The New “Core” of the Core Curriculum
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Transcript of The New “Core” of the Core Curriculum
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Some details aboutCriteria for Evaluating Instructional
Materials
The NEW California Reading/Language Arts Framework (2007)
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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
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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
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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)
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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
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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
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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
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Evaluation Criteria – What’s New
Instructional Emphasis• Vocabulary• Oral Reading Fluency• Writing • Support for English Learners
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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
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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)
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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.
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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
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21st Century Skills-
The New “Core”
of the Core
Curriculum
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The core is now a blend
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Teaching for understanding
is at the heart of 21st Century
Skills
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Grant Wiggins
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“What makes a question
BIG?
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A question is big or weighty if it has
significant depth and breadth….”
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“Another aspect of ‘bigness’ is the time it consumes. Vital issues remain alive over days,
months, and years, unlike simple or superficial
inquiries.”
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“We are not looking for an
answer, really; we are inviting inquiry
and reflection.”Grant Wiggins, Pearson Literature
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Big Questions invite creativity, innovation, communication,
collaboration, critical thinking, problem solving and decision making.
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The emphasis on
understanding must be core to
all of our teaching tools
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In their
hands...
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On their
terms...
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Digital instruction
puts the world at
our finger tips
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Digital instruction can be fun!
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Digital instruction can enhance understanding…
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Digital instruction provides access for all…
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When we use digital to teach
we understand in a whole new
way
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BUT
It’s not just enough to use digital to
teach…
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…we must also teach students to use digital
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“Digital Natives, Digital
Immigrants”Marc Prensky, 2001
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You go to the internet second for information, rather than first…
Signs of an Immigrant’s “Accent”
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You read the manual for a
computer program
rather than assuming the program will teach you to
use it…
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You print emails (or have the
secretary do it) before you read
them…
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You have never
changed the original ring tone on your cell phone…
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Prettygirl: Hi, hi!!
KTNana3: Hi…
Prettygirl: SUP
KTNana3: Nada
The Language of the Natives
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Prettygirl: OMG!! My dad went out in the garage and a tarantula came out at him!!!!!
KTNana3: NO WAY!!!
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Prettygirl: OMG!! He screamed and freaked! He almost jumped to the roof!!!!!!
KTNana3: LOL
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Prettygirl: DIR… GTG… TTYL… C U!
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There is an Access Gap
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New Literacies
Donald Leu
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New Literacies provide a model for
digital work and learning
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New Literacies promote and model digital
citizenship and responsibility
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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
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Teaching for understanding
is at the heart of 21st Century
Skills
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21st Century Skills-
The New “Core”
of the Core
Curriculum