How strategies are aligned with Existing California Educator Guidance Documents & Resources
Below you will see how the ML Toolkit strategies for literacy development are aligned with the following existing resources: California Teaching Performance Expectations (TPEs) for early care and education teachers and teaching assistants and K-12 teachers, The California Standards for Teaching Profession (CSTPs), and the English Learner Roadmap. To learn how the standards align across all strategies, visit thealignment reference guide page.
TPE 1: Engaging and Supporting All Students in Learning
Element 1.5: Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.
Element 1.6: Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability
TPE 3: Understanding and Organizing Content Knowledge for Student Learning
Element 3.5: Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
TPE 4: Planning Instruction and Designing Learning Experiences for All Students
Element 4.7: Plan instruction that promotes a range of communication strategies and activity modes between teacher and student and among students that encourage student participation in learning.
California Standards for Teaching Profession (CSTPs)
Standard 1: Engaging and Supporting All Students in Learning
Element 1.4: Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
Element 1.5: Promoting critical thinking through inquiry, problem solving, and reflection
Standard 3: Understanding and Organizing Content Knowledge for Student Learning
Element 3.2: Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Element 3.3: Organizing curriculum to facilitate student understanding of the subject matter
Element 3.6: Addressing the needs of English learners and students with special needs to provide equitable access to the content
Standard 4: Planning Instruction and Designing Learning Experiences for All Students
Element 4.1: Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
Element 4.4: Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
English Learner Roadmap (ELR)
ELR Principle 1: Assets-Oriented and Needs-Responsive Schools
Element 1.A. Language and Culture as Assets. The languages and cultures English learners bring to their education are assets for their own learning and are important contributions to learning communities. These assets are valued and built upon in culturally responsive curriculum and instruction and in programs that support, wherever possible, the development of proficiency in multiple languages.
ELR Principle 2: Intellectual Quality of Instruction and Meaningful Access
Element 2.A. Integrated and Designated English Language Development (ELD). Language development occurs in and through subject matter learning and is integrated across the curriculum, including integrated ELD and designated ELD (per theEnglish Language Arts (ELA)/ ELD Framework).
Element 2.B. Intellectually Rich, Standards-based Curriculum. Students are provided a rigorous, intellectually rich, standards-based curriculum with instructional scaffolding that increases comprehension and participation and develops student autonomy and mastery.
Element 2.C. High Expectations. Teaching and learning emphasize engagement, interaction, discourse, inquiry, and critical thinking with the same high expectations for English learners as for all students in each of the content areas.
Element 2.D. Access to the Full Curriculum. English learners are provided access to the full curriculum along with the provision of appropriate English learner (EL) supports and services.
Element 2.E. Use of Students’ Home Languages. Students’ home language is understood as a means to access subject matter content, as a foundation for developing English, and, where possible, is developed to high levels of literacy and proficiency along with English.
Element 2.F. Rigorous Instructional Material. Rigorous instructional materials support high levels of intellectual engagement. Explicit scaffolding enables meaningful participation by English learners at different levels of English language proficiency. Integrated language development, content learning, and opportunities for bilingual/biliterate development are appropriate according to the program model.
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