Coherent Systems for

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Coherent Systems for Teaching and Learning
An Overview of the 2007 Reading-Language Arts
Framework
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Reading/Language Arts Framework
The purpose of the California Reading/ Language
Arts Framework is to provide a blueprint for
organizing instruction so that every child meets
or exceeds the language arts content standards.
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Find Someone Who

• Using the worksheet in your packet, walk around
  the room looking for a different person to answer
  each of the questions on the topic of the RLA
  Framework. Write their answer and initials in
  the box before moving to the next person. You
  provide answers too!

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Presentation Outcomes
By the end of todays session, participants will

• Study the guiding principles and key components
  of effective Reading-Language Arts Programs
• Understand the connection between standards,
  assessments, and differentiated instruction
• Identify the importance and means of providing
  universal access to all students
• Learn the various requirements and options
  available in the 2008 RLA curriculum adoption.

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Framework Contents

• Ch. 1 Introduction Guiding Principles
• Ch. 2 Goal and Key Components of
  Effective Language Arts Programs
• Ch. 3 Content Standards and Instructional
  Practices, Grades K-3
• Ch. 4 Content Standards and Instructional
  Practices, Grades 4-8
• Ch. 5 Content Standards/Inst. Practices, 9-12
• Ch. 6 Assessment of Proficiency in the L.A.
• Ch. 7 Universal Access to the Curriculum
• Ch. 8 Responsibilities/Support for Proficiency
• Ch. 9 Criteria for Evaluating Inst. Materials

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RLA Framework - Guiding Principles

• Use the ELA Content Standards to align
  curriculum, assessment, instruction and
  organization to provide a comprehensive, coherent
  program
• Stresses the importance of a balanced,
  comprehensive program
• Emphasizes that students must be fluent readers
  at least by the end of third grade
• Describes the important skills, concepts and
  strategies that students must be able to use
  after the third grade

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RLA Framework - Guiding Principles - continued

• Provide guidance to ensure that all educators and
  learners understand specific domain skills, the
  reciprocal nature of those skills, and those
  skills can be learned across disciplines
• Promotes a preventative rather than remedial
  approach
• Assumes that all students will work toward the
  same standards
• Addresses the full range of learners in
  classrooms
• Assumes that virtually all students can learn to
  read
• Is designed to be useful to a wide range of
  consumers

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Student failure is unnecessary. All but 2 to 5
percent of public schools students can learn to
read well.
Consider This
- Foorman, Francis, Shaywitz, et al. 1997
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Assessment in the Language Arts
Instructional Grouping and Scheduling
Professional Development
Effort
Administrative Practice
Instruction in the Language Arts
The Key Components of Effective Language Arts
Instruction
Motivation
Differentiated Instruction
Instructional Programs and Materials
Parent and Community Involvement
Instructional Time
Classroom Instructional and Management Practices
Development of Academic Language
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Small Group Task
Locate the Key Components of Effective Language
Arts Instruction document in your handouts.
Quickly read the bullets under each heading.
Silently, based on your perceptions, on a scale
of 0-3, give each heading an overall
implementation rating. Be prepared to share your
ideas together. 0 not in place 2
partially in place 1 minimally in place 3
fully in place
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CALIFORNIA ENGLISH/LANGUAGE ARTS STANDARDS
Organization
Domain
Strand
Substrand
Standard
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Domains

• Reading
• Writing
• Written Oral English Language Conventions
• Listening Speaking

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Reading Strands

• Word Analysis, Fluency, and Systematic Vocabulary
  Development
• Reading Comprehension
• Literary Response and Analysis

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Reading Substrands
Word Analysis, Fluency, and Systematic Vocabulary
Development

• Concepts of Print (K-1)
• Phonemic Awareness (K-1)
• Decoding and Word Recognition (K-3)
• Vocabulary and Concept Development (K-12)

Reading Comprehension

• Structural Features of Informatl. Mtrls. (K-12)
• Comprehension and Analysis of Grade-Level
  Appropriate Text (K-12)
• Expository Critique (5-12)

Literary Response and Analysis

• Structural Features of Literature (3-12)
• Narrative Analysis of GL Appropriate Text (K-12)
• Literary Criticism (5-12)

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The standards are mastery standards, meaning
that students should master or be proficient in
the knowledge, skills, and strategies specified
in a particular standard, at least by the end of
the designated grade.
Standards
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Standard
Word Recognition
1.3 Read aloud narrative and expository text
fluently and accurately and with appropriate
pacing, intonation, and expression.
- Grade 3
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Partner Discussion
What are the key standards all students must
master (know and be able to do) by the end of the
grade level you teach?
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Framework for Reading
DECODING
COMPREHENSION
Word Recognition Strategies
Academic Language
Comprehension Strategies
Fluency
Phonemic Awareness
Phonics
Vocabulary
MOTIVATION
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Minimum Daily Time Requirements for
Reading-Language Arts Instruction

• Kindergarten 60 minutes (1 hour)
• Grades 1-3 150 minutes (2.5 hours)
• Grades 4-6 120 minutes (2 hours)
• Grades 6-8 1-2 hours

Note These times have been established and are
documented in the California State
Reading-Language Arts Framework as minimum, daily
amounts for a student who is functioning at
benchmark/grade level
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6 Reading Dimensions Related to State Content
Standards
K 1 2 3 4 5 6 7 8
Phonemic Awareness
Phonics
Fluency
Vocabulary
Reading/Text Comprehension
Motivation (State Framework)
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Stages of Reading Development

• Stage 0 - Prereading
• Stage 1 - Initial Reading or Decoding
• Stage 2 - Confirmation, Fluency, Ungluing
  from Print
• Stage 3 - Reading for Learning the New
• Stage 4 - Multiple Viewpoints
• Stage 5 - Construction and Reconstruction

Chall, 1983, 1996
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Direct Instruction

• A pattern of teaching that consists of the
  teachers explaining a new concept or skill to a
  large group of students, having them test their
  understanding by practicing under teacher
  direction (that is, controlled practice), and
  encouraging them to continue to practice under
  teacher guidance (guided practice).
• Joyce, Bruce, Weil (2000)
• Models of Teaching

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Three Types of Assessment

• Entry Level
• Pre-assessment
• Shapes the direction of the instruction
• Monitoring Progress
• Ongoing and frequent assessment
• Used throughout teaching of a particular skill
• Summative
• Post-assessment
• Directs next steps of instruction
• Indicates mastery of a particular skill

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Content and Rationale of the Skills Assessments
Skills Assessments are designed to help
grade-level teams and classroom teachers
determine how effective their delivery of
instruction is in meeting expected student
learning goals.
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Partner Discussion
Study the skills assessments to be given to the
students at your grade level? Which ones did you
give last year? Which ones need to be
added/provided this coming year? Why is each
assessment listed important for progress
monitoring?
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Framework Quote
The ultimate goal of language arts programs in
California is to ensure access to high-quality
curriculum and instruction for all students in
order to meet or exceed the states
English-language arts content standards. Californ
ia Reading/Language Arts Framework Chapter 7 ,
p. 225
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Successful Diagnostic TeachingTo plan
appropriate prevention/intervention strategies
for helping students who are experiencing
learning difficulties, teachers should consider
the degree of severity according to these major
groups

• Advanced
• Benchmark
• Strategic
• Intensive

Kameenui/Simmons, 1998
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An Expected Distribution
Intensive
5
Strategic
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80
Benchmark
Kameenui/Simmons
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Small Group Task Divide up the questions found
on the document entitled, Guiding Questions for
Chapter 7 Universal Access to the Language Arts
Curriculum. Each person will have 5 minutes to
identify an answer to their assigned question(s).
Then, each person will have one minute each to
share their answer with the group.
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Skills Assessment Grade Level Trajectory
x
x
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Instructional Upgrade

• What Elements in the Basic Program Have Been
  Strengthened for Diverse Learners, including
  English Learners?
• Daily vocabulary instruction
• Thirty minutes per day of additional
  instructional support
• Writing
• Oral Reading Fluency
• Improved Assessments

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Program Options

• Reading/Language Arts Basic Program,
  Kindergarten-Grade 8
• Core program provides instruction for
• 1 hour in Kindergarten
• 2.5 hours in grades 1-3
• 2 hours in grades 4, 5, 6
• 1-2 hours in grades 6-8

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Program Options

• Instructional Elements that reinforce and extend
  the Basic Program
• 30 min. Extra Support for Struggling Readers
• 30 min. Extra Support for English Learners
• 15-20 min. of Intensive Vocabulary Support
  (Grades K-3)
• Reading Intervention Kit (Grades 1-3)

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Program Options

• Reading/Language Arts/English Language
  Development Basic Program, Grades K-8
• Same core program and support elements in Program
  Option I
• One hour of English Language Development directly
  connected to the themes/units of the core program

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Program Options

• III. Primary Language/English Language
  Development Basic Program, Grades K-8
• Same as Program Option 2, but in primary language

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Program Options

• Intensive Intervention Program in
  Reading/Language Arts, Grades Four-Eight
• Stand-alone, intensive, accelerated program
  designed for students whose reading achievement
  is two or more years below grade level.
• 2.5 - 3 hours

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Program Options

• Intensive Intervention Program for English
  Learners, Grades Four-Eight
• Stand-alone, intensive, accelerated program
  designed for English Learners whose academic
  performance is two or more years below grade
  level
• 2.5 - 3 hours

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Small Group Discussion
As you think about the 2007 RLA Framework, its
continuing emphasis as well as its new guidelines
for publishers, what are you most interested in
learning more about? How do these new options
have the potential to improve the program at your
school/in your classroom.
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Good teaching is the single most powerful tool in
the prevention of reading difficulties.
Consider This
- Preventing Reading Difficulties in Young
Children