CA Reading & Literature Project
Loyola Marymount University
The California Reading & Literature Project (CRLP) is a collaborative, statewide network of classroom teachers and university scholars that provides quality, standards-based professional development in language and literacy instruction to ensure that every student is academically prepared to finish high school ready for college and career. Scholars and teacher leaders from across the state work collaboratively to develop, implement, and evaluate professional development programs designed to help districts support and sustain continuous improvement in academic literacy and language development for all students. CRLP focuses on student achievement and grounds all professional development activities in student work and outcomes, in order to inform teacher practice and assess teacher leadership.
RESULTS
CRLP Results: Word Recognition and Fluency Supporting Implementation of the Common Core State Standards: Foundational Skills (K-5)
This CRLP institute focuses on the Common Core Foundational Skills students need to learn, when it needs to be covered within an overall scope and sequence, and howinstruction might be approached. This institute also emphasizes why these skills must be learned, when the optimal time is to teach these skills and how to do so.RALLI
Results: Academic Language and Literacy Instruction, K-6 (RALLI) Supporting Implementation of the Common Core State Standards
RALLI is a professional development institute designed to provide teachers with the tools and skills necessary to analyze the academic language and literacy demands of complex literary and informational texts. RALLI also supports teachers in designing effective instruction to help their students make meaning from complex grade-level text, whether read aloud to them or read by them with instructional support, and to use evidence from the text to demonstrate comprehension. RALLI core routines include both content and language objectives, following a general sequence for before, during, and after reading.CALL
CALL - Content Area Language and Literacy
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.
SEBT
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.
ELL/Common Core
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
ADEPT
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
General Office Hours
Email is checked frequently.
Contact us:
Loyola Marymount University
Email: gchavez7@lmu.edu
Location: 1 LMU Drive, University Hall, #2638, Los Angeles, CA 90045
Phone: 310-258-8867