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California Common Core State Standards: Professional Learning Modules

• Content Home
  • Welcome
  • Module Overview
  • Pre-Assessment
    • What Do You Know?
  • Unit 1: Investigating the California Common Core State Standards: Literacy in Science
    • Examining the CCSS Literacy in Science
    • Summary of Unit 1
  • Unit 2: Making it Real: Classroom Examples
    • A Science Lesson You’ve Taught
    • Incorporating the Standards in Your Teaching
    • Grade-Level Science Lessons
    • Grade 1 Overview
      • Learning Sequence
      • Overview of Seven-day Learning Sequence
      • Implementing the Standards
      • CA CCSS Speaking and Listening in Science
      • Productive Dialogue and Academic Language and Understanding
      • Building Academic Language
      • Writing in Science
      • Deepening Student Understanding Through Writing
      • Reading in Science
      • Reading for Information
      • Grade 1 Summary
    • Grade 5 Overview
      • Learning Sequence
      • Overview of a Two-Day Learning Sequence
      • CA CCSS Speaking and Listening in Science
      • Productive Dialogue, Academic Language, and Understanding
      • Building Academic Language
      • Writing in Science
      • Deepening Student Understanding Through Writing
      • Reading in Science
      • A Reading Text Strategy: Sticky Note Reading
      • Grade 5 Summary
    • Grade 8 Overview
      • Learning Sequence
      • Overview of the Six-Day Learning Sequence
      • Implementing the Standards
      • CA CCSS Speaking and Listening in Science
      • Productive Dialogue Builds Students’ Academic Language and Understanding
      • Building Academic Language
      • Reading Complex Text in Science
      • Reading for Information
      • Writing in Science
      • Writing Deepens Student Understanding
      • Grade 8 Summary
    • High School Overivew
      • Learning Sequence
      • Overview Video of the Five-Day Learning Sequence
      • Implementing the Standards
      • CA CCSS Speaking and Listening in Science
      • Productive Dialogue Builds Students’ Academic Language and Understanding
      • Building Academic Language
      • Writing in Science
      • Writing Deepens Student Understanding
      • Reading in Science
      • Reading the Chemistry Textbook to Prepare Cornell Notes
      • High School Summary
  • Unit 3: Looking at Student Work
    • Quality Classroom Assessment for Science
    • The Assessment/Instruction Cycle
    • Grade 1: Analyzing Student Work
      • CAESL Assessment Framework: Quality Tools and Quality Use
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
      • Analyzing Student Responses to Guide Instruction
    • Grade 5: Analyzing Student Work
      • CAESL Assessment Framework: Quality Tools and Quality Use
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
      • Analyzing Student Writing Responses Guides Instruction
    • Grade 8: Analyzing Student Work
      • CAESL Assessment Framework: Quality Tools and Quality Use
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
      • Analyzing Student Writing Responses to Guide Instruction
    • High School: Analyzing Student Work
      • CAESL Assessment Framework: Quality Tools and Quality Use
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
        • CAESL Assessment Framework: Quality Tools and Quality Use (continued)
      • Analyzing Student Responses to Guide Instruction
  • Unit 4: Science Notebooks--A Tool for Student Thinking and Writing
    • The Purpose of Student Science Notebooks
      • What Information is Included in the Science Notebook?
      • What the Experts Say about Science Notebooks
      • Science Notebooks and the CA CCSS for ELA/Literacy
    • Analyzing and Assessing Science Notebooks
    • Summary of Unit 4
  • Unit 5: Science--A Setting for English Language Development
    • Supporting English Learners
    • The CA ELD Standards
      • The CA ELD Standards and the CA CCSS for ELA/Literacy
    • The CA ELD Standards and the CA CCSS in Practice: Grade 8
      • Standards in the Grade 8 Science Classroom
    • Setting Learning Goals for English Learners in Science
    • Sentence Frames and Graphic Organizers
    • Pathways for English Learners’ Expression of Ideas and Academic Language
    • English Learners’ Progression on the CA ELD Level Continuum
    • Summary of Unit 5: What do you now know?
    • “Next Steps” for Planning Science Teaching that supports English Learners
  • Unit 6: Planning for Student Success
    • Conceptual Flow and How People Learn
    • Step 1: Pre-think Key Concepts Students should know about a Crucial Content Idea
      • Step 2: Share Individual Pre-Thinking in a Team Setting
      • Step 3: Compare Concepts from the Collaborative Pre-Think and Instructional Materials
      • Step 4: Align Concepts from the Collaborative Pre-Think and Instructional Materials to Content Standards
      • Step 5: Review the Progression of Concepts and determine the Order of Instruction that provides Strong Links for Student Learning
    • Determining the Learning Sequence
    • Developing a 5E Lesson Plan
  • Module Summary
  • Post-Assessment
  • Certificate of Completion
  • Resources
  • Module Evaluation