the new “core” of the core curriculum

Some details aboutCriteria 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

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

Program Descriptions

Five Types of Programs 1. Reading/Language Arts Basic Program,

Grades K-8 (ELA) 2. Reading/Language Arts/English Language

Development Program, Grades K-8 (ELA/ELD) 3. Primary Language/English Language

Development Program, Grades K-8 (PL/ELD) 4. Intensive Intervention in Reading/Language

Arts, Grades 4-8 (IIRLA) 5. 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

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

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

Evaluation Criteria – What’s New

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

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)

Reading/Language Arts/English Language Development Program

NEWBOTH 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

21st Century Skills-

The New “Core”

of the Core

Curriculum

The core is now a blend

Teaching for understanding

is at the heart of 21st Century

Skills

Grant Wiggins

“What makes a question

BIG?

A question is big or weighty if it has

significant depth and breadth….”

“Another aspect of ‘bigness’ is the time it consumes. Vital issues remain alive over days,

months, and years, unlike simple or superficial

inquiries.”

“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

21st Century Skills

Teaching for understanding

is at the heart of 21st Century

Skills

21st Century Skills-

The New “Core”

of the Core

Curriculum