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California Department of Education Resources

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California Department of Education Resources

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Start here! Be sure to vet these resources and rate them for quality. Which TPEs can be informed by the resources you find and share?

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State Standards

California Department of Education (CDE) Web pages that focus on ELA and Literacy (ELA/Literacy) content standards and related standards.

California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (PDF), Adopted August 2010
The California Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CA Standards for ELA/Literacy) are the culmination of an extended, broad-based effort to create the next generation of standards from kindergarten through grade 12 to help ensure all students are literate at college and career ready levels no later than the end of high school. They are based on the national Common Core State Standards (CCSS) .

California English Language Development Standards
The California English Language Development Standards (CA ELD Standards) help guide curriculum, instruction, and assessment to ensure English learners develop the English language skills needed to engage successfully with the CA Standards for ELA/Literacy.

Quality Professional Learning Standards
The Quality Professional Learning Standards identify characteristics of professional learning that are most likely to support educators in building individual and collective capacity to meet professional, school, and student performance expectations.

Model School Library Standards for California Public Schools
The School Library Standards support students' learning to access, evaluate, use, and integrate information and ideas found in print, media, and digital resources, enabling students to function in a knowledge-based economy and technologically-oriented society.

California Department of Education Resources

The following California Department of Education (CDE) web pages feature resources on the 2014 English Language Arts/English Language Development Framework (ELA/ELD Framework), curriculum guides, instructional materials for implementing standards for all students, and policy information.

California Comprehensive State Literacy Plan (PDF)
Aligns and integrates state literacy initiatives, content standards, and state guidance documents to support teachers of students, birth through grade 12. The document was created with extensive stakeholder input and fulfills a primary objective of the federal Comprehensive Literacy State Development grant project.

Literacy Resources Repository
Contains an online collection of high-quality resources curated by members of the State Literacy Team to support the federal Comprehensive Literacy State Development grant project. The collection includes the Knowledge Building Video Series and a link to the Local Literacy Planning Toolkit .

2014 English Language Arts/English Language Development Framework
Incorporates both the California Common Core State Standards for ELA/Literacy in History/Social Studies, Science, and Technical Subjects (CA Standards for ELA/Literacy) and the California English Language Development (CA ELD) Standards. To accomplish this ground-breaking endeavor, the ELA/ELD Framework integrates five key themes across grade levels: Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills.

Implementation Support for the ELA/ELD Framework
A collection of resources that support the implementation of the ELA/ELD Framework.

CCSS and CA ELD Standards Resources
Provides links to a variety of CDE and CDE-reviewed outside resources to support teaching the CA ELD Standards.

CCSS English Language Arts Resources
Provides links to a variety of CDE and CDE-reviewed outside resources to support teaching the CA CCSS for ELA/Literacy.

CCSS Literacy Resources
Provides links to a variety of CDE and CDE-reviewed outside resources to support teaching the CA CCSS for Literacy.

California Professional Learning Stories
Provides a collection of videos and resources showcasing high-quality professional learning systems aligned to the California Quality Professional Learning Standards in California schools and districts. Learn about Sanger Unified's aligned and coherent professional learning system, teacher-led professional learning through the Instructional Leadership Corps, West Contra Costa Unified's 1 to 1 technology implementation, and much more.

CCSS Resources for Parents and Guardians
Resources for parents and guardians interested in learning more about the CA Standards and how to support their child's attainment of these standards.

Common Core Resources for Special Education
Resources and guidelines for California teachers to provide opportunities that ensure equitable access to the CA Standards for ELA/Literacy for students with disabilities.

Common Core Search
Contains a searchable collection of hundreds of CDE-reviewed web resources to support implementation of the CA Standards in ELA/Literacy. Use search terms such as "literacy" and "English Language Arts" and your grade level to locate resources of high value.

Informational Handouts
Collection of overviews and highlights of the CA Standards in ELA/Literacy translated into multiple languages.

Instructional Materials
Kindergarten through grade eight instructional programs aligned to the CA Standards for ELA/Literacy and the CA ELD Standards, adopted by the State Board of Education in 2015.

Multi-Tiered System of Supports
Information about implementing and sustaining the framework that aligns Response to Instruction and Intervention so that educators and families can best support their students' academic, behavioral, and social success in ELA/Literacy as well as all content areas.

Quality School Framework
Collection of reviewed, searchable tools, promising practices, and research within each of ten Quality School Framework elements that support students' learning and thriving, including Assessment, Curriculum, Instruction, Professional Learning, Teachers, and Resource Alignment.

Recommended Literature for Pre-K Through Grade 12
Extensive, online, searchable list of literature, selected by educators around the state, to support students, teachers, and parents with finding books that will engage readers of varying skill levels in all content areas, including history-social science, mathematics, science, visual and performing arts, and general literature.

Specialized Media & Translations
Information and resources to help educators support students with disabilities' access to texts in the general curriculum.

CDE Policy

California Graduation and Admission Requirements: ELA
Provides the minimum number of ELA courses required for California high school graduation and for the University of California and the California State University systems' uniform minimum number of courses required for admission as a freshman.

Additional Information

Stay informed on the latest in literacy education in California! Join the CDE's Literacy listserv by sending a blank email to: join-cde-literacy@mlist.cde.ca.gov.

Instructional Resources

Web-based resources created by notable, national contributors for teachers and families striving to improve students' ELA/Literacy learning are presented.

Achieve the Core Instructional Practice Guide
Provides observation and lesson planning tools to help guide educators to know what the CCSS for ELA/Literacy look like in classroom planning and practice. ( Achieve the Core )

Best Evidence Encyclopedia
Presents reliable, on-going, and easy-to-read Consumer Reports ®-style reviews of various types of K-12 education programs.

BetterLesson
Provides thousands of reviewed grade three to twelve CCSS-aligned lessons created by Master Teacher Project classroom ELA teachers. ( National Education Association Master Teacher Project )

Common Core California
Provides multiple teaching and leading resources for CA Standards, notably: A Communications Toolkit for explaining the paradigm shift involved, This Is Common Core California Showcase, a collection of photos, descriptions, videos, student work, and other testimonials that demonstrate what Common Core looks like for California's students, and The Digital Chalkboard, a Web page for California educators to collaborate and share their best practices, best resources, best strategies. ( Californians Dedicated to Education )

Teaching Channel Videos
Provides videos of lessons selected by committee on a variety of relevant ELA/Literacy topics. Offers opportunities for professional learning through video teams and other collaborative learning models. ( The Bill and Melinda Gates Foundation and The William and Flora Hewlett Foundation )

Digital Literacy

Curated Web sites with instructional materials and guidance from teachers and other experts on incorporating and improving literacy with digital resources are highlighted.

Table of Contents for Digital Literacy

Searchable Collections

The quantity of quality Internet-based instructional materials has exploded over the past few years. For this reason, links to these searchable compilation Web sites of reviewed education-based digital resources are provided so that seekers may get an overview of quality possibilities, as well as the opportunity to narrow choices as needed. Use search or filtering terms such as "ELA" or "Literacy" with "Free" to obtain best results.

Reviewed ELA Sites

Share My Lesson
Provides an online platform where educators can create and share their best CCSS for ELA/Literacy teaching resources, advice, and guides. ( American Federation of Teachers and TES Connect )

"Best of" Sites

Provides links to and descriptions of digital resource Web pages that experts, including administrators, teachers, and students, have rated highly. Please Note: Because the lists' criteria for inclusion vary, not all of these resources are free. The purpose of these lists are to acquaint seekers with resources that have documented evidence of effectiveness.

Best Websites for Teaching & Learning
Honors and presents Web sites, tools, apps, and resources of exceptional value to inquiry-based teaching and learning as embodied in the American Association of School Librarians'Standards for the 21st-Century Learner . Includes topics such as digital storytelling, organizing, and communications. ( American Association of School Librarians )

Assistive Technology

Digital technology provides new methods for accessing the ELA/Literacy core curriculum for students who have a variety of learning styles. The pages below provide vetted, searchable collections of assistive technology resources.

Professional Learning

Professional learning opportunities have changed dramatically with the recent flood of digital resources and offer exciting possibilities, if only educators had the time to learn about them. The resources below provide collections of innovative digital resources to help jump-start the process.

Creativity at the Core
Provides professional learning modules focused on many key topics that support arts learning and CA Standards, including Dance and the Common Core, Arts and the Four C's, Lesson Study: Low and Middle Grades, Close Reading, and Culturally Responsive Arts Learning. ( The California County Superintendents Educational Services Association )

KQED Teach
Free courses for teachers on creating digital media and teaching media literacy skills, from producing videos to identifying misinformation to understanding copyright.

Social Networking

Approaches and resources for professional learning, lesson sharing, instructional strategies, assessment approaches, and communications with families are featured.

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Resources for implementing and improving English Language Arts instruction, including guidance documents and digital materials.

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Learn the "ins" and "outs" of what it means to teach English Language Learners in your classroom. How does this resource support the ELD standards?

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Think of this before you plan group discussions and activities.

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The Graduate School of Education and Human Development

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Collaborative learning - the practice of breaking students into small groups to answer questions, work on projects and learn from one another - has become one of the strongest core philosophies operating in classrooms today.

The concept is not new; much of the early research on collaborative learning (also called cooperative learning) was done in the 1980s and 1990s when most classrooms favored the traditional teacher lectures and individual student work. But with the growth of technology and the increasing value society places on the ability to work in teams, collaborative learning has become more common. Here are 10 strategies for encouraging the success of collaborative learning:

1. Deliberately select which students will work together

Left to their own devices, students will sort themselves into groups of friends who share common bonds. However, when a teacher creates the groupings, he or she can match students by strengths and weaknesses, deliberately mixing ability, diversity and social capability.

2. Size the groups for maximum effectiveness

If a group is too small, ideas and discussion may not be diverse or energetic enough; if too large, some students won't get involved. Optimum group size tends to be four to five.

3. Teach your students how to listen to one another

Among young learners, active listening isn't a natural skill. Taking time to discuss and practice listening skills with your students - teaching them to make eye contact, avoid interruption and repeat important points - has both short and long term benefits.

4. Set the rules of language and collaboration

There will always be one or two students in each group who will be more likely to take the lead - or take over. Take the time to teach students how to clarify issues, how to paraphrase, how to disagree constructively and how to build on what others have contributed.

5. Make goals and expectations clear

Specific goals and expectations are important. If students are not clear on the goals they are expected to meet, group work has the potential to trail off into socialization or apathy.

6. Assign roles to the members of each group

With roles delineated, students are able to better understand what is expected of them. With roles like leader (directs the group's actions for the day), recorder (takes notes and does all writing), encourager (enables discussion and gives positive feedback) and checker (checks the work and hands it in), its clear how each student needs to fulfill his or her responsibilities.

7. Use real-world problems, not imaginary ones

With practical, real-world assignments, students find information through research and forming real opinions. If you find a scenario that they feel involved in - an environmental issue, a recent Supreme Court case, a complicated social issue - they will take more ownership of the project. Even better, select a problem from the students' own community and challenge them to solve it.

8. Consider giving each group a different task

Delegating tasks gives each group a sense of importance and emphasizes the fact that large problems are solved by people working together. By solving different pieces of an issue, your student groups will have a more personalized learning experience and will better refrain from ill-spirited competition or "borrowing" each other's work.

9. Play a game to get students warmed up

This is particularly helpful for younger students, who may not be sure of their roles in the group or the classroom. Cooperative games require children to use the same skills that they do in collaborative schoolwork, and they can see results quickly. For example, Teach Hub offers cooperative classroom games that are appropriate for grades 1-3, grades 4-6 and grades 7-8.

10. Evaluate each group on its own merit

If you judge groups in relation to each other, students will feel like their success or failure is not entirely in their own hands. Try a system where you can give grades per how well each group met its goals, and/or how each student performed the duties of their assigned role. You can also reward by category, as in best discussions, best research or most original solution.

The Changing Trends of Education

Collaborative learning is just one of the countless ways in which education is changing today. To learn more about how you can develop your leadership potential and enhance your career with a Master's in Educational Leadership and Administration, Education Specialist (EdS) and Post-Master's Certificate from the George Washington University, request information or call 202-994-9283.

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10 Strategies to Build on Student Collaboration in the Classroom | The Graduate School of Education and Human Development | The George Washington University

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Collaborative learning, breaking students into groups to work on projects and learn from one another, has become ! of the core philosophies in classrooms today.

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DOK Question STEMs for 9th & 10th graders

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The first resource that comes to mind is the fishbowl type discussion that my DCT uses. She puts together eight desks and eight students have to sit to share. Then after they are in the center they can be tapped out by their peers so they can have their turn. This is monitored by marking down how many times each person has taken their turn to talk. This ties to the ELD standards in terms of the listening and speaking part of the engagement . They are being asked to turn in notes from the video, but it's really how they are adding to the conversation and listening/responding that speaks to a fishbowl discussion.

Speaks to TPE 4: Planning Instruction and Designing Learning Experiences for All Students possibly?

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Sounds weird but the text questions can be modified and there are online versions of the textbook that check for comprehension. As I previously shared outload lol

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Quote sandwich graphic, but also a deeper lesson. Could live as a poster on the wall, also on classroom. There is

an option for them to create their own graphic in a language or phrasing that they understand

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A resource that my DCT and I use is the CSU ERWC lesson plans. She uses those lessons plans as guides for the next lessons and what we want the students to learn throughout the next few weeks. The binder already has activities built into it, so my DCT picks activities and generates slides based on those activities. I feel like this would relate to TPE 4: Planning Instruction and Designing Learning Experiences for All Students because those lesson plans are supposed to be used as a guide. Another resource that my DCT uses is an AI Feedback generator for student work. I think this would relate to TPE 5 which is assessing student learning.

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My DCT and I have an ERWC meeting every Wednesday. I see this as a resource because it is implemented into our weekly schedule. We meet with other English educators to make sure our content material meets all the standards, is relevant, and engaging for students. We do this by addressing our specific learning objectives for our lesson and unit plans, and we make adjustments to any parts of our lessons by hearing about what went well and what did not go well. The ELD standards are always aligned with our lesson plans and learning objectives. For example, one of the learning approaches we used with students was having them collaborate with their peers to create a logo for their school's athletic department. they later had to create a proposal and present it to the class. In this activity they were required to listen, read, write, analyze, critically think, discuss, collaborate, present and create.

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Dotmocracy

Size: Entire class

Time: Unrestricted

Activity

Pointers:

This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

For more facilitation strategies, see http://dotmocracy.org/ opens in new window

Snowball

Size: Entire class

Time: 30-40 minutes, or longer depending on discussion

Activity

1. Present an idea, question, or issue to students. Each student first thinks about the idea/question/issue for one minute, with the goal of generating at least three reactions, comments, answers, etc.

2. Two students then come together with their lists and try to come up with three things they agree on.

3. The pairs of students then join with another pair, and try to come up with three things they agree on. Repeat for as many iterations as desired.

4. Eventually, bring the class together as a group to hear what the students have decided are the three most important issues, questions, ideas relevant to the topic discussed.

Example

In an international relations class, ask students "What are the key traits of a good mediator?" Most groups will identify neutrality as one of the key trait in Western cultures, providing a bridge to a discussion of differences in the role of mediators in the Middle East, where mediators' role is to take sides and support the weaker party in a dispute.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues"

This discussion model can be time-consuming.

Fishbowl

Size: Entire class

Time: Unrestricted

Activity

The group observing will either observe the process, the content, or both depending on the desired outcome. After the activity, you can have groups give feedback to each other, either on a group to group basis, individually, or in pairs. If you feel that the learners are not ready for public feedback, ask them to provide feedback to each other in pairs or in writing.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues".

This discussion model can be time-consuming.

Think-Pair-Share

Size: Individual and pairs

Time: 1 class

Pointers:

This activity encourages students to think about answers on their own first before talking with other students.

Avoid asking simple/recall type questions: this activity works best when students are challenged to think through a more complex or complicated idea.

The benefits of the 3 step process are two-fold: first, students are generally more comfortable presenting ideas to a group with the support of a partner; second, students' ideas have become more refined through this three-step process.

Adaptable for Online Learning? This could be done by breaking students into small chat rooms, or pairing students up to message with each other, then having their group post their points to a larger discussion board.

Think Aloud

Size: Pairs

Time: 1 class

Activity

1. Choose 2-3 paragraphs of new text for students to read.

2. Students work in pairs (student A gets text 1, and student B gets text 2).

3. One student reads a passage of text aloud, and while reading they stop frequently to "think" aloud. The reader stops after every few sentences, and reflects on what they have read. (This process is awkward, and weird for most. Let students know this, and that it is ok!)

4. Model this activity very briefly for students with a sample text.

5. Once student A finishes their text, student B then performs their think aloud. Give students 15-20 minutes to perform this part of the activity.

6. Bring the class back together as a group. Go over each of the texts, then perform a think aloud as a class, asking students to contribute what they were thinking about at each point.

7. Finally, conclude class with a "Meta-moment": ask students what they thought of the activity, and what they will take away to their next reading. (This can take the form of a 1-minute paper!)

Pointers:

Think aloud is frequently used in text based disciplines such as English, Comparative Literature or History. At the end of this activity, students will have developed their ability to engage in a close reading of the text, and will be able to explain their thinking process.

An analogy that helps students understand the process is comparing it to math: Much like a mathematician must show their work when solving an equation, so must a student in the Arts & Humanities when explaining their thinking and reasoning process.

Adaptable for Online Learning? In the online environment, students can annotate the text instead and add comments.
Additional Resources

Calder, L. and Carlson, S. "Using "Think Alouds" to Evaluate Deep Understanding opens in new window ..

Ericsson, K. and Simon, H. Protocol Analysis; Verbal Reports as Data. (Revised edition). MIT Press, 1993.

Ericsson, K. and Simon, H. "How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols with Descriptions and Explanations of Thinking opens in new window ." Mind, Culture, & Activity, 1998: 176-186.

Wade, S. "Using Think Alouds to Assess Comprehension opens in new window ." The Reading Teacher, 1990: 442-451.

Weimer, M. "Think Alouds Shed Light on How Students Grapple with Content opens in new window ." 2012.

Wineburg, S. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, 2001. Ch 3 & 4.

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Dotmocracy Size: Entire class Time: Unrestricted Pointers: This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

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Literature Resources For Students And Teachers | PBS LearningMedia

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Explore literature resources for students and teachers. Discover videos, games, and activities that align with state and national standards.

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My DCT showed me this today and I thought that is was really useful. It contains passages, excerpts, poems and more from  ELA Literature (both common and uncommon). With these resources, it contains a list of questions in order of DOK 1, DOK 2, DOK 3, and  DOK 4 for these resources. These are questions that you can use for prompts for essays, for discussions, or for warm-ups.