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Question 7:
What might I see in a TK–5 ELA/literacy lesson that
supports student achievement of the CA CCSS for ELA/Literacy?


In transitional kindergarten through grade two (TK–2), students develop the skills, knowledge, and dispositions to begin meaningful independent engagement with text at their grade-level. They learn about and build fluency with the alphabetic code, including using it for their own purposes as they write. They make great gains in vocabulary, acquire more complex syntactical structures, build subject matter knowledge, learn to comprehend and think critically about grade-level literary and informational texts, and gain skill in communicating and collaborating with diverse others. Children who are English learners are doing all of these things while they are also learning English as an additional language and developing as bilinguals.

In grades three through five (3–5), students learn to employ and further develop their literacy and language skills to comprehend, use, and produce increasingly sophisticated and complex texts as well as communicate effectively with others about a range of texts and topics. They read widely and they read a great deal. They read to pursue knowledge and they read for pleasure. English learners do all of these things as they simultaneously learn English as an additional language.

As instructional leaders think about what they should see in a grade TK–5 ELA/literacy lesson aligned to the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy), there are several resources and tools available to consider, but the most comprehensive and widely vetted resource available to California educators is the State Board of Education-adopted English Language Arts/English Language Development (ELA/ELD) Framework . With this in mind, this section will focus on helping instructional leaders answer the question above using guidance from the framework, viewing California classroom videos featuring emerging practices, viewing a video of a local educational agency (LEA) panel discussion related to the question, and considering what all of this means for their work and local context.

Connections to the California Professional Standards for Education Leaders (CPSEL)


Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.
Element 1A: Student-Centered Vision
Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.
Example Indicators:
1A-1 Advance support for the academic, linguistic, cultural, social-emotional, behavioral, and physical development of each learner.
1A-2 Cultivate multiple learning opportunities and support systems that build on student assets and address student needs.
1A-3 Address achievement and opportunity disparities between student groups, with attention to those with special needs; cultural, racial, and linguistic differences; and disadvantaged socio-economic backgrounds.
1A-4 Emphasize the expectation that all students will meet content and performance standards.


Education leaders shape a collaborative culture of teaching and learning, informed by professional standards and focused on student and professional growth.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations and outcomes.
Example Indicators:
2B-1 Develop a shared understanding of adopted standards-based curriculum that reflects student content and performance expectations.
2B-2 Promote and monitor the use of state frameworks and guides that offer evidence-based instructional and support strategies to increase learning for diverse student assets and needs.
2B-3 Provide access to a variety of resources that are needed for the effective instruction and differentiated support of all students.
2B-4 Guide and monitor the alignment of curriculum, instruction, assessment, and professional practice.

Before you begin...

Prior to focusing on the question above, participants in this activity should be familiar with the following chapters of the ELA/ELD Framework :

The classroom videos featured on the next four pages are of specific grade levels within the TK–5 span. Thus, participants should review the following content and pedagogy chapters of the ELA/ELD Framework to be familiar with the state-level guidance concerning ELA/literacy instruction in these grades:

A Note-taking Guide (DOC) is provided to help you consider the practices and perspectives shared in the videos. You may want to review it before watching the videos and print it or have it open on your desktop to have in front of you while you watch.