Some details about Criteria for Evaluating Instructional Materials The NEW California Reading/Language Arts Framework (2007)

Purpose of Frameworks Provide support for teachers and guidelines for educational programs Direction to publishers for the development of instructional materials Guidelines for local selection of instructional resources (Grades 9-12) Direction for curriculum delivery Reflect current and confirmed research Direction for teacher professional development programs, in-service, pre-service and teacher licensing standards

Provide support for teachers and guidelines for educational programs

Direction to publishers for the development of instructional materials

Guidelines for local selection of instructional resources (Grades 9-12)

Direction for curriculum delivery

Reflect current and confirmed research

Direction for teacher professional development programs, in-service, pre-service and teacher licensing standards

Guiding Principles for Revision of the Evaluation Criteria The RLA Evaluation Criteria must be: Aligned to the English Language Arts Content Standards Guided by the content of the Reading/Language Arts Framework Supported by current and confirmed research

The RLA Evaluation Criteria must be:

Aligned to the English Language Arts Content Standards

Guided by the content of the Reading/Language Arts Framework

Supported by current and confirmed research

Program Descriptions Five Types of Programs Reading/Language Arts Basic Program, Grades K-8 (ELA) Reading/Language Arts/English Language Development Program, Grades K-8 (ELA/ELD) Primary Language/English Language Development Program, Grades K-8 (PL/ELD) Intensive Intervention in Reading/Language Arts, Grades 4-8 (IIRLA) Intensive Intervention for English Learners Grades 4-8 (IIEL)

Five Types of Programs

Reading/Language Arts Basic Program, Grades K-8 (ELA)

Reading/Language Arts/English Language Development Program, Grades K-8 (ELA/ELD)

Primary Language/English Language Development Program, Grades K-8 (PL/ELD)

Intensive Intervention in Reading/Language Arts, Grades 4-8 (IIRLA)

Intensive Intervention for English Learners Grades 4-8 (IIEL)

Program 1: Reading/Language Arts Basic Program, K-8 1 hour in kindergarten 2.5 hours in grades 1-3 2 hours in grades 4-6 At least 1, and up to 2 hours in grades 6-8

1 hour in kindergarten

2.5 hours in grades 1-3

2 hours in grades 4-6

At least 1, and up to 2 hours in grades 6-8

Program 1: Reading/Language Arts Basic Program, K-8 Instructional elements that reinforce and extend the Basic Program: 30 minutes of extra support for English learners in K-8 30 minutes of extra support for struggling readers in K-8 15-20 minutes of Intensive Vocabulary Instructional Support in K-3 Intervention Kit in grades 1-3

Instructional elements that reinforce and extend the Basic Program:

30 minutes of extra support for English learners in K-8

30 minutes of extra support for struggling readers in K-8

15-20 minutes of Intensive Vocabulary Instructional Support in K-3

Intervention Kit in grades 1-3

Program 2: Reading/Language Arts/ELD Basic Program, K-8 All of the Program I plus… ONE HOUR of English Language Development: Explicit, sequential, linguistically logical, and systematic instruction Survival Vocabulary Skills that are transferable and non-transferable from students ’ primary language Acquisition of academic vocabulary Oral language development

All of the Program I plus…

ONE HOUR of English Language Development:

Explicit, sequential, linguistically logical, and systematic instruction

Survival Vocabulary

Skills that are transferable and non-transferable from students ’ primary language

Acquisition of academic vocabulary

Oral language development

Evaluation Criteria – What’s New Instructional Emphasis Vocabulary Oral Reading Fluency Writing Support for English Learners

Instructional Emphasis

Vocabulary

Oral Reading Fluency

Writing

Support for English Learners

Evaluation Criteria – What’s New Support for all Learners Struggling readers may include: Students who use African American Vernacular English English learners Students with disabilities

Support for all Learners

Struggling readers may include:

Students who use African American Vernacular English

English learners

Students with disabilities

Reading/Language Arts Basic Program, K-8 NEW Intensive Instructional Support in Vocabulary, Grades K-3 Reading Intervention Kit. Grades 1-3 Diagnostic Assessment Extra Support for English Learners (30 minutes)

NEW

Intensive Instructional Support in Vocabulary, Grades K-3

Reading Intervention Kit. Grades 1-3

Diagnostic Assessment

Extra Support for English Learners (30 minutes)

Reading/Language Arts/English Language Development Program NEW BOTH PROGRAMS INCLUDE 1 hour daily of ELD instruction the English-language arts content standards that must be addressed guidance from the Reading/ Language Arts Framework about instruction and support for students learning English.

NEW

BOTH PROGRAMS INCLUDE

1 hour daily of ELD instruction

the English-language arts content standards that must be addressed

guidance from the Reading/ Language Arts Framework about instruction and support for students learning English.

One Hour of ELD ELD instructional materials must address these levels of English language proficiency at appropriate grade levels: Beginning Early Intermediate Intermediate, and Early Advanced

ELD instructional materials must address these levels of English language proficiency at appropriate grade levels:

Beginning

Early Intermediate

Intermediate, and

Early Advanced

21 st Century Skills- The New “Core” of the Core Curriculum

The core is now a blend

Teaching for understanding is at the heart of 21 st Century Skills

Grant Wiggins

THE BIG “ What makes a question BIG ?

THE BIG A question is big or weighty if it has significant depth and breadth….”

THE BIG “ Another aspect of ‘bigness’ is the time it consumes. Vital issues remain alive over days, months, and years, unlike simple or superficial inquiries.”

THE BIG “ We are not looking for an answer, really; we are inviting inquiry and reflection.” Grant Wiggins, Pearson Literature

Big Questions invite creativity, innovation, communication, collaboration, critical thinking, problem solving and decision making.

The emphasis on understanding must be core to all of our teaching tools

In their hands...

On their terms...

Digital instruction puts the world at our finger tips

Digital instruction can be fun!

Digital instruction can enhance understanding…

Digital instruction provides access for all…

When we use digital to teach we understand in a whole new way

BUT It’s not just enough to use digital to teach…

… we must also teach students to use digital

“ Digital Natives, Digital Immigrants” Marc Prensky, 2001

You go to the internet second for information, rather than first… Signs of an Immigrant’s “Accent”

You read the manual for a computer program rather than assuming the program will teach you to use it…

You print emails (or have the secretary do it) before you read them…

You have never changed the original ring tone on your cell phone…

Prettygirl: Hi, hi!! KTNana3: Hi… Prettygirl: SUP KTNana3: Nada The Language of the Natives

Prettygirl: OMG!! My dad went out in the garage and a tarantula came out at him!!!!! KTNana3: NO WAY!!!

Prettygirl: OMG!! He screamed and freaked! He almost jumped to the roof!!!!!! KTNana3: LOL

Prettygirl: DIR… GTG… TTYL… C U!

There is an Access Gap

New Literacies Donald Leu

New Literacies provide a model for digital work and learning

New Literacies promote and model digital citizenship and responsibility

Creativity Collaboration Communication Innovation Decision Making Problem Solving Life and Career Skills Critical Thinking Information, Media & Tech Literacy Global, Financial & Civic Literacy 21 st Century Skills

Teaching for understanding is at the heart of 21 st Century Skills

21 st Century Skills- The New “Core” of the Core Curriculum