CA Reading & Literature Project
CSU, Chico/North State
CRLP Results: Word Recognition and Fluency Supporting Implementation of the Common Core State Standards: Foundational Skills (K-5)
This signature professional development program offers assessment tools, Instructional routines, and Intervention strategies that support the implementation of the Common Core Reading Foundational Skills (K-5)
- Results: Word Recognition and Fluency help teachers gain an in-depth understanding of the content of the four major components of beginning reading instruction: (colon for list) print concepts, phonological awareness, word recognition and fluency and how they develop sequentially.
- Results: Word Recognition and Fluency offers teachers assessments for determining student’s proficiency in these components, which enables teachers to group according to instructional needs.
- Results: Word Recognition and Fluency provides instructional routines that will help students master these standards using beginning reading materials that meet state guidelines.
- Results: Word Recognition and Fluency addresses intervention strategies for students in need of additional supports.
Results: Academic Language and Literacy Instruction, K-6 (RALLI) Supporting Implementation of the Common Core State Standards
CALL: Content Area Language and Literacy, For Academic Success in Middle and High School
CALL is a professional development program designed to provide secondary teachers with the tools and skills necessary to analyze the academic language and literacy demands of course-specific texts and materials. CALL supports teachers in designing effective instruction to help their students read complex texts and to use evidence from the texts to demonstrate their comprehension.
A key requirement of meeting the Common Core State Standards for English Language Arts is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. (Anchor Standard #10)
Students in college and the workforce are expected to read complex texts with substantially greater independence than are students in typical secondary classrooms. College students are held more accountable for what they read on their own than are most students in middle or high school.
ADEPT: A Developmental English Proficiency Test
The ADEPT assessed key forms, or grammatical structures, through carefully worded prompts that elicit student responses. Responses to these prompts can provide teachers with valuable information and insight into a student’s command of each structure and the related general utility vocabulary upon which the use of that structure depends. It assesses both receptive and expressive English language proficiency at the first three levels and expressive proficiency at the fourth level.
ADEPT results can help teachers:
- Identify a student’s instructional level for Systematic ELD instruction
- Understand a student’s language abilities for differentiated instruction
- Monitor student progress in English proficiency
- Inform planning for Systematic ELD, Frontloading Language, and Reading/Language Arts instruction
ELA/ELD Standards Training
- Revisit the Common Core ELA/Literacy shifts and the expectations for all students, including implications for English learners
- Understand the organization of California's new ELD Standards and their relationship to the Common Core
- Discover and explore ways to use the new ELD standards for planning for English learner instruction across content areas
- Consider strategies for scaffolding English learner success
- Receive tools to aid in planning instruction for English learners
SEBT- Spanish-English Biliteracy Transfer
SEBT Professional Development offers guidance for teachers as they help their students reach grade-level literacy in both Spanish and English, through coherent biliteracy transfer instruction of foundational reading skills aligned to the CCSS and CCSS en Español.
SEBT builds on the concept of interdependence across languages. Teachers learn when and how to make explicit connections to what students have learned in Spanish. The instructional focus is determined by the literacy skills/concepts students already know in Spanish and the level of transferability of those skills/concepts.
SEBT offers a set of assessments specifically designed for transferability of foundational reading skills. These assessments are intended to supplement, if necessary, the foundational skills assessments teachers are currently using and guide instruction for transferability.
Contact us: CSU, Chico/North State
Email: michelleseligman@gmail.com
Website: https://csmp.ucop.edu/home/site_detail/54/25
Location: 1890 Park Marina Drive, Suite 217 Redding, CA 96001
Phone: 530-221-6801
Facebook: https://www.facebook.com/CRLPNorthState
Professional development calendar
We are scheduling our summer professional development institutes. If you would like to bring any of these institutes to your school or district, please contact the regional director.