensiv e Interv ention E L A m aterials are d esig ned to sup p ort an accelerated , intensiv e interv ention p ath w ay to ad d ress th e need s of stud ents in g rad es four th roug h eig h t whose academic performance, which includes proficiency in English language arts and literacy in read ing and w riting , is tw o or m ore y ears b elow g rad e lev el. T h e m aterials includ e th e follow ing : a. Alignment with the CA CCSS for ELA identified in Appendix 12-B: Matrix 1, “Program 4 –
Intensiv e Interv ention P rog ram for E ng lish L ang uag e A rts, G rad es F our T h roug h E ig h t. ” b . Curriculum - em b ed d ed , d iag nostic, and p rog ress- m onitoring assessm ents w ith g uid ance for
teach ers th at sup p ort stud ents to p rog ress rap id ly tow ard successful reentry into th e b asic p rog ram at th eir ap p rop riate g rad e lev el. T h e d esig n g oal is for stud ents to g ain tw o g rad e lev els for each y ear of instruction.
c. Multip le lev els and p oints of entry and ex it to ap p rop riately ad d ress th e sk ill lev els and E L A content k now led g e of stud ents in g rad es four th roug h eig h t and assist in transitioning into a b asic p rog ram .
. O p p ortunities for stud ents to increase acad em ic ach iev em ent th roug h th e integ ration of all strand s: R ead ing , W riting , S p eak ing and L istening , and L ang uag e.
e. T each er and stud ent m aterials p rov id e ex p licit, seq uential, ling uistically log ical, and sy stem atic instruction, p ractice, ap p lications, and sup p ort in areas w h ere stud ents are likely to have difficulty, including: concepts of print, the alphabetic principles, phonological awareness, phonics, word analysis skills, oral reading fluency, vocabulary and morphology, th e k now led g e of lang uag e and its conv entions, listening and read ing com p reh ension, sentence structure and sy ntax , and p rod uction of th e d ifferent w riting ty p es.
6 . P rog ram 5 S p ecializ ed E L D m aterials p rov id e an intensiv e, accelerated p ath w ay to sup p ort th e need s of E ng lish learners, includ ing th ose at risk of b ecom ing or are long term E ng lish learners, whose academic performance is below grade level and whose language proficiency p reclud es th em from p erform ing at g rad e lev el in E ng lish lang uag e arts. T h e p rog ram sh ould e used uring a esig nated D eriod of tim e, and is not intend ed to serv e as A instructional tim e. T h e p rog ram sh ould includ e clear instructional p lans and tools for stud ents entering and transitioning out of th e S p ecializ ed E L D p rog ram . T h e m aterials includ e th e follow ing : a. Alignment with CA CCSS for ELA and CA ELD Standards identified in Appendix 12-B: Matrix
2, “Program 5 – Specialized Designated ELD, Grades Four Through Eight.” Curriculum em b ed d ed assessm ents w ith g uid ance for teach ers th at sup p ort stud ents w h o
are at risk of b ecom ing or w h o are long term E ng lish learners to p rog ress rap id ly to g rad e-level proficiency in English literacy within 12–18 months.
c. Multiple levels and points of entry and exit to appropriately address the English proficiency lev els of stud ents in g rad es four th roug h eig h t.
. Instruction th at integ rates all strand s: R ead ing , W riting , S p eak ing and L istening , and L ang uag e.
e. T each er and stud ent m aterials sup p ort th e need s of stud ents w h o are at risk of b ecom ing or who are long-term English learners in moving to grade-level proficiency in English literacy and includ e: d ev elop m ent of acad em ic lang uag e, org aniz ation and d eliv ery of oral communication, development of reading fluency and comprehension, consistent instructional routines, and sup p ort of activ e stud ent eng ag em ent.
1018 | Ch ap ter 1 Criteria for Instructional Materials
d
2-
b d d E L p E L
b . --
d
2
f. T each er m aterials p rov id e instructional g uid ance for und erstand ing tex t structure, close read ing , and ev aluating lang uag e ch oices, utiliz ing tex ts from oth er content areas, consistent w ith th e CA CCS S for L iteracy in H istory / S ocial S tud ies, S cience, and T ech nical S ub j ects.
g Materials can b e sub m itted for a rang e of at least tw o consecutiv e g rad e lev els w ith in th e 4–8 grade span (e.g., grades 4–5, 4–6, 6–8, 7–8).
Category 2: Program Organization S eq uential org aniz ation and a coh erent instructional d esig n of th e E ng lish lang uag e arts p rog ram
p rov id e structure for w h at stud ents sh ould learn each y ear and allow teach ers to teach th e content efficiently and effectively. The program design supports this ELA/ELD Framework’ s org aniz ational
.
structure of the standards for ELA and ELD around the five themes: Meaning Making, Language D ev elop m ent, E ffectiv e E x p ression, Content K now led g e, and F ound ational S k ills. T h e instructional d esig n serv es as th e scaffold for stud ents w ith d iv erse learning need s. Instructional m aterials m ust h av e streng th s in th ese areas to b e consid ered for ad op tion.
1 . The program provides sufficient instructional content for 180 days of instruction to cover both th e d aily and unit of instructional need s env isioned b y th e stand ard s and th is fram ew ork , includ ing : ( a) d aily and units of instruction for E L A tim e; ( b ) d esig nated E L D for p rog ram s 2 , 3 , and 5 ; ( c) S up p ortiv e m aterials for th e oth er d iscip lines such as nov els, b iog rap h ies, essay s, and a variety of discipline specific texts such as primary sources and scientific reports; and d) sug g estions for integ rated and m ulti- d iscip linary lessons, units of instruction, and m ulti- y ear strand s.
2 . S cop e and seq uence alig n w ith th e CA CCS S for E L A and CA E L D S tand ard s as ap p rop riate for th e p rog ram ty p e. P ub lish ers sub m itting for P rog ram 2 B asic E L A / E L D , P rog ram 3 B asic B iliteracy , and P rog ram 5 S p ecializ ed E L D m ust p rov id e a scop e and seq uence for E L D th at addresses Parts I, II, and III of the CA ELD Standards, beginning in the program’s first grade lev el.
3 . P ub lish ers ind icate in teach er m aterials all p rog ram com p onents necessary to ad d ress all of th e stand ard s for th e ap p rop riate p rog ram sub m ission for each g rad e lev el.
.4 P rog ram 2 B asic E L A / E L D and P rog ram 3 B asic B iliteracy P rog ram instructional m aterials m ust p rov id e ex p licit g uid ance for d esig nated E L D instruction and sup p ort for integ rating E L A and
D . 5 . Program 3 Basic Biliteracy includes a list of linguistic augmentations and modifications
ad d ressed at each g rad e lev el for th e targ et lang uag e and ap p rop riate g uid ance for ex p licit instruction of cross- ling uistic transfer.
6 . Materials d raw n from oth er content areas are consistent w ith th e ad op ted California g rad elev el stand ard s, and connect to th e CA CCS S for L iteracy in H istory / S ocial S tud ies, S cience, and T ech nical S ub j ects, as ap p rop riate. A ny stand ard s utiliz ed from oth er content areas need to b e specifically identified.
Internal structure of th e p rog ram w ith in a g rad e lev el and across g rad e lev els is consistent w ith th e d esig n and intent of th e CA CCS S for E L A to integ rate strand s and in th e teach ing routines and p roced ures used in p rog ram com p onents.
8 . Materials promote the use of multimedia and technology, as specified in the grade-level stand ard s, to enh ance read ing , w riting , sp eak ing , listening , and lang uag e stand ard s and sk ills b y teach ers and stud ents.
9 . G uid ance to teach stud ents sk ills and strateg ies and p rov id e m ultip le op p ortunities to p ractice, connect, and ap p ly th ose sk ills and strateg ies in contex t.
Criteria for Instructional Materials Ch ap ter 1 2 1019
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1 0 . D im ensions of com p lex task s are analy z ed and b rok en d ow n into com p onent p arts; each p art is taug h t in a log ical p rog ression.
1 1 . T h e am ount of new inform ation is controlled and connected to p rior learning , and stud ents are ex p licitly assisted in m ak ing connections.
1 2 . Instructional m aterials includ e d irections and , w h ere ap p rop riate, ex am p les for: a. E m b ed d ing form ativ e assessm ent to g uid e instruction.
D irect teach ing and inq uiry b ased instruction. c. T each er and stud ent ex am p le tex ts are used for m od eling w ith th e intent of fostering
ind ep end ent stud ent w ork . . G uid ed and ind ep end ent p ractice and ap p lication w ith correctiv e feed b ack d uring all
p h rases of instruction and p ractice. e. Guidance on implementing units of instruction, curriculum guides, thematic units, or flexible
m eth od s for p acing of instruction. f. P reteach ing and reteach ing as need ed . . S tud ents, and stud ent( s) and teach ers, to eng ag e in collab orativ e conv ersations and
d iscussions, includ ing stud ent lang uag e and b eh av iors. h Connecting instruction of stand ard s across th e strand s. i. S tud ent interaction and eng ag em ent in tex t. j R esearch and p roj ect b ased learning .
3 . A list of th e g rad e- lev el stand ard s is includ ed in th e teach er s g uid e tog eth er w ith p ag e num b er citations or oth er references th at d em onstrate alig nm ent w ith th e content stand ard s.
T each er m aterials and stud ent m aterials, as ap p rop riate to th e g rad e- lev el stand ard s, contain an ov erv iew of th e ch ap ters, clearly id entify th e E L A / E L D concep ts, and includ e tab les of contents, ind ex es, and g lossaries th at contain im p ortant E L A / E L D term s.
1 5 . S up p ort m aterials are an integ ral p art of th e instructional p rog ram and are clearly alig ned w ith th e stand ard s.
1 6 . In P rog ram 1 B asic E L A , P rog ram 2 B asic E L A / E L D , and P rog ram 3 B asic B iliteracy P rog ram , th e g rad e- lev el CA CCS S for E L A and CA E L D S tand ard s sh all b e ex p licitly stated in th e stud ent m aterials as ap p rop riate to th e p rog ram ty p es.
In ord er to m eet th e need s of stud ents, P rog ram 4 Intensiv e Interv ention E L A m aterials shall be flexible enough to be a temporary intensive intervention program or support a basic p rog ram .
Category 3: Assessment T h is p rog ram p rov id es teach ers w ith assistance in using assessm ents for p lanning instruction,
determining effective flexible grouping strategies, implementing other strategies for meeting the instructional need s of stud ents, and m easuring th e effectiv eness of instruction th roug h p rog ress m onitoring . Instructional m aterials m ust h av e streng th s in th ese areas to b e consid ered suitab le for ad op tion:
. A ll assessm ents sh ould h av e content v alid ity to assess all th e strand s. A ssessm ent sh ould b e p rov id ed to m easure ind iv id ual stud ent p rog ress ov er v aried d urations of tim e, at reg ular interv als, and at strateg ic p oints of instruction and sh ould includ e:
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1020 | Ch ap ter 1 Criteria for Instructional Materials 2
a. Multip le m eth od s of assessing w h at stud ents k now and are ab le to d o, such as selected resp onse, constructed resp onses ( sh ort answ ers, constructed resp onse, and ex tend ed constructed resp onse) , p erform ance task s, op en- end ed q uestions, and tech nolog y enab led and tech nolog y enh anced q uestions.
G uid ance for m ak ing d ecisions ab out instructional p ractices and h ow to m od ify instruction so th at all stud ents are consistently p rog ressing tow ard m eeting or ex ceed ing th e content stand ard s.
c. Materials and sug g estions to assist th e teach er in k eep ing p arents and stud ents inform ed ab out stud ent p rog ress.
d . Guidance on developing and using assessment tools that reflect the range of oral and w ritten w ork stud ents p rod uce ind icated b y th e CA CCS S for E L A and th is fram ew ork , such as ( b ut not lim ited to) rub rics, tech nolog y , v alid online assessm ents, p ortfolios, ex em p lars, anch or p ap ers, collab orativ e conv ersations, teach er ob serv ations, and auth entic w riting for students to demonstrate grade-level proficiency.
2 . S um m ativ e assessm ents sh ould b e d esig ned to p rov id e v alid , reliab le, and fair m easures of stud ents’ p rog ress and com p etency tow ard and attainm ent of th e k now led g e and sk ills after a p eriod of instruction, for ex am p le a ch ap ter or unit test, w eek ly q uiz , or end of term test.
3 . G uid ance on th e use of d iag nostic screening assessm ents to id entify stud ents’ instructional need s for targ eted interv ention.
Frequent and easily implemented assessment opportunities for grades K–5 that measure p rog ress in th e R ead ing S tand ard s: F ound ational S k ills, w ith a sy stem for record k eep ing and follow up .
5 . G uid ance to teach ers on h ow to d ev elop stud ents’ ab ilities to tak e resp onsib ility for th eir ow n assessm ent, g row th , and g oals and h ow to sup p ort stud ents’ d ev elop m ent of self assessm ent sk ills.
6 . T ools for teach ers th at facilitate collecting , analy z ing , and sh aring d ata on stud ent p rog ress and ach iev em ent.
or rog ram 2 asic rog ram 3 asic iliteracy and rog ram 5 ecializ ed , assessments that measure progress across language proficiency levels.
8 A ssessm ents in th e P rog ram 3 B asic B iliteracy m easure p rog ress in b oth lang uag es. . rog ram 4 A Intensiv e Interv ention A and rog ram 5 ecializ ed D m ust ro id e
p lacem ent and ex it assessm ents d esig ned to h elp d eterm ine th e ap p rop riate instructional lev el for entry into and ex it from th e p rog ram .
Category 4: Universal Access T h e g oal of E ng lish lang uag e arts p rog ram s in California is to ensure univ ersal and eq uitab le
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access to h ig h - q uality curriculum and instruction for all stud ents so th ey can m eet or ex ceed th e ex p ectations as d escrib ed for in th e CA CCS S for E L A and , w h en ap p rop riate, th e CA E L D S tand ard s. T o reach th e g oals of eq uity and access, instructional m aterials m ust p rov id e teach ers w ith th e necessary content and p ed ag og ical tools to teach all stud ents th e CA CCS S for E L A and h elp all E ng lish learners to achieve proficiency with the CA ELD Standards. All students including: English learners, long - term E ng lish learners, stud ents w ith d isab ilities, ad v anced learners, stand ard E ng lish learners, stud ents w h o use A frican A m erican E ng lish ( A A E ) , stud ents w h o are d eaf and h ard of h earing w h ose
Criteria for Instructional Materials Ch ap ter 1 2 1021 |
p rim ary lang uag e is A m erican S ig n L ang uag e6 , students with reading difficulties, and students who are falling b eh ind in any strand in E ng lish lang uag e arts. Materials sh ould incorp orate recog niz ed p rincip les, concep ts, and strateg ies to m eet th e need s of stud ents and p rov id e eq ual access to learning , w h ich could includ e U niv ersal D esig n for L earning , R esp onse to Interv ention and Instruction, and Multi- T iered S y stem of S up p orts, as outlined in ch ap ter 9 on access and eq uity in th is fram ew ork Instructional m aterials m ust h av e streng th s in th ese areas to b e consid ered for ad op tion.
. A lig nm ent of b oth lessons and teach er’ s ed itions, as ap p rop riate, w ith E L D S tand ard s, incorp orating strateg ies to ad d ress, at ev ery g rad e lev el, th e need s of all E ng lish learners, p ursuant to EC S ection 6 0 2 0 4 b 1 .
. Incorp oration of instructional strateg ies to ad d ress th e need s of stud ents w ith d isab ilities in b oth lessons and teach er’ s ed ition, as ap p rop riate, at ev ery g rad e lev el, p ursuant to EC S ection 6 0 2 0 4 b 2 .
3 Com p reh ensiv e g uid ance and d ifferentiation strateg ies, w h ich could includ e th e use of technology, to adapt the curriculum to meet students’ identified special needs and to provide effective, efficient instruction for all students. Strategies may include: a. H ow to m aster ling uistic and cog nitiv e sk ills in ord er to fully eng ag e in intellectually
ch alleng ing acad em ic task s. S ug g estions for reinforcing or ex p and ing th e curriculum , includ ing p reteach ing , reteach ing ,
and ad ap ting instruction. c. A d d itional instructional tim e and ad d itional p ractice, includ ing sp ecializ ed teach ing m eth od s
or m aterials and accom m od ations for stud ents w ith targ eted instructional need s. . F or stud ents w h o are b elow g rad e lev el, m ore ex p licit ex p lanations w ith am p le and
ad d itional d ifferentiated sup p ort b ased on stud ent need , or oth er assistance th at w ill h elp to accelerate stud ent p erform ance to g rad e lev el.
e. F or P rog ram 3 B asic B iliteracy only , h ow to ad d ress learning lang uag es oth er th an E ng lish , includ ing cross- ling uistic transfer and contrastiv e analy sis of lang uag e sk ills.
Materials include support for students who use AAE and may have difficulty with phonological aw areness and stand ard acad em ic E ng lish structures of oral and w ritten lang uag e, includ ing sp elling and g ram m ar.
5 . S ug g estions on a v ariety of w ay s for stud ents w ith sp ecial instructional need s to access th e m aterials and d em onstrate th eir com p etence ( e. g . , p h y sically form ing letters for stud ents w h o have dyslexia or who have difficulties writing legibly or spelling words). Examples of such accom m od ations m ig h t b e ( b ut are not lim ited to) stud ent use of com p uters to com p lete task s, includ ing th e use of on- screen scanning k ey b oard s, enlarg ed k ey b oard s, w ord p red iction, and sp ellch eck ers.
6 . Materials rem ind teach ers to set h ig h ex p ectations for all stud ents and inform teach ers of th e p rog ression of sk ill d ev elop m ent and concep ts to h ig h er g rad e lev els.
In rog ram 1 asic rog ram 2 asic and rog ram 3 asic iliteracy teach er and stud ent ed itions includ e sug g estions or m aterials for ad v anced learners w h o need an enrich ed or accelerated p rog ram or assig nm ents, such as sug g estions to h elp stud ents stud y a p articular auth or, th em e, or concep t in m ore d ep th and cond uct a m ore com p lex analy sis of ad d itional ind ep end ent read ing .
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6 A s noted th roug h out th is fram ew ork , sp eak ing and listening sh ould b e b road ly interp reted . S p eak ing and listening sh ould includ e stud ents w h o are d eaf and h ard of h earing using A m erican S ig n L ang uag e ( A S L ) as th eir p rim ary lang uag e. S tud ents who do not use ASL as their primary language but use amplification, residual hearing, listening and spoken language, cued sp eech and sig n sup p orted sp eech , access g eneral ed ucation curriculum w ith v ary ing m od es of com m unication.
1022 | Ch ap ter 1 2 Criteria for Instructional Materials
Category 5: Instructional Planning and Teacher Support Instructional m aterials m ust p resent ex p licit g uid ance to h elp teach ers p lan instruction.
Instructional m aterials sh ould b e d esig ned to h elp teach ers p rov id e instruction th at ensures opportunities for all students to learn the essential skills and knowledge specified for in the CA CCSS for A and w ere ap rop riate, th e CA D tand ar s. Instructional m aterials m ust a e streng th s in th ese areas of instructional p lanning and teach er sup p ort to b e consid ered suitab le for ad op tion.
I nstructional Planning . P rog ram m aterials includ e a curriculum g uid e for th e acad em ic instructional y ear for teach ers
to follow w h en p lanning instruction, such as a teach er p lanning and p acing g uid e for 1 8 0 d ay s of instruction.
. T h e teach er ed ition p rov id es g uid ance in d aily lessons or units of instruction on ap p rop riate op p ortunities for ch eck ing for und erstand ing and ad j usting lessons if necessary .
. or rog ram 2 asic D and rog ram 3 asic iliteracy th e teach er ed ition ro id es g uid ance for b oth d aily integ rated and d esig nated E ng lish lang uag e d ev elop m ent instruction, as ap p rop riate to th e p rog ram d esig n.
F or P rog ram 3 B asic B iliteracy , th e teach er ed ition p rov id es resources and activ ities in cross-ling uistic transfer contrastiv e analy sis, and activ ities th at encourag e stud ents to d raw up on literacy / lang uag e sk ills th ey alread y p ossess in anoth er lang uag e to facilitate b iliteracy d ev elop m ent.
5 . T h e teach er ed ition p rov id es sup p ort and op p ortunities for teach ers of E ng lish lang uag e arts to w ork collab orativ ely w ith oth er content area teach ers to d ev elop stud ent literacy .
6 . L esson p lans and th e relationsh ip s of p arts of th e lesson and p rog ram com p onents are clear. L earning , lang uag e, and instructional ob j ectiv es in th e stud ent m aterials and teach er ed ition
are explicit and clearly identifiable. 8 . A list of req uired m aterials is p rov id ed for each lesson. 9 . T erm s from th e CA CCS S for E L A and th e CA E L D S tand ard s are used ap p rop riately in all
g uid ance for teach ers. 1 0 . T h e teach er m aterials p rov id e b ack g round inform ation ab out each read ing selection, includ ing
auth or, contex t, content, and inform ation ab out illustrations, if any . 1 1 . A nsw er k ey s are p rov id ed for all w ork b ook s, assessm ents, and all related stud ent activ ities. 1 2 . T h e teach er ed ition sug g ests read ing m aterial for stud ents to read outsid e of class and
sug g estions for org aniz ing ind iv id ualiz ed read ing g oals. 1 3 . H om ew ork , if includ ed , ex tend s and reinforces classroom instruction and p rov id es ad d itional
p ractice of sk ills th at h av e b een taug h t. T h e teach er ed ition includ es am p le and useful annotations and sug g estions on h ow to p resent
content in th e stud ent ed ition and in th e ancillary m aterials, includ ing d ifferentiation for E ng lish learners, stud ents w ith d isab ilities, ad v anced learners, and stud ents p erform ing b elow g rad e lev el.
1 5 . L ists of p rog ram lessons in th e teach er ed ition cross- reference th e stand ard s cov ered and p rov id e an estim ated instructional tim e for each lesson, ch ap ter, and unit.
1 6 . A ll com p onents of th e p rog ram are user friend ly and , in th e case of electronic m aterials, p latform neutral.
Materials h elp teach ers and stud ents p lan collab orativ e acad em ic d iscussions b ased on g rad elev el top ics and tex ts.
Criteria for Instructional Materials Ch ap ter 1 2 1023
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T eacher Support 8 . K ind erg arten m aterials includ e g uid ance for teach ers and ad m inistrators to ad ap t th ose
m aterials for use in a transitional k ind erg arten setting , includ ing a com b ination transitional k ind erg arten/ k ind erg arten class. G uid ance sh ould b uild on th e California p resch ool learning found ations; ad d ress ap p rop riate social and em otional d ev elop m ent and lang uag e and literacy sk ills; and th e p acing , ex p ectations, and am ount of learning th at is situated in p lay ful contex ts.
1 9 T h e p rog ram includ es sug g estions for p arents or careg iv ers on h ow to sup p ort stud ent achievement. The suggestions should be designed so that families receive specific information and sup p ort for ex tend ing th eir ch ild ren’ s learning at h om e. T h e p rog ram sh ould includ e m aterials th at teach ers can use to inform fam ilies ab out th e CA CCS S for E L A and th e CA E L D S tand ard s, th is ELA/ELD Framework, p rog ram em b ed d ed assessm ents, and th e d eg ree to w h ich stud ents are m astering th e stand ard s.
. Materials include whole-group, flexible small-group, and individual instructional strategies that p rom ote stud ent resp onsib ility , eng ag em ent, and ind ep end ence.
1 . Materials includ e g uid ance for teach ers to ad ap t for com b ination classes of tw o d ifferent g rad e lev els of stud ents.
2 2 Materials includ e g uid ance for teach ers in sup p ort of stud ents w h o use A A E and m ay h av e difficulty with phonological awareness and standard academic English structures of oral and w ritten lang uag e, includ ing sp elling and g ram m ar.
3 . U sing g uid ance from th e Model School Library Standards for California Public Schools CD E ) , m aterials p rov id e inform ation for teach ers on th e effectiv e use of lib rary and m ed ia
resources th at b est com p lem ent th e stand ard s. T h e m aterials contain ex p lanations of th e instructional ap p roach es of th e p rog ram and id entify
th e research b ased strateg ies. 2 5 T h e p rog ram p rov id es cross ling uistic transfer and contrastiv e analy sis ch arts in th e teach er
edition that shows and explains how new or difficult sounds and features of the English language are taught and reinforced. Comparisons with the five (or more) of the most common lang uag es in California and A A E w ill b e incorp orated as ap p rop riate, accentuating transferab le and nontransferab le sk ills.
6 . E lectronic learning resources, w h en includ ed , are integ ral p arts of th e p rog ram , sup p ort instruction, and connect ex p licitly to th e stand ard s. A ll aud iov isual, m ultim ed ia, and inform ation tech nolog y resources includ e tech nical sup p ort and sug g estions for ap p rop riate use.
The materials are designed to help teachers identify the reason(s) that students may find d em onstrating m astery of a p articular sk ill or concep t m ore ch alleng ing th an anoth er and p oint to specific remedies.
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1024 | Ch ap ter 1 Criteria for Instructional Materials 2
Guidance for Instructional Materials for Grades Nine Through Twelve
W h ile th e Criteria for Evaluating Instructional Materials for Kindergarten Through Grade Eight ( Criteria) as d escrib ed in th e p rev ious section is intend ed to g uid e p ub lish ers in th e d ev elop m ent of instructional m aterials for stud ents in k ind erg arten th roug h g rad e eig h t, it also serv es as g uid ance for selection of instructional materials for students in grades nine through twelve. The five categories in th e Criteria are an ap p rop riate lens th roug h w h ich to v iew any instructional m aterials a L E A is consid ering p urch asing .
There are also a number of supportive and advisory documents that define the depth and shifts of instruction ( d escrib ed b elow ) in th e CA CCS S for E L A / L iteracy ( CD E 2 0 1 3 a) . T h ese d ocum ents include “Preliminary Test Blueprints” and “Item/Task Specifications” found on the Smarter Balanced A ssessm ent Consortium W eb site ( w w w . sm arterb alanced . org ) ( S B A C 2 0 1 3 ) and th is English Language Arts/English Language Development Framework for California Public Schools ( ELA/ELD Framework) . T h is ELA/ELD Framework d etails th e content, instructional p ractices, and p ossib le curriculum org aniz ation in h ig h sch ool classes. In ad d ition, h ig h sch ool ed ucators sh ould recog niz e h ow th is ELA/ELD Framework’ s structure org aniz es th e top ic of curriculum and instruction in each grade-level chapter into a discussion of the standards for ELA and ELD around five themes: Meaning Mak ing , L ang uag e D ev elop m ent, E ffectiv e E x p ression, Content K now led g e, and F ound ational S k ills and sup p orts instruction to b uild th e sk ills of creativ ity and innov ation, critical th ink ing and p rob lem solv ing , collab oration, com m unication, and construction and new und erstand ing of k now led g e across content areas. Materials should also address the needs of students performing significantly below g rad e lev el. L astly , m aterials sh ould p rov id e org aniz ed ind ep end ent read ing p rog ram s outsid e of class.
A s p art of th e p rocess for selecting instructional m aterials, EC S ection 6 0 0 0 2 req uires th e L E A to p rom ote sub stantial teach er inv olv em ent, in ad d ition to th e inv olv em ent of p arents and oth er m em b ers of th e com m unity , in th e selection of instructional m aterials.
Common Core Shifts for English Language Arts/Literacy A com m on th read for all g rad e lev els w h en im p lem enting th e CA CCS S for E L A / L iteracy is to
und erstand th e need to p rov id e access to all th e content in th e CA CCS S for E L A / L iteracy and th e ov erarch ing g oal to d ev elop th e cap acities of ind iv id uals to b e b road ly literate and read y for colleg e, careers, and citiz ensh ip . T h is includ es eng ag ing and m otiv ating stud ents w ith w ell- d esig ned , com p reh ensiv e, and integ rated curriculum th at p rom otes collab oration and inq uiry . In ad d ition, th e identified shifts for the English language arts and literacy standards should be considered to guide instructional m aterial selection.
1 . Building knowledge through content-rich nonfiction Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In grades 9–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. In grades 9–12, th e stand ard s for literacy in h istory / social stud ies, science, and tech nical sub j ects ensure th at stud ents can ind ep end ently b uild k now led g e in th ese d iscip lines th roug h read ing and w riting . T h e CA CCS S for E L A / L iteracy ap p ly to a b road sp ectrum of d iscip lines: E ng lish L ang uag e A rts, and L iteracy in H istory / S ocial S tud ies, S cience, and T ech nical S ub j ects. B y h ig h sch ool, th e stand ard s recom m end th at 7 0 p ercent of w h at stud ents read b e inform ational tex t, b ut th e bulk of that percentage should be carried by non-ELA disciplines that do not study fictional tex ts. E L A classroom s sh ould focus on literature ( stories, d ram a, and p oetry ) as w ell as literary non-fiction. Literary nonfiction, as describe in the CA CCSS for ELA/Literacy, includes
Criteria for Instructional Materials Ch ap ter 1 2 1025 |
th e sub g enres of ex p osition, arg um ent, and functional tex t in th e form of p ersonal essay s, sp eech es, op inion p ieces, essay s ab out art or literature, b iog rap h ies, m em oirs, j ournalism , and historical, scientific, technical, or economic accounts (including digital sources) written for a b road aud ience.
2 . Reading, writing, and speaking grounded in evidence from text, both literary and informational T h e stand ard s p lace a p rem ium on stud ents w riting to sources, i. e. , using ev id ence from tex ts to present careful analyses, well-defined claims, and clear information.The standards expect stud ents to answ er q uestions th at d ep end on th eir h av ing read th e tex t or tex ts w ith care. T h ey also req uire th e cultiv ation of narrativ e w riting th roug h out th e g rad es, and in later g rad es a com m and of seq uence and d etails are essential for effectiv e arg um entativ e and inform ational w riting . L ik ew ise, th e read ing stand ard s focus on stud ents’ ab ility to read carefully and g rasp inform ation, arg um ents, id eas, and d etails b ased on tex t ev id ence. S tud ents sh ould b e ab le to answ er a rang e of tex t- d ep end ent q uestions, q uestions in w h ich th e answ ers req uire inferences b ased on careful attention to th e tex t.
3 . Regular practice with complex text and academic language T h e CA CCS S for E L A / L iteracy h ig h lig h t th e g row ing com p lex ity of th e tex ts stud ents m ust read to b e read y for th e d em and s of colleg e and careers. T h e stand ard s b uild a staircase of tex t com p lex ity so th at all stud ents are read y for th e d em and s of colleg e- and career- lev el read ing no later th an th e end of h ig h sch ool. Closely related to tex t com p lex ity — and inex tricab ly connected to read ing com p reh ension— is a focus on acad em ic v ocab ulary w ord s: w ord s th at ap p ear in a v ariety of content areas.
Criteria for Materials and Tools Aligned to the Standards In ad d ition to th e sh ifts noted ab ov e, th e Revised Publishers’ Criteria for the Common Core State
Standards in English Language Arts and Literacy, Grades 3–12 ( P ub lish ers’ Criteria) ( Colem an and Pimentel 2012b) have identified some major indicators of quality that instructional resources and tools sh ould ex h ib it. T h ese areas are sum m ariz ed b elow w ith out th eir full ex p lanation. F or fuller ex p lanations, see th e P ub lish ers’ Criteria at h ttp : / / w w w . corestand ard s. org / assets/ P ub lish ers_ Criteria_ for_ 3 - 1 2 . p d f.
Key Criteria for Text Selection 1 . T ex t Com p lex ity : stud ents read increasing ly com p lex tex ts w ith g row ing ind ep end ence as th ey
p rog ress tow ard career- and colleg e- read iness. a. T ex ts for each g rad e alig n w ith th e com p lex ity req uirem ents outlined in th e stand ard s. b A ll stud ents ( includ ing th ose w h o are b eh ind ) h av e ex tensiv e op p ortunities to encounter
g rad e- lev el com p lex tex t. c. N ov els, p lay s, p oetry , oth er ex tend ed full- leng th tex ts, and tex t in m ultim ed ia are also
p rov id ed for close read ing op p ortunities. . S h orter, ch alleng ing tex ts th at elicit close read ing and re- read ing are p rov id ed reg ularly at
each g rad e. e. A d d itional m aterials aim to increase reg ular ind ep end ent read ing of tex ts th at ap p eal to
stud ents’ interest w h ile d ev elop ing b oth th eir k now led g e b ase and j oy in read ing . ang e and uality of ex t:
a. In grades 6–12, ELA programs shift the balance of texts and instructional time towards reading an increasing amount of literary nonfiction and informational text.
1026 | Ch ap ter 1 Criteria for Instructional Materials
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b . S ug g ested tex ts ex h ib it ex cep tional craft, th oug h t, and / or rich , useful inform ation, p rov id ing am p le op p ortunity for close read ing .
c. Specific texts or text types named in the standards are included. . T ex ts sh ould sp an m any g enres, cultures, and eras, and , w h ere ap p rop riate, tie into oth er
content area stand ard s to b uild a b road rang e of k now led g e and literacy ex p eriences. e. Within a sequence or collection of texts, specific anchor texts are selected for especially
careful read ing . Key Criteria for Questions and Tasks
H ig Q uality ex t D ep end ent Q uestions and ask s a. A significant percentage of tasks and questions are text dependent.
H ig h q uality seq uences of tex t d ep end ent q uestions elicit sustained attention to th e specifics of the text and their impact.
c. Q uestions and task s req uire th e use of tex tual ev id ence, includ ing sup p orting v alid inferences from th e tex t.
. Instructional d esig n cultiv ates stud ent interest and eng ag em ent in read ing rich tex ts carefully .
e. Materials p rov id e op p ortunities for stud ents to b uild k now led g e th roug h close read ing of specific texts.
f. Q uestions and task s attend to analy z ing th e arg um ents and inform ation at th e h eart of inform ational tex t.
2 Cultiv ating S tud ents’ A b ility to R ead Com p lex T ex ts Ind ep end ently a. S caffold s enab le all stud ents to ex p erience rath er th an av oid th e com p lex ity of th e tex t.
Reading strategies support comprehension of specific texts and the focus on building k now led g e and insig h t.
c. D esig n for w h ole- g roup , sm all- g roup , and ind iv id ual instruction cultiv ates stud ents’ resp onsib ility and ind ep end ence.
. Q uestions and task s req uire careful com p reh ension of th e tex t b efore ask ing for furth er ev aluation or interp retation.
e. Materials m ak e th e tex t th e focus of instruction b y av oid ing features th at d istract from th e tex t.
f. Materials offer assessm ent op p ortunities th at g enuinely m easure p rog ress. Key Criteria for Academic Vocabulary . Materials focus on acad em ic v ocab ulary p rev alent in com p lex tex ts th roug h out read ing , w riting ,
listening , and sp eak ing instruction. Key Criteria for Writing to Sources and Research 1 Materials p ortray w riting to sources as a k ey task . 2 Materials focus on form ing arg um ents as w ell as inform ativ e w riting . . Materials m ak e it clear th at stud ent w riting sh ould b e resp onsiv e to th e need s of th e aud ience
and th e p articulars of th e tex t in q uestion. S tud ents are g iv en ex tensiv e p ractice w ith sh ort, focused research p roj ects. Additional Key Criteria for Student Reading, Writing, Listening, and Speaking
Materials provide systematic opportunities for students to read complex text with fluency. 2 Materials h elp teach ers p lan sub stantiv e acad em ic d iscussions.
Criteria for Instructional Materials Ch ap ter 1 2 1027
d-
1 . h - T - T
b . - -
d
.
b .
d
1
..
3
.4
1 ..
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.43 . Materials use m ultim ed ia and tech nolog y to d eep en attention to ev id ence and tex ts.
Materials embrace the most significant grammar and language conventions.
Process for Selection of Instructional Materials P rior to b eg inning th e instructional m aterials selection p rocess, th e org aniz ation and content of th e
courses sh ould b e d eterm ined at th e local lev el. A s p art of th e h ig h sch ool g rad uation req uirem ents, EC S ection 5 1 2 2 5 . 3 req uires th ree y ears of E ng lish . T h e U niv ersity of California ( U C) and th e California S tate U niv ersity ( CS U ) sy stem s req uire four y ears of ap p rov ed courses for stud ents to enroll as fresh m en. In ord er for an E ng lish lang uag e arts course to b e ap p rov ed , it m ust follow sub m ission p roced ures. T h e U C D oorw ay s site at h ttp : / / w w w . ucop . ed u/ d oorw ay s/ p rov id es access to “ a- g ” sub j ect area req uirem ents, includ ing th e course list site, th e “ a- g ” g uid e site, and th e online up d ate site.
H ig h sch ool E ng lish req uirem ents can also b e m et in E ng lish L ang uag e A rts courses integ rated w ith Career T ech nical E d ucation S tand ard s ( CD E 2 0 1 3 b ) . F or ex am p le, th e U C Curriculum Integ ration ( U CCI) p rog ram d ev elop s U C- ap p rov ed m od el courses th at m eet “ a- g ” req uirem ents b y b ring ing tog eth er acad em ic and career tech nical ed ucation stand ard s. F or m ore d etails ab out California’ s Career T ech nical E d ucation S tand ard s g o to h ttp : / / w w w . cd e. ca. g ov / ci/ ct/ sf/ ctem cstand ard s. asp . F or m ore inform ation and a list of th e currently ap p rov ed U CCI m od el classes, g o to h ttp : / / ucci. ucop . ed u/ integ rated - courses/ ucci- course- catalog . h tm l.
It is th e resp onsib ility of th e g ov erning b oard of an L E A to estab lish courses of stud y and to ch oose th e instructional m aterials ap p rop riate to th ose courses, accord ing to EC S ection 6 0 0 0 0 ( c) . O nce th e content of th e h ig h sch ool courses h av e b een d eterm ined , th e p rocess of selecting instructional m aterials at th e d istrict or sch ool lev el v aries. Most d istricts are g uid ed b y a sch ool- b oard ad op ted p olicy or p roced ure. T h e p rocess usually b eg ins w ith th e ap p ointm ent of a com m ittee of educators, including teachers and curriculum specialists and includes a profile of the district’s needs and resources, p rov id ing a lens to analy z e current p ractices and assessm ent d ata to ad d ress and p rioritiz e th e instructional need s of th e teach ers and th e literacy need s of th e stud ents. T h e com m ittee d eterm ines w h at instructional m aterials are need ed , d ev elop s ev aluation criteria and rub rics for rev iew ing m aterials, and estab lish es a rev iew p rocess th at inv olv es teach ers and content area ex p erts on rev iew com m ittees.
A fter th e rev iew com m ittee h as d ev elop ed a list of instructional m aterials th at it is consid ering for ad op tion, th e nex t step is p iloting th e instructional m aterials. A n effectiv e p iloting p rocess w ill h elp d eterm ine if th e m aterials p rov id e teach ers w ith th e need ed resources to im p lem ent a CA CCS S for E L A / L iteracy b ased instructional p rog ram . O ne resource of inform ation on p iloting is th e S B E P olicy d ocum ent, “ G uid elines for P iloting T ex tb ook s and Instructional Materials, ” w h ich is av ailab le online at h ttp : / / w w w . cd e. ca. g ov / ci/ cr/ cf/ im ag en. asp .
S election of instructional m aterials at th e local lev el is a tim e- consum ing b ut v ery im p ortant p rocess. H ig h q uality instructional m aterials sup p ort effectiv e instruction and stud ent learning .
G uid ance for ev aluating instructional m aterials for g rad es nine th roug h tw elv e is also p rov id ed in th e Toolkit for Evaluating Alignment of Instructional and Assessment Materials) d ev elop ed b y S tud ent Achievement Partners, Achieve, and the Council of Chief State School Officers (2014) located at h ttp : / / w w w . ccsso. org / R esources/ D ig ital_ R esources/ T oolk it_ for_ E v aluating _ A lig nm ent_ of_ Instructional_ and _ A ssessm ent_ Materials_ . h tm l. T h e toolk it includ es:
1 . Instructional Materials Evaluation Tool – to evaluate materials for alignment with the Common Core stand ard s b y analy z ing th e m aterials ag ainst non- neg otiab le criteria and criteria th at ind icate sup erior q uality .
1028 | Ch ap ter 1 Criteria for Instructional Materials 2
.4
2 . E Q uIP ( E d ucators E v aluating th e Q uality of Instructional P rod ucts) R ub ric for L essons & Units: ELA/Literacy (Grades 6-12) – rubrics that provide criteria to determine the quality and alig nm ent of lessons and units to th e CCS S in ord er to ( 1 ) id entify ex em p lars/ m od els for teach ers’ use, ( 2 ) p rov id e constructiv e criteria- b ased feed b ack , and ( 3 ) rev iew ex isting instructional m aterials to d eterm ine w h at rev isions are need ed .
3 . Assessment Evaluation Tool – to evaluate each grade/course’s assessments for alignment with th e CCS S b y analy z ing th e assessm ents ag ainst th e non- neg otiab le criteria. Additional Resources for Evaluating Alignment of Instructional and Assessment Materials – links to ad d itional resources, includ ing ( 1 ) A ch iev e O p en E d ucational R esources R ub rics at h ttp : / / w w w . ach iev e. org / oer- rub rics; ( 2 ) Q ualitativ e Measures R ub ric for Inform ational T ex t and Q ualitativ e Measures R ub ric for L iterature at w w w . ccsso. org / tex tcom p lex ity ; and ( 3 ) CCS S G rad e B and s and Q uantitativ e Measures at h ttp : / / ach iev eth ecore. org / ela- literacy - com m on-core/ tex t- com p lex ity / q uantitativ e- m easures.
5 . R ev ised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12 – criteria designed to guide publishers and curriculum developers to ensure alig nm ent w ith th e stand ard s.
Social Content Review To ensure that instructional materials reflect California’s multicultural society, avoid stereotyping,
and contrib ute to a p ositiv e learning env ironm ent, instructional m aterials used in California p ub lic sch ools m ust com p ly w ith th e state law s and reg ulations for social content. Instructional m aterials m ust m eet EC Sections 60040–60045 as well as the SBE guidelines in the Standards for Evaluating Instructional Materials for Social Content, 2013 Edition ( CD E 2 0 1 3 c) . Instructional m aterials th at are ad op ted b y th e S B E m eet th e social content req uirem ents. T h e CD E cond ucts social content rev iew s of a rang e of instructional m aterials and m aintains an online, search ab le list of th e m aterials th at m eet th e social content req uirem ents. T h e list of ap p rov ed instructional m aterials is on th e CD E S ocial Content R ev iew W eb p ag e at h ttp : / / w w w . cd e. ca. g ov / ci/ cr/ cf/ ap 2 / search . asp x .
If an L E A is not p urch asing state- ad op ted instructional m aterials or m aterials from th e list of ap p rov ed instructional m aterials m aintained b y th e CD E , th e L E A m ust com p lete its ow n social content rev iew . Inform ation ab out th e rev iew p rocess can b e found on th e CD E S ocial Content R ev iew W eb p ag e at h ttp : / / w w w . cd e. ca. g ov / ci/ cr/ cf/ lc. asp .
Supplemental Instructional Materials T h e S B E trad itionally ad op ts only b asic instructional m aterials p rog ram s7 , b ut h as ad op ted
sup p lem ental instructional m aterials on occasion. L E A s ad op t sup p lem ental m aterials for local use more frequently. Supplemental instructional materials are defined in California EC section 6 0 0 1 0 ( l) . Supplemental instructional materials are generally designed to serve a specific purpose such as p rov id ing m ore com p lete cov erag e of a top ic or sub j ect, m eeting th e instructional need s of g roup s of stud ents, or p rov id ing current, relev ant tech nolog y to sup p ort interactiv e learning .
With the adoption of the CA CCSS for ELA/Literacy, there was a demand from the field for instructional m aterials to h elp sch ools transition from th e p rev ious stand ard s in E ng lish lang uag e arts to th e CA CCS S for E L A . In resp onse, th e CD E cond ucted a sup p lem ental instructional m aterials rev iew ( S IMR ) . T h e S IMR w as a tw o- p h ase rev iew of sup p lem ental instructional m aterials th at b rid g e th e g ap b etw een p rog ram s b eing used b y local ed ucational ag encies th at w ere alig ned to th e p rev ious E L A stand ard s and th e CA CCS S for E L A . A t th e recom m end ation of th e CD E , th e S B E ap p rov ed a total of
7 P rog ram s th at are d esig ned for use b y stud ents and th eir teach ers as a p rincip al learning resource and th at m eet in org aniz ation and content th e b asic req uirem ents of a full course of stud y ( g enerally , one sch ool y ear in leng th . )
Criteria for Instructional Materials Ch ap ter 1 2 1029 |
1 3 E ng lish lang uag e arts sup p lem ental instructional p rog ram s in N ov em b er 2 0 1 2 and J anuary 2 0 1 3 . More inform ation on th e sup p lem ental rev iew p rocess and ap p rov ed m aterials is av ailab le online at h ttp : / / w w w . cd e. ca. g ov / ci/ cr/ cf/ sim relap rog ram s. asp .
OpenSource Electronic Resources (OERs) O p en- S ource E lectronic R esources ( O E R s) are free instructional m aterials and resources av ailab le
online for teach ers, p arents, and stud ents. O E R s includ e a rang e of offering s, from full courses to quizzes, classroom activities, and games. Students may create OERs to fulfill an assignment. Teachers m ay w ork tog eth er to d ev elop curriculum , lesson p lans, or p roj ects and assig nm ents and m ak e th em av ailab le for oth ers as an O E R . O E R s offer th e p rom ise of m ore eng ag ing , relev ant instructional content, v ariety , and up - to- th e- m inute inform ation. T h ey sh ould , h ow ev er, b e sub j ect to th e sam e ty p e of ev aluation as oth er instructional m aterials used in th e sch ools and rev iew ed to d eterm ine if th ey are alig ned w ith th e content th at stud ents are ex p ected to learn and are at an ap p rop riate lev el for th e intend ed stud ents. In ad d ition, O E R s need to b e rev iew ed w ith th e social content req uirem ents in m ind to ensure th at stud ents are not inad v ertently ex p osed to nam e b rand s, corp orate log os, or m aterials th at d em ean or stereoty p e.
T h e California L earning R esources N etw ork ( CL R N ) rev iew s sup p lem ental electronic learning resources using rev iew criteria and a p rocess ap p rov ed b y th e S B E . A com p lete ex p lanation of th e p rocess can b e found in th e d ocum ent title “ California L earning R esource N etw ork ( CL R N ) S up p lem ental E lectronic L earning R esources R ev iew Criteria and P rocess” ( 2 0 1 3 ) . T h is d ocum ent w as p rod uced b efore th e CA CCS S for E L A / L iteracy w ere ad op ted and refers to th e p rior California stand ard s, b ut it still serv es as a g eneral resource to g uid e selection of sup p lem ental electronic resources. B elow is a sh ort ch eck list to consid er w h en rev iew ing electronic instructional m aterials.
Minim um R eq uirem ents 1 . T h e resource ad d resses stand ard s as ev id enced in th e stand ard s m atch and p rov id es for a
sy stem atic ap p roach to th e teach ing of th e stand ard ( s) , and contains no m aterial contrary to any of th e oth er California content stand ard s.
2 . Instructional activ ities ( seq uences) are link ed to th e stated ob j ectiv es for th is electronic learning resource ( E L R ) .
3 . R ead ing and / or v ocab ulary lev els are com m ensurate w ith th e sk ill lev els of intend ed learners. T h e E L R ex h ib its correct sp elling , p unctuation, and g ram m ar, unless a p rim ary source
d ocum ent. 5 . Content is current, accurate, and sch olarly , includ ing th at tak en from oth er sub j ect areas. 6 . The presentation of instructional content must be enhanced and clarified by the use of
tech nolog y th roug h ap p roach es w h ich m ay includ e: access to real w ork situations ( g rap h ics, v id eo, aud io) ; m ulti- sensory rep resentations ( aud itory , g rap h ic, tex t) ; ind ep end ent op p ortunities for sk ill m astery ; collab orativ e activ ities and com m unication; access to concep ts th roug h h y p ertex t, interactiv ity , or custom iz ation features; use of th e tools of sch olarsh ip ( research , ex p erim entation, p rob lem solv ing ) ; sim ulated lab oratory situations.
T h e resource is user friend ly as ev id enced b y th e use of features such as: effectiv e h elp functions; clear instructions; consistent interface; intuitiv e nav ig ational link s.
. D ocum entation and instruction on h ow to install and op erate th e E L R are p rov id ed and are clear and easy to use.
9 T h e m od el lesson/ unit d em onstrates effectiv e use of th e E L R in an instructional setting .
103 0 | Ch ap ter 1 Criteria for Instructional Materials
.4
-
.7
8
.
2
A few of th e g row ing num b er O E R W eb sites th at sup p ort instruction and learning of th e CA CCS S for E L A / L iteracy and offer h ig h q uality resources for use in th e classroom and for p rofessional learning are: • R ead w riteth ink , h ttp w w w read w riteth ink org , a site d ev elop ed b y th e International R ead ing
A ssociation and th e N ational Council of T each ers of E ng lish th at includ es classroom resources ( e. g . , lesson p lans, stud ent interactiv es, b ook lists) and online p rofessional d ev elop m ent op p ortunities and instructional strateg y g uid es.
• uIP ucator aluating uality Instructional rod ucts) ttp ach iev e. or uIP , is an initiativ e of th e A m erica D ip lom a P roj ect d esig ned to b uild th e cap acity of ed ucators to ev aluate and im p rov e th e q uality of instructional m aterials and increase th e sup p ly of lessons and units alig ned to th e Com m on Core S tate S tand ard s.
• E d utop ia, h ttp w w w ed utop ia. org , sup p orted b y th e G eorg e L ucas F ound ation to h elp d issem inate rep licab le, innov ativ e, and ev id ence- b ased strateg ies th roug h sup p ortiv e resources and connections to oth er ed ucators.
• T each ing Ch annel, h ttp s: w w w teach ing ch annel. org , a lib rary of h ig h q uality v id eos tohelp teachers learn new instructional strategies for their own classrooms and reflect on their p ractices.
Accessible Instructional Materials
: / / . . /
E Q ( E d E v Q P , h : / / w w w . g / E Q
: / / . /
/ / . / -
T h e CD E Clearing h ouse for S p ecializ ed Med ia and T ranslations ( CS MT ) p rov id es instructional resources in accessib le and m eaning ful form ats to stud ents w ith d isab ilities, includ ing stud ents w h o are d eaf and h ard of h earing , stud ents w ith v ision im p airm ents, sev ere orth op ed ic im p airm ents, or oth er p rint d isab ilities. T h e CS MT p rod uces accessib le v ersions of tex tb ook s, w ork b ook s, literature b ook s, and assessm ent b ook s. S p ecializ ed instructional m aterials includ e b raille, larg e p rint, aud io recordings, digital talking books, electronic files, and American Sign Language Video-books. Local assistance funds finance the conversion and production of specialized instructional materials, which are free to sch ools. T h e d istrib ution of v arious sp ecializ ed m ed ia to p ub lic sch ools p rov id es g eneral ed ucation curricular to stud ents w ith d isab ilities. Inform ation ab out accessib le instructional m aterials and oth er instructional resources, includ ing w h at is av ailab le and h ow to ord er th em , can b e found on th e CD E CS MT Med ia O rd ering W eb p ag e at h ttp : / / csm t. cd e. ca. g ov / .
Criteria for Instructional Materials Ch ap ter 1 2 103 1 |
Appendix 12A: Optional Criteria Prog ram 3 Basic Biliteracy: Spanish/ Eng lish L ang uag e Dev elopment Prog ram
Instructional m aterials for a B iliteracy S p anish / E ng lish L ang uag e D ev elop m ent P rog ram m ay includ e:
. Content that meets all identified standards as specified in the Common Core en Español, the CA D tand ar s, and th e CA CCS S for .
. Sufficient teacher and student materials for the flexible implementation for a range of two-way immersion program models, e.g., 90–10, 80–20, 50–50.
. T each er m aterials th at p rov id e ex p licit instruction and g uid ance on ad d ressing th e ling uistic d ifferences of S p anish , includ ing : a. Cross- ling uistic transfer
Contrastiv e analy sis in p h onem ic aw areness, p h onics, cog nates, v ocab ulary , com p reh ension sk ills, and w riting
c. R esearch on E L D and T w o W ay Im m ersion instruction R ead ing interv ention m aterials at ap p rop riate g rad e lev els for d ifferentiating instruction and
addressing the linguistic augmentations as specified in the Common Core en Español. 5 . Content that reflects the diversity of English- and Spanish-speaking cultures, including the arts
and m usic. 6 . R esources th at p rom ote ad d itional p ractice in oral lang uag e d ev elop m ent and found ational
sk ills in E ng lish and S p anish . T h ese m aterials sh ould b e d esig ned to encourag e p arental/ g uard ian inv olv em ent in stud ent learning at h om e.
1
2E L S d E L A
3
b .
.4
103 2 | Ch ap ter 1 Criteria for Instructional Materials 2
Appendix 12B: Matrix 1 Prog ram 4: I ntensiv e I nterv ention Prog ram in Eng lish L ang uag e Arts,
G rades F our T hroug h Eig ht
T h is p rog ram sup p orts a b asic p rog ram and p rov id es an accelerated , intensiv e interv ention p ath w ay th at sup p orts th e need s of stud ents in g rad es four th roug h eig h t w h ose acad em ic performance, including proficiency in English language arts and literacy in reading and writing, is two or m ore y ears b elow g rad e lev el. T h is p rog ram could b e used as a tem p orary rep lacem ent core w h ere students are non-readers in the first- or second grade-level as evidenced in a broad set of measures. T h e m aterials are not intend ed to b e a sub stitute for E ng lish lang uag e d ev elop m ent instruction. T h e m aterials in th is p rog ram are d esig ned for stud ents to g ain tw o g rad e lev els for each y ear of instruction while providing a rich curriculum supporting the five themes: Meaning Making, Language D ev elop m ent, E ffectiv e E x p ression, Content K now led g e, and F ound ational S k ills. T h e m aterials are d esig ned to accelerate stud ents’ successful reentry into a b asic p rog ram and includ e clear instructional p lans and tools for entering and ex iting th e p rog ram .
K ey to Symbols: c = Com p lete S tand ard A d d ressed p = P artial S tand ard A d d ressed N A = N ot A p p licab le
Standard/ N umber G rade 1
G rade 2
G rade 3
G rade 4
G rade 5
G rade 6
G rade 7
G rade 8
Rea
din
g S
tan
dar
ds
for
Lite
ratu
re
K ey I deas & Details
1 N A N A c c c c N A c 2 c N A c N A c c N A c 3 c N A c N A c c c c
Craft & Structure 4 N A c c N A c c c N A 5 c c c c N A c c c 6 N A N A c c c c N A c
I nteg ration of K now ledg e &
I deas
7 N A c c c N A N A N A N A 8 N A N A N A N A N A N A N A N A 9 c c N A c N A c N A c
R ang e of R eading & L ev el
of Complex ity
10 c N A c c c c N A N A
Rea
din
g S
tan
dar
ds
for
Info
rmat
ion
al T
ext
K ey I deas & Details
1 N A N A c c c c N A c 2 c c N A c N A c N A c 3 c N A c c c c c N A
Craft & Structure 4 c N A c c c c c N A 5 c c c c c c N A c 6 c c c c c c N A c
I nteg ration of K now ledg e &
I deas
7 N A c N A c c c N A c 8 c c c N A c c N A c 9 c N A c N A c c N A c
R ang e of R eading & L ev el
of Complex ity
10 c N A c c c c N A N A
Criteria for Instructional Materials Ch ap ter 1 2 103 3 |
ey to Symbols
c
Com lete tand ar artial tand ar
ressedressed
ot licab le
Standard/ umber rade 1
rade 2
rade rade 4
rade rade rade rade
dat
ion
al
kills
Print Concepts 1 c
Phonolog ical Aw areness
2 c
Phonics & W ord c c c c
Fou
n S ecog nition
luency4 c c
and
ard
s
ex t T ypes and Purposes
1 c c c c c2 c c c c c
c c c c c
Production & Distribution of
4 c c c
c c c c
Wri
tin
g S
t riting c c c
esearch to Build & Present
now ledg e
c c c c cc c c c c
c c c c c
ang e of W riting 10 c c c c
1 c c c c
ing
Comprehension and
b–c2 c c c c c c c c
en Collaboration
Sta
nd
ard
s c c c c c
4 c c c c c
Sp
eaki
ng
& L
ist
Presentation of now ledg e &
deas
ac c c
c c c
1 c c c c c
rds Conv entions of
Standard Eng lisha–f a–i & k a–g
2 c c c c
Sta
nd
a a–d a–c a–b a, now ledg e of c c c c c c c
age
ang uag e4 c c c
Lan
gu
ocabulary Acq uisition & U se
a, c c
a, c c c
c c c c c c
K : = p S d A d dp = P S d A d dN A = N A p p
N G G G3
G G5
G6
G7
G8
N A N A N A N A N A N A N A
N A N A N A N A N A N A N A
R3 N A N A N A N A
FN A N A N A N A N A N A
TN A N A N A
N A N A N A3 N A N A N A
W
N A N A N A N A N A
5 N A N A N A N A
6 N A N A N A N A N A
R
K
7 N A N A N A8 N A N A N A9 N A N A N A
R N A N A N A N A
N A p N A N A
3 N A N A N A
KI
N A N A p
5 N A N A N A N A N A
6 N A N A N A N A N A
p p p
p p p pb
KL
3 N / A
V
pd
N A p p N A
5 pb
N A N A N A N A
6 N A N A
103 4 Ch ap ter Criteria for Instructional Materials| 1 2
Appendix 12B: Matrix 2 Prog ram 5 : Specializ ed Desig nated Eng lish L ang uag e Dev elopment Prog ram,
G rades F our T hroug h Eig ht
T h is p rog ram for a sp ecializ ed d esig nated E L D instructional p eriod p rov id es an intensiv e, accelerated p ath w ay th at sup p orts th e need s of E ng lish learners, includ ing th ose at risk of b ecom ing or w h o are long - term E ng lish learners8 , w h ose acad em ic p erform ance is b elow g rad e lev el, are m ak ing minimal progress towards English proficiency, and whose lack of language proficiency precludes them from p erform ing at g rad e lev el. T h e m aterials in th is p rog ram are d esig ned to sup p ort stud ents in th eir movement to grade-level proficiency in English within 12–18 months and include clear instructional p lans and tools for entering and ex iting th e p rog ram .
Standards L abeling K ey EL A Standards are identified by their strand, grade, and number.
R L . 4 . 3 = read ing literature, g rad e 4 , stand ard 3 ; W . 5 . 1 a = w riting , g rad e 5 , stand ard 1 a. EL D Standards are identified by part, grade level, number, and proficiency level
PI.4.1.Ex = part I, grade 4, standard 1, expanding proficiency level
EL D Standard # Ex panding and Bridg ing L ev els G rade 4 G rade 5 G rade 6 G rade 7 G rade 8
Par
t I .
A. C
olla
bora
tiv e
1 Ex chang ing information/ ideas
P I. 4 . 1 . E x P I. 4 . 1 . B r
P I. 5 . 1 . E x P I. 5 . 1 . B r
P I. 6 . 1 . E x P I. 6 . 1 . B r
P I. 7 . 1 . E x P I. 7 . 1 . B r
P I. 8 . 1 . E x P I. 8 . 1 . B r
Corresponding CA CCSS for EL A
SL.4.1a–d SL.5.1a–d SL.6.1a–d SL.7.1a–d SL.8.1a–d
2 I nteracting v ia w ritten Eng lish
P I. 4 . 2 . E x P I. 2 . B r
P I. 5 . 2 . E x P I. 5 . B r
P I. 6 . 2 . E x P I. 6 . 2 . B r
P I. 7 . 2 . E x P I. 7 . 2 . B r
P I. 8 . 2 . E x P I. 8 . 2 . B r
Corresponding CA CCSS for EL A
W . 4 . 6 L . 4 . 1 , 3 , 6
W . 5 . 6 L . 5 . 1 , 3 , 6
W . 6 . 6 L . 6 . 3 a, b L . 6 . 6
W . 7 . 6 L . 7 . 3 a L . 7 . 6
W . 8 . 6 L . 8 . 3 a L . 8 . 6
3 O ffering opinions (gr. 4-5)
Supporting opinions and
persuading others (gr. 6-8)
P I. 4 . 3 . E x P I. 4 . 3 . B r
P I. 5 . 3 . E x P I. 5 . 3 . B r
P I. 6 . 3 . E x P I. 6 . 3 . B r
P I. 7 . 3 . E x P I. 7 . 3 . B r
P I. 8 . 3 . E x P I. 8 . 3 . B r
Corresponding CA CCSS for EL A
S L . 4 . 1 , 6 L . 4 . 1 , 3 , 6
S L . 5 . 1 , 6 L . 5 . 1 , 3 , 6
W . 6 . 1 a, b S L . 6 . 1 d , 4
W . 7 . 1 a, b , S L . 7 . 1 d , 4
W.8.1a–c S L . 8 . 1 d , 4
8 S ee California Education Code Section 313.1 for the definition of long-term English learner and English learner at risk of b ecom ing a long - term E ng lish learner.
Criteria for Instructional Materials Ch ap ter 1 2 | 103 5
Standards L abeling K eyEL A Standards are identified by their strand, grade, and number.
read ing literature, rad e stand ar a riting rad e stand ar EL D Standards are identified by part, grade level, number, and proficiency level
PI.4.1.Ex = part I, grade 4, standard 1, expanding proficiency level
a.
EL D Standard #Ex panding and Bridg ing L ev els rade 4 rade 5 rade 6 rade 7 rade 8
Par
t I
B. I
nter
pret
ive
eading iewclosely
ing I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A
RL.4.1–4,7,9RI.4.1–4,7,9
RL.5.1–5,7,9RI.5.1–5,7,9
RL.6.1–4,7,9RI.6.1–4,7,9
RL.7.1–4,7,9RI.7.1–4,7,9
RL.8.1–4,7,9RI.8.1–4,7,9
Ev aluating lang uag e choices
I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A I. I. I. I. I.
Analyz ing lang uag e choices
I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A I. I. I.
c,I.
c,I.
c,
Par
t I
C. P
rodu
ctiv
e
Presenting I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A
10 riting I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A e,
a,
a, c, e,
a,
a, e,
a,
a, e,
a,
a, a,
e, a,
11 Supporting opinions (gr. 4-5)
Justifyingarguing (gr. 6-8)
I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A
W.4.1,4,9–10 W.5.1,4,9–10 W.6.1,4,8–10 W.7.1,4,8–10 W.8.1,4,8–10
12 Selecting lang uag e resources
I.I. r
I.I. r
I.I. r
I.I. r
I.I. r
Corresponding CA CCSS for EL A L.4.4–6 L.5.4–6 I.
L.6.4a–d,5a–c,6
I.L.7.4a–d,5a–c,6
I.L.8.4a–d,5a–c,6
103 Ch ap ter Criteria for Instructional Materials
R L . 4 . 3 = g 4 , d 3 ; W . 5 . 1 = w , g 5 , d 1
G G G G G
.
6 R / v P 4 . 6 . E xP 4 . 6 . B
P 5 . 6 . E xP 5 . 6 . B
P 6 . 6 . E xP 6 . 6 . B
P 7 . 6 . E xP 7 . 6 . B
P 8 . 6 . E xP 8 . 6 . B
S L . 2L . 4 . 4 , 6
S L . 5 . 2 , 3L . 5 . 4 , 6
L . 6 . 4 , 6 L . 7 . 4 , 6 L . 8 . 4 , 6
7 P 4 . 7 . E xP 4 . 7 . B
P 5 . 7 . E xP 5 . 7 . B
P 6 . 7 . E xP 6 . 7 . B
P 7 . 7 . E xP 7 . 7 . B
P 8 . 7 . E xP 8 . 7 . B
R L . 4 . 4R 4 . 2 , 8S L . 4 . 3L . 4 . 3 , 6
R L . 5 . 3 , 4R 5 . 2 , 8S L . 5 . 3L . 5 . 3 , 5 , 6
R L . 6 . 4R 6 . 4 , 8S L . 6 . 3L . 6 . 4 , 6
R L . 7 . 4R 7 . 4 , 8S L . 7 . 3L . 7 . 4 , 6
R L . 8 . 4R 8 . 4 , 8S L . 8 . 3L . 8 . 4 , 6
8 P 4 . 8 . E xP 4 . 8 . B
P 5 . 8 . E xP 5 . 8 . B
P 6 . 8 . E xP 6 . 8 . B
P 7 . 8 . E xP 7 . 8 . B
P 8 . 8 . E xP 8 . 8 . B
R L . 4 . 4R 4 . 4L . 4 . 5 , 6
R L . 5 . 4R 5 . 4L . 5 . 5 , 6
R L . 6 . 4R 6 . 4 ,L . 6 . 5 b , 6
R L . 7 . 4R 7 . 4 ,L . 7 . 5 b , 6
R L . 8 . 4R 8 . 4 ,L . 8 . 5 b , 6
.
9 P 4 . 9 . E xP 4 . 9 . B
P 5 . 9 . E xP 5 . 9 . B
P 6 . 9 . E xP 6 . 9 . B
P 7 . 9 . E xP 7 . 9 . B
P 8 . 9 . E xP 8 . 9 . B
S L . 4 . 4 , 6L . 4 . 1 , 6
S L . 5 . 4 , 6L . 5 . 1 , 6
S L . 6 . 4 , 6L . 6 . 1 , 6
S L . 7 . 4 , 6L . 7 . 1 , 6
S L . 8 . 4 - 6L . 8 . 3 , 6
W P 4 . 1 0 . E xP 4 . 1 0 . B
P 5 . 1 0 . E xP 5 . 1 0 . B
P 6 . 1 0 . E xP 6 . 1 0 . B
P 7 . 1 0 . E xP 7 . 1 0 . B
P 8 . 1 0 . E xP 8 . 1 0 . B
W . 4 . 1 , 2 b ,4
L . 4 . 1 , 36
W . 5 . 1 , 2 b ,4
L . 5 . 1 , 3 b ,6
W . 6 . 1 , 2 . b ,4
L . 6 . 3 b , 6
W . 7 . 1 , 2 . b ,4
L . 7 . 3 6
W . 8 . 1 ,2 b , 4L . 8 . 3 6
/
P 4 . 1 1 . E xP 4 . 1 1 . B
P 5 . 1 1 . E xP 5 . 1 1 . B
P 6 . 1 1 . E xP 6 . 1 1 . B
P 7 . 1 1 . E xP 7 . 1 1 . B
P 8 . 1 1 . E xP 8 . 1 1 . B
S L . 4 . 4 , 6L . 4 . 3 , 6
S L . 5 . 4 , 6L . 5 . 3 , 6
S L . 6 . 3 S L . 7 . 3 S L . 8 . 3
P 4 . 1 2 . E xP 4 . 1 2 . B
P 5 . 1 2 . E xP 5 . 1 2 . B
P 6 . 1 2 . E xP 6 . 1 2 . B
P 7 . 1 2 . E xP 7 . 1 2 . B
P 8 . 1 2 . E xP 8 . 1 2 . B
S L . 4 . 4 , 6 S L . 5 . 4 , 6 R L . 6 . 4R 6 . 4
R L . 7 . 4R 7 . 4
R L . 8 . 4R 8 . 4
6 | 1 2
Standards L abeling K eyEL A Standards are identified by their strand, grade, and number.
read ing literature, rad e stand ar a riting rad e stand ar a.EL D Standards are identified by part, grade level, number, and proficiency level
PI.4.1.Ex = part I, grade 4, standard 1, expanding proficiency level
EL D Standard #Ex panding and Bridg ing L ev els rade 4 rade 5 rade 6 rade 7 rade 8
1 nderstanding II. II. II. II. II.
ctur
ing
ts
tex t structure II. r II. r II. r II. r II. rCorresponding
ex CA CCSS for EL A I. I. I. I. I.
Str
uC
ohes
ive
T W.4.1–5,10 W.5.1–5,10 W.6.1–5,10 W.7.1–5,10 W.8.1–5,102 nderstanding II. II. II. II. II.
I A
.
cohesion II. r II. r II. r II. r II. rCorresponding I. I. I. I.
Par
t CA CCSS for EL A c, c I. c, c c, c c, cc, ca, e
d Connecting ideas II. II. II. II. II.
an
deas
II. r II. r II. r II. r II. rCorresponding c, c, c, c, c, c, c, c, c, c,
CA CCSS for EL A c c c c c
Con
nect
ing
sing
I a, e
Condensing I deas II. II. II. II. II.
Par
t I
C.
Con
den
II. r II. r II. r II. r II. r
Corresponding a, c, c, c, c, c, CA CCSS for EL A c, c c c
a, a, a, a,
R L . 4 . 3 = g 4 , d 3 ; W . 5 . 1 = w , g 5 , d 1
G G G G G
I.
U P 4 . 1 . E xP 4 . 1 . B
P 5 . 1 . E xP 5 . 1 . B
P 6 . 1 . E xP 6 . 1 . B
P 7 . 1 . E xP 7 . 1 . B
P 8 . 1 . E xP 8 . 1 . B
R L . 4 . 5R 4 . 5
R L . 5 . 5R 5 . 5
R L . 6 . 5R 6 . 5
R L . 7 . 5R 7 . 5
R L . 8 . 5R 8 . 5
U P 4 . 2 . E xP 4 . 2 . B
P 5 . 2 . E xP 5 . 2 . B
P 6 . 2 . E xP 6 . 2 . B
P 7 . 2 . E xP 7 . 2 . B
P 8 . 2 . E xP 8 . 2 . B
R 4 . 5W . 4 . 2 3
R L . 5 . 5R 5 . 5W . 5 . 2 3L . 5 . 1
R 6 . 5W . 6 . 2 3
R 7 . 5W . 7 . 2 3
R 8 . 5W . 8 . 2 3
I.
6 P 4 . 6 . E xP 4 . 6 . B
P 5 . 6 . E xP 5 . 6 . B
P 6 . 6 . E xP 6 . 6 . B
P 7 . 6 . E xP 7 . 6 . B
P 8 . 6 . E xP 8 . 6 . B
W . 4 . 1 23
W . 5 . 1 23L . 5 . 1
W . 6 . 1 23
W . 7 . 1 23
W . 8 . 1 23
7 P 4 . 7 . E xP 4 . 7 . B
P 5 . 7 . E xP 5 . 7 . B
P 6 . 7 . E xP 6 . 7 . B
P 7 . 7 . E xP 7 . 7 . B
P 8 . 7 . E xP 8 . 7 . B
L . 4 . 3 6 W . 5 . 1 23 dL . 5 . 3 6
W . 6 . 1 .2 . d , 3 . - dL 6 . 3 6
W . 7 . 1 .2 . d , 3 - dL 7 . 3 6
W . 8 . 12 d , 3 - dL 8 . 3 6
Criteria for Instructional Materials Ch ap ter 1031 2 | 7
Works CitedCalifornia Department of Education (CDE). 2010. Model School Library Standards for California Public
Schools, Kindergarten Through Grade Twelve. Sacramento: California Department of Education. ———. 2013a. California Common Core State Standards: English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects. Sacramento: California Department of Education.
———. 2013b. California Career Technical Education Model Curriculum Standards. Saramento: California Department of Education.
———. 2013c. “Standards for Evaluating Instructional Materials for Social Content.” Sacamento: California Department of Education.
———. 2014 nia English Language Development Standards. Sacramento: California Department of Education.
California Learning Resources Network (CLRN). 2013. California Learning Resource Network (CLRN) Supplemental Electronic Learning Resources Review Criteria Process. Stanislaus County Office of Education.
Coleman, David and Susan Pimentel. 2012a. Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Litearcy, Grades K–2. (Revised 5/16/2012.) National Governors Association Center for Best Practices and Council of Chief State Officers, Washington DC.
———. 2012b. Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Litearcy, Grades 3–12. (Revised 4/12/2012.) National Governors Association Center for Best Practices and Council of Chief State Officers, Washington DC.
National Governors Association Center for Best Practices and Council of Chief State School Officers. (NGA/CCSSO). 2010a. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Appendix A. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington DC.
———. 2010b. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Appendix B. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington DC.
San Diego County Office of Education (SDCOE). 2013. Common Core en Español. Estándares Estatales Comunes para las Artes del Lenguaje en Español y para la Lecto-Escritura en Historia y Estudios Sociales, Ciencias y Materias Técnicas, California. Common Core Translation Project. San Diego, CA: SDCOE. https://commoncore-espanol.sdcoe.net/ (accessed January 21, 2015).
Smarter Balanced Assessment Consortium (SBAC). 2013. http://www.smarterbalanced.org/ (accessed January 21, 2015).
Student Achievement Partners, Achieve, and Council of Chief State School Officers. 2014. “Toolkit for Evaluating Alignment of Instructional Assessment Materials to the Common Core State Standards.” http://www.ccsso.org/Resources/Digital_Resources/Toolkit_for_Evaluating_Alignment_of_Instructional_and_Assessment_Materials_.html (accessed January 21, 2015).
1038 | Chapter 12 Criteria for Instructional Materials
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