1

MeaningfulInteractionsAroundComplexTexts:UsingEdReports.orgReviewstoSupportanInvestigationoftheELDStandardsandShiftsinMaterials

EdReports.orgdoesathoroughreviewoftheCCSSELAshiftswithineveryproduct;however,CaliforniaalsohasspecificELDshiftsoremphasesthatareincludedintheCaliforniaELA/ELDFramework.OnceyouhavethoroughlyreadtheEdReportsreview,usethisnextsteptounderstandinwhatwaysthematerialsadheretooneofthekeyELDshifts:dothematerialsbuildscaffoldsaroundclosereadingofthecomplex,grade-levelanchortextsthatallowallstudentstohavemeaningful,intellectuallychallenginginteractions?

Below,you’llfindCalifornia’skeycriteriaforthatshift.MuchofthisevidencecanbefoundwithintheEdReports’reviews,andwe’venotedtheplaceswithinareviewwhereyoucanlocatethatinformation.Inthereport,highlightanycriteriawhereyoustillhaveoutstandingquestions.Forthesecriteria,usethetextbooksthemselvestobetterunderstandinwhatwaystheymeet/donotmeettheexpectations.

Ifyou’relookingatmaterialsthatarepromotedas“CA-edition”,considerhowlessonsarelabeledwithELDstandardsandassessthequalityofthoselabels.Ifyou’relookingatmaterialsnotpromotedas“CA-editions”,scanthelessonsandmakeyourownlabelsonthematerialtoindicatewhereyouseeevidenceofthematerialssupportingELDshifts.

GuidingQuestions

WhatscaffoldsandsupportsareprovidedtohelpELsaccessalltextsandbuildtowardsthecomplextext(anchortext)?Whatstructuresareprovidedwhileimplementingtext-dependentquestions?Whatscaffoldsareprovidedfortheculminatingtasks?WhatstructuresareprovidedtoensureparticipationofELsintheevidence-baseddiscussions?Arelanguageframesincludedthatpromotetheuseofacademicvocabularyandsyntax?Areconversationprotocolsincludedtosupportthediscussionsanduseoflanguage?

● Explicitinstructionwhennecessary● Step-asidesnotedwhennecessary

2

Lookattheevidencefromindicator1j:Whattypeofscaffolding/structuresareincludedtosupportstudents’listeningandspeakingdevelopmentinconjunctionwithwhattheyarereadingandresearching?

Lookattheevidencefromindicator1l:Whatwritingsupportsareincluded(frames,wordbanks,graphicorganizers,writingstructureexemplars,protocols,samples,etc.)?Whatframesandgraphicorganizersareincludedforstudentstowriteusingevidenceandanalyses?Whatlessonsareprovidedtosupportteachersandstudents?Lookattheevidencefromindicator2bDostudentshaveampleopportunitiestoanalyzelanguageforvocabulary,syntax,textfeatures,figurativelanguage?Whatsupportexistsforstudentstoanswerthesequestions(pairs,smallgroups)?Arethereframestoprovideguidancewithanalysisandmeaningmaking?

Lookattheevidencefromindicator2eHowwillstudentsinteractmeaningfully?Whatstructuresareprovided?Arethereroutinesforbuildingandusingacademicvocabulary?Islanguagedevelopmentbuiltintothewriting?Isthereaprogressionofscaffoldinginordertobuildwritingproficiency?Isthereasystemformonitoringstudents’proficiency?

(Cont’d.)

3

ReferenceTable

California’sKeyCriteriaforMeaningfulInteractionAroundComplexText

o Curriculumprovidesstudentstheopportunitytolearnbycollaborating(listening&speaking)withtheirpeerstoreadtexts,talkabouttexts,andengageinmeaningfulinteractionswithtexts.

o Curriculumoffersstructuresfordiscussions(listening&speaking)thatpromoteequitableparticipation,academicdiscourse,andthestrategicuseofnewgrammaticalstructuresandspecificvocabulary.

o Curriculumoffersopportunitiesforstudentstobecomeproductivemembersofacademicconversations(listening&speaking)byrequiringthatstudentscontributeaccurate,relevantinformation;respondtoanddevelopwhatothershavesaid;makecomparisonsandcontrasts;andanalyze&synthesizeamultitudeofideasinvariousdomains.

o Curriculumembedsstrategicallyconstructedquestionsthatpromoteextendeddiscussions(listening&speaking)aboutacademiccontent.

o Theimportanceandpowerofvocabularyisevidencedbythecurriculum’sintentionalfocusanddesigninsupportinganddevelopingbothdomain-specificandgeneralacademicvocabularyknowledge.

o Curriculumembedstheteachingofindividualwords(bothgeneralacademicanddomainspecific)activelyandstrategicallytodevelopdeepknowledgeofthemovertime,includingnewwordsforknownconcepts,newwordsfornewconcepts,andnewmeaningsforknownwords.

o Curriculumoffersawiderangeoftextsaroundthetopicoftheanchortexttohelpbuildvocabularyandcontentknowledgeandpreparestudentswhomayhaveotherwisestruggledwiththeanchortext.

o Curriculumprovidesstudentswithlanguagemodels,suchassentenceframesandstarters,academicvocabularywalls,languageframecharts,exemplarywritingsamples,orteacherlanguagemodeling.

o Curriculumselectsandsequencestasks,suchasprovidingadequatelevelsofmodelingandexplaining,andensuresstudentshaveopportunitiestoapplylearning.

o Curriculumusesawiderangeofinformationsystems,suchasgraphicorganizers,diagrams,photographs,videos,orothermultimediatoenhanceaccesstocontent.

(Cont’d.)

4

EdReports.orgIndicatorsthatProvideEvidenceofthisELDShifts

Indicator1f-AnchorandsupportingtextsprovideopportunitiesforstudentstoengageinarangeandvolumeoftextstoachievegradelevelreadingIndicator1g-Mostquestions,tasks,andassignmentsaretext-dependent,requiringstudentstoengagewiththetextdirectlyIndicator1h-Materialscontainsetsofhigh-qualitysequencesoftext-dependentquestionsandactivitiesthatbuildtoaculminatingtaskthatintegratesskillstodemonstrateunderstandingIndicator1i-Materialsprovidefrequentopportunitiesandprotocolsforevidencebaseddiscussionsthatencouragethemodelinganduseofacademicvocabularyandsyntax.Indicator1j-Materialssupportstudents’listeningandspeakingaboutwhattheyarereadingandresearchingwithrelevantfollow-upquestionsandevidenceIndicator1k-Materialsincludeamixofon-demandandprocesswritingandshortfocusedprojectsincorporatingdigitalresourceswhereappropriateIndicator1l-MaterialsprovideopportunitiesforstudentstoaddressdifferenttexttypesofwritingthatreflectthedistributionrequiredbythestandardsIndicator1m-Materialsincludefrequentopportunitiesforevidence-basedwritingtosupportcarefulanalyses,well-defendedclaims,andclearinformationappropriateforthegradelevelIndicator2b-Materialscontainsetsofcoherentlysequencedquestionsandtasksthatrequirestudentstoanalyzethelanguage,keyideas,details,craft,andstructureofindividualtextsinordertomakemeaningandbuildunderstandingoftextsandtopics.Indicator2e-Materialsincludeacohesive,year-longplanforstudentstointeractandbuildkeyacademicvocabularywordsinandacrosstextsIndicator2f-Materialsincludeacohesiveyear-longplantosupportstudents’increasingwritingskillsoverthecourseoftheschoolyear,buildingstudents’writingabilitytodemonstrateproficiencyatgradelevelattheendoftheschoolyear.