P-3 Alignment: Prekindergarten to 3rd Grade

English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve 2014

The 2014 ELA/ELD Framework supports and incorporates the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). The Framework has several examples that align with Principle One in Snapshots and Figures:

• Snapshot 5.9. Connecting Photographs and Cultural Backgrounds, Designated ELD Connected to ELA and Visual Art in Grade Five
• Figure 9.12 Ways of Talking About Language
• Figure 9.11 Culturally Responsive Teaching

Open Circle - Collaborative for Academic, Social, and Emotional Learning (CASEL)

For use in kindergarten through fifth grade, this resource is designed to equip teachers with effective practices for creating a cooperative classroom community and establishing positive relationships and effective approaches to problem solving within the classroom. The program has, on average, 34 structured lessons each year that cover relationship building and communication skills, understanding and managing emotions, and problem solving. The Open Circle program also has a separate unit on bullying, as well as separate components to support school-wide implementation and family involvement. The program provides frequent suggestions and reminders for teachers regarding cultural sensitivity and ethnic norms.

Project2Inspire- California Association for Bilingual Education

CABE’s Parent and Family Engagement Program is focused on working with CABE’s partners from school districts and county offices to provide parents with the best opportunities and resources to help their children succeed in school. To achieve this goal, CABE’s Parent and Family Engagement Program:

• Provides high-quality education, resources, and leadership development to ALL parents.
• Offers professional development for district and school administrators, parent involvement coordinators or liaisons, and other family engagement professionals on researched-based strategies and effective practices.

Colorín Colorado

Colorín Colorado is the premier national bilingual website serving parents and teachers of English learners (ELs) in Grades PreK-12. Over the past decade, Colorín Colorado has established itself as a trusted leader in addressing the urgent challenge of helping ELs around the country succeed.

Support for Immigrant and Refugee Students

In light of the increasingly hostile climate toward immigrants and the insecurity caused by the changing policy landscape, Californians Together developed a multi-pronged approach toward creating a safe learning environment for students of all backgrounds. The following resources were developed in collaboration with Loyola Marymount University’s Center for Equity for English Learners (CEEL).

• Guide for Safe and Welcoming Schools for Immigrant and Refugee Students in California
• Grade-Span Lesson Modules and Trainer of Trainers Workshop Manual
• A Teacher’s Guide to Support Immigrant and Refugee Students’ Socio Emotional Experiences

The Newcomer ToolKit - US Department of Education

This tool kit is designed to help U.S. educators and others who work directly with immigrant students—including asylees and refugees—and their families. It is designed to help elementary and secondary teachers, principals, and other school staff achieve the following:

• Expand and strengthen opportunities for cultural and linguistic integration and education.
• Understand some basics about their legal obligations to newcomers.
• Provide welcoming schools and classrooms for newcomers and their families.
• Provide newcomers with the academic support to attain English language proficiency (if needed) and to meet college- and career-readiness standards.
• Support and develop newcomers’ social-emotional skills

My Name, My Identity- A Declaration of Self

This campaign is a partnership between the National Association for Bilingual Education and the Santa Clara County Office of Education. The objectives of the initiative are to bring awareness to the importance of respecting student’s names and identity in schools as measured by the number of community members making a pledge to pronounce students’ names correctly and to build a respectful and caring culture in school communities that values diversity as measured by my name stories posted on social media.

Alas y Voz Social Media Campaign

A social media campaign to raise awareness among parents of English learners about the importance and benefits of bilingualism. The website and videos posted on YouTube share videos, graphics, and stories on social media with effective messaging about biliteracy and bilingual programs. An online toolkit has resources for educators to use with parents.

2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition

This resource provides a systematic framework for evaluating the quality of classroom-based SEL programs. It uses this framework to rate and identify well-designed, evidence-based SEL programs with the potential for broad dissemination to schools across the United States. The primary goal of the Guide is to give educators information for selecting and implementing SEL programs in their districts and schools. It also documents the significant advances the SEL field has made in the past decade, establishes new and more rigorous standards for SEL program adoption, and provides suggestions for next steps for SEL research and practice.

Culturally Responsive/Relevant Teaching and Learning Resources

Compiled by the Hayward Unified School District, this website lists numerous resources, including bibliographies of culturally relevant literature for students to support culturally responsive and relevant teaching and learning.

English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade 12 2014

The 2014 ELA/ELD Framework supports and incorporates the California standards for English language arts and literacy in history/social studies, science, and technical subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). Classroom teachers of all grades and disciplines will find descriptions of grade-level ELA/literacy and ELD instruction across the content areas and examples of engaging teaching and assessment practices for ensuring the progress of the diverse students they serve. Language integrated in and through content is a major theme of the ELA/ELD Framework. The Framework serves as a key resource for the implementation of the EL Roadmap, Principle #2, especially the grade- level chapters and vignettes.

History/Social Science Framework for California, Kindergarten through Grade Twelve, 2016.

The 2016 History/Social Science Framework describes grade-level content, areas of focus, and examples of engaging classroom activities and assessments practices that meet the needs of the diverse students they serve The framework offers guidance for educators as they design, implement, and maintain a course of study to teach content, develop inquiry-based critical thinking skills, improve reading comprehension and expository writing ability, and promote an engaged and knowledgeable citizenry in history/social sciences.

The HSS Framework also supports interdisciplinary instruction and implementation of the California Common Core State Standards, the California English Language Development Standards (and the English Language Arts/English Language Development Framework.

Sentence Patterning Chart

Presents a strategy for building complex sentences and understanding the structure of language in a Kindergarten bilingual classroom.

Cross Language Connections in the Classroom

Illustrates cross-language connections and metalinguistic awareness in the dual language brain utilizing various strategies in grades Kindergarten through 3rd grade.

Integrated and Designated ELD: Kindergarten

Illustrates Integrated ELD and small group Designated ELD building upon thematic “Push and Pull” science content in an English-taught Kindergarten.

California English Language Development Standards (especially Chapter 5) (PDF)

The CA ELD Standards describe the key knowledge, skills, and abilities that EL students need to access, engage with, and achieve in grade-level academic content. They amplify the California State Standards

for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects (ELA/ Literacy). The CA ELD Standards support English Learners to use English purposefully, to use language to interact meaningfully in school and beyond, and to be knowledgeable about English and utilize language as a resource for communicating and learning. Of particular importance, Chapter 5 highlights how English works.

Integrating the CA ELD Standards into K–12 Mathematics and Science Teaching and Learning (DOC)

A Supplementary Resource for Educators Implementing in tandem the California English Language Development Standards, the California Common Core State Standards for Mathematics, and the Next Generation Science Standards for California Public Schools.

Sobrato Early Academic Language Model

SEAL (Sobrato Early Academic Language) is a professional development and instructional model that builds the capacity of preschools and elementary schools to powerfully develop the language and literacy skills of English learner children within the context of integrated, standards-based, and joyful learning. They have created and make available a library of videos of research-based practices and instructional strategies (listed at the end of this “Illustrative Resources and Connections” section.

Project GLAD®

As a model of professional learning, the Orange County Department of Education National Training Center (NTC) for the Project GLAD® (Guided Language Acquisition Design) model, is dedicated to building academic language and literacy for all students, especially English learner/emergent bilingual students. The model enhances teachers’ design and delivery of standards- based instruction through an integrated approach with the intent of building language proficiency and academic comprehension. Project GLAD® classrooms promote an environment that respects and honors each child’s voice, personal life experience, beliefs, and values their culture.

Be GLAD® 

Be GLAD®, is a national organization providing professional development on the Guided Language Acquisition Design model to states, districts, and schools promoting language acquisition, high academic achievement, and 21st-century skills. Teachers are trained to modify the delivery of student instruction to promote academic language and literacy.

The professional development offered focuses on improved pedagogy with consistent instructional routines while creating a school environment responsive to diversity with an inclusive learning environment. Be GLAD® helps to establish a project-based, student- centered curriculum process that is inquiry driven.

Guiding Principles for Dual Language Education – Third Edition

Center for Applied Linguistics, Dual Language Education of New Mexico, and Santillana USA

Designed for educators, researchers, policymakers, and all who are interested in effective dual language education, the new edition of this widely-used resource includes enhancements to the principles reflecting learning from research and practice, updated literature reviews, and revised templates for program self- evaluation.

Leading with Learning Systemically Transforming Teaching for English Learners

Leading with Learning is a system for ensuring that culturally and linguistically diverse Learners experience effective teaching and learning and attain high academic achievement. It includes interrelated and aligned courses for teachers, instructional coaches, principals, district facilitators, and district leadership teams. The main goal is to ensure that all students experience academically rich, culturally sustaining, and positive teaching and learning daily to improve their academic, language, and literacy learning outcomes throughout the year. Leading with Learning is a three-year process, with the first two years consisting of intensive support from WestEd staff. The third year of the partnership is focused on sustaining and scaling the work.

The California ELD Standards Companion, Grades K-2 and 3-5

Ivannia Soto, Linda Carstens, Jim Burke, Corwin Press, Nov 27, 2018

A teaching resource that helps teachers make the critical link between the ELD Standards and the CCSS ELA Standards

Scaffolding Language Scaffolding Language by Pauline Gibbons

This resource helps teachers ensure that their English learners become full members of the school community with the language and content skills they need for success. Gibbons shows how the teaching of language can be integrated seamlessly with the teaching of content and how academic achievement can be boosted. Rich examples of classroom discourse illustrate exactly how the scaffolding process works, while activities to facilitate conversation and higher-level thinking put the latest research on second language learning into action.

English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone by Pauline Gibbons

In English Learners, Academic Literacy, and Thinking, Pauline Gibbons presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the upper elementary and middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice.

English Language Learners Day by Day, K-6, by Christina M. Celic

Highlights what best practices look like on a day-to-day basis, starting day one, by drawing on a rich blend of research findings and classroom experiences.

Dual Language Learner Resource Guide

First 5 California’s Dual Language Learner Resource Guide was designed to provide early learning programs that serve young dual language learners (infants, toddlers, and preschoolers). The resources highlight evidence-based strategies to improve the quality of instructional practices and interactions with young dual language learners, including partnering with families in this effort.

videos.seal.org

A series of videos for supporting language-intentional teaching in elementary grades, Integrated and Designated ELD and dual-language practices, and cross- language connections is available through SEAL. The videos are made available for use in professional learning and to support the field in meeting the needs of English learners.